Kensie Linick

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
Many Parts Make a Whole Big Difference

LESSON RATIONALE
The learning experiences in this lesson and overall unit support the concept that elements in the world around us consist
of individual parts working together to create a coherent and functional whole. In this lesson, students will engage in
various strategies and activities in order to recognize that various parts of information can be analyzed and utilized to
enhance understanding of the whole concept. Additionally, students will discover the roles that specific people, events,
and elements play in a situation and how we as individuals can contribute our parts for the sake of a greater whole.
(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s) — After this unit, students will be able to recognize the significance of the many individual parts that
make up a complete whole.
B. Objective(s) — After this lesson, students will be able to utilize a variety of strategies and engage in appropriate
activities that assist in gaining parts of information about and within complete, separate texts.
C. Standard(s): —
a. 4.RN.2.3 — Explain the relationships between events, procedures, ideas, or concepts in a historical,
scientific, or technical text, based on specific information in the text.
b. 4.RN.4.2 — Combine information from two texts on the same topic in order to demonstrate
knowledge about the subject.
(CAEP K-6 3.c)
II. Management Plan —
 Time
o Anticipatory Set – (5 minutes)
o Lesson Presentation/Explanation (5 minutes)
o Workstations (15 minutes/per rotation)
o Closure (5 minutes)
 Materials
o Letter cards/tape
o Pre-printed articles
o Pre-printed directions for each workstation
o Pre-printed escape room materials
o Anchor chart
o Timer on screen for switching rotations
o Whiteboard
o Paper/writing utensils
o Individual iPads
 Space
o Whole Group Instruction – Carpet
o Guided Reading Station – Kidney Table
o Workstations – Brown Table, Students’ Desks
 Students
o In-place tally mark behavior management system will be enforced
o Will monitor workstations after text reading
o Low-noise level permitted for workstations but only permitted at guided reading station when
appropriate
Group 1 Group 2 Group 3
Emily Cody Paxton
Dariah Aalexis Khionna
Kameron Devin Jace
Chrisette Mistikal Philip
Latrell Michael Jazmine
Aschten Kay’Auna Lilli

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III. Anticipatory Set —

• Hangman/Wheel of Fortune
 We will begin our lesson as a whole group on the carpet. Each student will be given a card with a letter on it.
The activity will be played in a similar manner to hangman or Wheel of Fortune. One student will be the
“guesser” while the other students wait their turn to provide their letters. The “guesser” will call out a letter
one at a time until all the letter cards have been revealed (taped on the board) or until he/she can solve the
puzzle. The puzzle will eventually reveal the topic: The Underground Railroad. Before sharing the purpose of
the lesson, ask open-ended, thought-provoking questions such as, “Did you notice an element crucial to the
success of solving our puzzle?” Although this is not a teaching time, express both the objective and big idea
by stating, “During the activity, we relied on the parts of information that each other had in order to solve our
whole puzzle.”
IV.Purpose — The texts and activities we encounter today will help us analyze various parts of information that make up a
greater concept as a whole.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners —
 Groups will be structured intentionally by placing lower-level learners with students who are more
confident in their abilities. Personalities will also be considered when organizing groups as some students
do not work to their best ability when placed with specific individuals.
o Group 1 Variation:
 Text: The text remains primarily the same, but the Lexile level is lower. Therefore, while
the text does provide descriptive information, the text has shorter paragraphs
information and less difficult vocabulary words and sentence structures.
o Group 2 Variation:
 Strategy: While students will still utilize the strategies previously implemented, this
group will also focus more heavily on predicting (F&P) what happens in the last
paragraph, which is the brave escape of Eliza Harris. This strategy will be implemented
before the transition between reading and responding. I will read the first section of the
paragraph all the way up until her escape, and then we will brainstorm on the
whiteboard behind me possible ways she escaped. We will then read the remainder of
the paragraph and discuss our predictions in comparison to the real ending.
o Group 3 Variation:
 Text: The text remains primarily the same, but the Lexile level is higher. Therefore, the
text has more detailed information and more difficult vocabulary words and sentence
structures.
 For students with IEPs and LDs, allow wait time, free exploration, and verbal clarifications and responses.
 For students with ADHD, provide fidget devices during the lesson presentation. (The activities are also
intentionally designed in such a way to keep hands and overall bodies active.)
(CAEP K-6 1.b)

VI.Lesson Presentation (Input/Output)

o Make sure to explain the groups, rotations, and workstations/directions prior to dismissing students.
Directions will also be posted at each workstation for independent practice. While students are still on the
carpet, break down on an anchor chart what strategies we will be using at each station.
o Differentiate instruction according to learner readiness, strengths, weaknesses, interests, and motivators of
individual students. Include differentiated content, processes, and products.
o Guided Reading Practice* – BDA Lesson(s) (Kidney Table):
o *differentiation of groups listed above
o Prereading
 Tea Party – Each student will be given a short quote from the text. Each student will read
their quote aloud and briefly discuss what they believe the quote could imply or refer to in
the selected text.
 In addition to the Tea Party activity, we will briefly skim over the article making note of
important text features, such as pictures and headings. We will also briefly discuss what we
know, what we wonder, and what we want to learn about the topic.
o Reading
 The article “The Underground Railroad in Indiana” will be read through the method of close
reading. The students will follow along as we read together. I will read a portion at a time,

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stop reading for a moment, and have the students say a word or phrase to make sure they are
tracking with me and following along as we read. Use formative assessment to decide
whether or not to chunk the text or only read certain sections depending on elements such as
time and ability.
 https://newsela.com/read/natgeo-underground-railroad-indiana/id/44657/
o Responding
 We will determine the text structure the author uses. We will discuss the elements we read in
the text. We will talk about the implications for the people in the text as well as the
implications for us. We will make personal connections if/when possible. Use open-ended
questioning to prompt student thinking such as, “What would you have done if you had to
escape slavery?” or “What would our world/society look like if slavery had never been
abolished?”
o Exploring
 We will read (skim) through the text again using the strategy of searching for and using
information and/or summarizing (F&P) and take notes on the whiteboard behind me of the
key details of each paragraph.
o Applying
 After determining the text structure of the text, students must now apply the same strategy of
analyzing (F&P) to the text, Twelve Days in May: Freedom Ride 1961. We will skim this book
and discuss the text features and text structure we believe it lines up with and compare the
information found in it to the information from the first text. Explain to students that they will
be analyzing another text at the next workstation.
o Active Participation —Workstations:
o Students will compare and contrast the differences and similarities between the text structure and
overall information in the article and in the children’s book. The order in which they encounter the
books will differ based on the rotations, but each group will have an opportunity to discuss and express
the comparisons and contrasts. Comparing and contrasting will be largely done through means of
discussion.
o “Escape Room” (Brown Table):
 Strategy Used: Searching for and Using Information (F&P)
 Students will use the strategy above to complete an “escape room.” Because of students’ prior
knowledge due to a brief story we read about the underground railroad on a previous day,
students know that the slaves often escaped to freedom using secret codes and songs.
Students will be tasked with helping a slave escape to freedom. They will be given a card that
provides background information on the slave, such as where they are from, what they have
been through, and where they want to escape to. Students must then decode a series of
riddles and puzzles in order to find clues along their journey in helping a slave escape
through the underground railroad.
o Children’s Literature (Students’ Desks):
 Strategy Used: Summarizing (F&P)
 Students will access a link on their iPads to read Henry’s Freedom Box. After reading the book,
students will write a short paragraph to summarize the key details and facts. The paragraphs
must include at least five sentences. Students will be given an example on a printed piece of
paper of a structure that they could choose to follow to aid them in writing their paragraph
since I will be primarily present at the guided reading station. We will discuss our
summarized paragraphs in the closure to compare and contrast the two texts.
 https://www.youtube.com/watch?v=L6rf9bxDK1o
o Multiple levels of questions
 Multiple levels of questions will be utilized at both the guided reading station and the
workstations. Students will respond to questions at both an academic level and a personal
level.
o Modeling/monitoring
 During the guided reading station, I will model reading, using strategies, and writing. For
example, I will model for the students how to go back to the text and find a strong key detail.
(CAEP K-6 3.d)

VII. Check for understanding

 Reteach: whole group, small group, individuals
o Use formative assessment to determine if a strategy needs to be reexplained or if directions need to be
reexplained either at the guided reading station or the workstations.

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o When able and appropriate, walk around the room to monitor student progress and understanding.
Clarify questions and provide appropriate support.
 If student understanding has gone well, students are ready to complete a task with less teacher support.
o The activities utilized in the guided reading station and workstations are structured with tiers of both
guided practice and individual practice.

VIII. Review learning outcomes / Closure

 After all rotations conclude, we will gather on the carpet for closure. We will discuss our summarized
paragraphs to compare and contrast the two texts. We will also have a discussion on the various strategies we
used at each station and compare and contrast the elements of each station as well. We will also relate back to
the big idea. Ask questions that prompt students’ thinking, such as, “How does the underground railroad fit into
what we discussed at the beginning of the lesson?” and “How did the strategies we use fit into that concept as well?”
 Have students remain on the carpet to await further direction from Miss Carder.

PLAN FOR ASSESSMENT

 Formative: Throughout the lesson, monitor student progress and ability to stay on task. Monitor student
understanding of the strategies or tasks at hand and modify instruction accordingly.
 Summative:
o The writing activity at the individual workstation will allow students to clearly and effectively
communicate detailed information.
o The closure discussion will demonstrate how well students made a connection to the strategies,
information, and overall big idea.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did students make a connection to the big idea? -- To understanding parts of a whole?
8. Did the active use of manipulatives in the escape room and technology in the other workstation add to or
distract from this particular lesson?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading Lesson
Rationale
The Beginning The Developing
Candidate Candidate
Rationale Candidate demonstrates Candidate uses
little or no understanding understanding of how
of how planning is children grow and
related to how children develop across the
CAEP K-6 1.a grow, develop, and learn. developmental domains
but is unable to state how
the lesson is related to
that knowledge.
The Competent The Accomplished
Candidate Candidate
Candidate uses Candidate uses
understanding of how understanding of how
children grow and children grow and develop
develop across the across the developmental
developmental domains domains, and is able to
while articulating the articulate the theoretical
rationale for the lesson. foundations for the lesson.
The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains

4

Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
The candidate’s lesson is
not developmentally
appropriate.
Lesson
Presentation The candidate’s lesson
And does not use
Workstations appropriate modeling
and guided practice.
Workstations include
little opportunity for
InTASC 5 students to engage in
CAEP K-6 3.f relevant and active
learning.
correlated with learning objectives that connect
goals and standards. The goals and standards with
connection between lesson activities and
objectives and lesson assessments.
activities and
assessments is weak or
unclear.
The connection between The anticipatory set is
the anticipatory set and clear and direct and
lesson objectives and focuses students’
content is weak or attention on the lesson.
unclear.
A statement of purpose is The statement of purpose
included in the LP, but is clearly connected to
has little power to the content of the lesson
motivate students and and is presented in terms
capture their that are easily
imaginations. understood by students.
The Developing The Competent
Candidate Candidate
Instructional Instructional
opportunities are opportunities are
provided in this lesson; provided in this lesson.
however, they are not The opportunities are
adapted to individual developmentally
students. appropriate and/or are
adapted to individual
students.
The Developing The Competent
Candidate Candidate
The candidate’s lesson is The candidate’s lesson
somewhat demonstrates an
developmentally understanding of
appropriate. developmentally
appropriate practice.
The candidate’s lesson
includes the basic level of The candidate’s lesson
modeling. includes both modeling
and guided practice.
Workstations include
activities that encourage Workstations are
student participation, but purposeful, literacy-based,
lack purpose or depth. engaging, and tiered; and
includes relevant activities
that encourage student
participation and critical
thinking.
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Kensie Linick
clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and assessments.
Instructional planning is
based on individual
student needs.
The anticipatory set
connects the current
lesson with previous and
future learning and
focuses students’ minds
and attention on the day’s
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.
The Accomplished
Candidate
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidate’s understanding
of individual learner
characteristics and how
these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Accomplished
Candidate
The candidate’s lesson
demonstrates strong
developmentally
appropriate practice
including a variety of ways
to teach content.
The candidate’s plan
includes multiple ways to
model and guide practice.
Workstations are
purposeful, literacy-based,
engaging, and tiered; and
support student
motivation through
relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.

The candidate’s plan is
not differentiated for
subsets of students or
individual students.
Differentiated
Guided reading lessons
Instruction
do not follow the stages
And
in the reading process.
Guided Reading
Groups
CAEP K-6 3.d
Little or no provision is
Check for included to check for
Understanding student understanding
or to reteach concepts
InTASC 4 that elude students
during the initial
presentation.
Review Lesson closure is not
Learning included, or is not
Outcomes/ related to the goals
Closure and/or content of the
lesson.
InTASC 4
Independent No independent
Practice/ practice activities are
Extending the included in the lesson,
Learning or activities are
unrelated to the content
InTASC 5 of the lesson.
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
The candidate’s plan is
differentiated according to
a subset of learners and
includes multiple guided
reading lessons that follow
the stages in the reading
process.
A guided practice section
is included in the lesson
plan, but the connection
with the lesson
presentation is weak
and/or unclear.
Lesson closure is weak
and/or poorly written.
Independent practice
activities are not well
conceived and/or written;
student accomplishment
of IP activities is not likely
to result in lesson mastery
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
6
The candidate’s plan is
differentiated according to
learners and includes
multiple guided reading
lessons that follow the
stages in the reading
process and that address
individual interests and
preferences for learning.
The lesson plan includes a
plan and the means to
check for student
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Assignments or activities
are included that provide
students with the
opportunity to practice
learned skills; All activities
match lesson objectives.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
Kensie Linick
The candidate’s plan is
differentiated according to
learners and includes
multiple guided reading
lessons that follow the
stages in the reading
process and address
individual interests and
preferences for learning.
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Plans to check for student
understanding of the
content are an integral
part of the lesson, and
include frequent questions
and other actively
engaging forms of
formative assessment
during guided practice.
Lesson closure is clearly
correlated to the content
of the lesson and actively
engages students in
summarizing the essential
elements of the lesson.
Independent practice
activities are highly
correlated to lesson
objectives and content and
lead to student mastery.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
 Kensie Linick

adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
student learning and/or use of instructional, to, instructional and to, instructional and
Thread
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Indiana Wesleyan University Differentiated Lesson Plan

Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards
Student Teaching Admission Summary Scoring Sheet
Reading Lesson

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4
Total (passing = 39/52)

Scoring Guide. Check the box that corresponds to the rating you gave to each element of the
lesson plan. Add the individual element scores (B=1; D=2; C=3; A=4) to calculate the total
lesson plan score.

Revision Date: October, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards