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Caitlyn Donoho

Indiana Wesleyan University


Elementary Education Lesson Plan Template
Reading, Writing, and Oral Language
2007 ACEI Standards
READINESS
Big Idea: Hand in Hand
I.

Goals/Objectives/Standard(s)
Goal: Students will be able to make connections with each other and the
world around them.
B.
Objective: After the guided reading lesson, students will be able to make
at least 2 text-to-self, text-to-world, or text-to-text connections.
C.
Standard: 2.RN.2.1 Ask and answer questions about the main idea and
supporting facts and details in a text to confirm understanding.
A.

II.

Management
a.
Time: There will only be two rotations. The introductory minilesson
will only take about 5 minutes, each rotation will take 15 minutes,
transition time will be about 3 minutes, and then the closure will be
about 7 minutes. So the entire lesson will take a total of about 45
minutes.
b.
Space: The introduction will be in the family room. I will be meeting
with students at the kidney table. Mrs. Arnold will be meeting with her
groups in the family room. The rest of the students will be working at their
desks.
c.
Students: I will set a timer for 15 minutes and once the timer is up,
I will say Scooby Dooby Doo and the students will respond Where
are you? I will give the students directions of where to go next, based
on what group they are in. The students will be in the same groups they
have been in all year. I will use precorrection to communicate my
expectations of behavior. If I see on-task behavior, I will reward
students with Mrs. Arnolds money and if they are not following
directions, I will take money.
d. Materials:

Lets Send a Letter by Kristin Cashore

Living in Seoul by Kim Borland

Communicating Then and Now by Kim Borland

iPads with Spelling City and Epic apps

A letter from my grandma

A grade school picture of Mrs. Arnold

Making Connections response sheets

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III.

Anticipatory Set: We will start off in the family room and I will remind
the students that we call it the family room because we are a family.
Why do we call this place the family room? Good, Mrs. Arnolds class is a
family. Were all learning and growing together. Were all connected and
unified as one big family.
Purpose: Today we are going to be learning about how we can make
connections to the stories we are reading and listening to. When were
able to make connections, something really cool happens; the things we
read start to change us and the way we see the world around us.

IV.

PLAN FOR INSTRUCTION


(ACEI 1.0)
V.

Adaptation to Diverse Students:


The students are grouped in homogeneous groups based on reading
abilities with leveled readers that are appropriate for their reading level.
The format of my BDA are also slightly modified based on the needs of the
students.

I will provide a sentence stem on the board for the response sheet for my
students who have difficulty with writing.

I will specifically encourage my students with attention deficits for on-task


behavior with money. Karter will also have his wiggle chair and Velcro, as
usual.
(ACEI 3.2)

VI.

Lesson Presentation (Input/Output)


(ACEI 2.1)

Minilesson: My anticipatory set and purpose statements will act as


my minilesson.

Guided Reading Group 1: Lets Send A Letter! by Kristin


Cashore
o

Prereading- I will show the students a piece of mail that I


received from my grandma for my birthday. I will point out
the features of the letter then introduce the strategy of
making connections.
I brought in something that I wanted to show you guys
today. This is a birthday card from my grandma, who lives in
Oklahoma, that I got in the mail this year. See here, it has my
grandmas last name with her address and then right here it
has my name and address. (show them the card inside) It
was so sweet of her to send this to me, shes so thoughtful.
The girl in our story sends a letter too (show them the front

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cover). As we read, were going to be thinking about ways
that this story reminds us of things that happened to us,
someone we know, or a character in another story.
o

Reading- I will chunk the reading into 2 parts: pgs. 3-6 and
pgs. 7-8. The students will each take turns reading one
sentence aloud. I will prompt them with guided questions
before each chunk.
Ok, were going to just read pages 3 through 6, and then
stop. We will each read one sentence. Make sure youre
following along with your finger if its not your turn to read.
As we read the first section, I want you to be looking for
something the girl does that you have done before or seen
someone do before Pause. Good, so now were going to see
what happens to the letter once the girl drops it off. As we
read these last 2 pages, I want you to be thinking about
some post offices or mailmen youve seen before.

Responding- I will ask the students to share thoughts they


had while reading and connections they made.
What were some things this story made you think of? Have
you written or received a letter before? Have you been to the
post office or talked to a mailman before? Where else have
you seen mailboxes? What are some ways we talk to people
now besides writing them a letter?

Exploring- We will turn back to pages 4 and 5 and I will reread


them aloud. I will explain some more connections I made to
encourage them to make deeper connections.
Good connections. Now turn back to pages 4 and 5. Im
going to reread them to you I was looking at this picture of
the girl on page 4 sealing her envelope and it made me think
about how yucky it tastes to lick the envelope. Have you
guys ever licked an envelope before? The pictures were also
reminding me of the letter my grandma sent me and I
started thinking about how my grandma added a stamp in
the upper right hand corner of my letter too. Do you guys see
any other things that are the same or different about these
letters? What about another letter youve seen before?

Applying- I will encourage the students to continue to make


connections as they read other texts.
That was cool to learn about ways that you guys connected
to the story in different ways than I connected to the story.
As you read other stories, you can make connections too! You

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just have to ask yourself, what does this story remind me
of?

Guided Reading Groups 2 and 3: Living in Seoul by Kim


Borland
o

Prereading- Mrs. Arnold will show the students a picture of


her when she was in elementary school. She will briefly share
a couple of her experiences at that age and then introduce
the strategy of making connections.
Can anybody guess who this is? This is a picture of me when
I was in ___ grade. When I was in ___ grade, I used to _____
and _____. In our story today, we are going to read about this
little girls experiences growing up in South Korea (show front
cover). As we read, were going to be thinking about ways
that this story reminds us of things that happened to us,
someone we know, or a character in another story.

Reading- Mrs. Arnold will chunk the reading into 2 parts: pgs.
3-10 and pgs. 11-12. The students will each take turns
reading one page aloud. Mrs. Arnold will prompt the students
with guided questions before each chunk.
Ok, were going to just read pages 3 through 10, and then
stop. We will each read one page. Make sure youre following
along with your finger if its not your turn to read. As we read
the first section, I want you to be looking for some things that
this little girl likes to do and places she likes to go Pause.
Now, we are going to read the rest of the story and I want
you to be looking for Minas favorite holiday.

Responding- Mrs. Arnold will ask the students to share


thoughts they had while reading and connections they made.
What were some things this story made you think of? What
are some games or activities you like to play with your
family? (refer back to page 6) What are some things Mina
does at school that you also do? (refer to pages 7-8) Have
you ever seen a building that kind of looks like the palace in
real-life or in pictures? (refer to pages 9-10) What are some
traditions your family has during the holidays (refer to pages
11-12)?

Exploring- As the students respond to the story, Mrs. Arnold


will refer back to text passages and illustrations that the
students are bringing up in discussion. She may reread the
passage aloud or have the student reread it aloud.

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o

Applying- Mrs. Arnold will encourage the students to continue


to make connections as they read other texts.
That was cool to learn about ways that you guys connected
to the story in different ways than I connected to the story.
As you read other stories, you can make connections too! You
just have to ask yourself, what does this story remind me
of?

Guided Reading Group 4: Communicating Then and Now


o

Prereading- I will show the students a piece of mail that I


received from my grandma for my birthday. I will point out
the features of the letter then introduce the strategy of
making connections.
I brought in something that I wanted to show you guys
today. This is a birthday card from my grandma, who lives in
Oklahoma, that I got in the mail this year. See here, it has my
grandmas last name with her address and then right here it
has my name and address. (show them the card inside) It
was so sweet of her to send this to me, shes so thoughtful.
The story were reading today is also about mail and the
different ways letters have been sent over time. As we read,
were going to be thinking about ways that this story reminds
us of things that happened to us, someone we know, or a
character in another story.

Reading- I will chunk the text up into 2 sections: pgs. 3-11


and pgs. 12-17. During the first chunk, the students will read
silently to themselves. During the second chunk, I will read
the text aloud to them. I will ask guided questions before
each section.
I want you to read pages 3 through 11 silently to yourselves
and then stop. As you read, I want you to think about how
long these ways of sending messages would take Pause.
Good, now I will read pages 12 through 17 aloud to you guys.
As I finish this story, I want you to think about why these new
ways of communicating might be better.

Responding- I will ask the students to share thoughts they


had while reading/listening and connections they made.
What were some things this book reminded you of? Have
you ever seen ay of these older ways of communicating (ie:
horse-drawn carriage)? Have you ever tried to mail
something across the country? How long did it take to get
there? What are some ways that we communicate now? Are

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there any other books that you have read that this book
reminded you of?
o

Exploring- As the students respond to the story, I will refer


back to text passages and illustrations that the students are
bringing up in discussion. I may reread the passage aloud or
have the student reread it aloud.

Applying- I will encourage the students to continue to make


connections as they read other texts.
That was cool to learn about ways that you guys connected
to the story in different ways than I connected to the story.
As you read other stories, you can make connections too! You
just have to ask yourself, what does this story remind me
of?

Workstation activity: Students will listen to a story on Epic on


their iPads independently at their desks. Once they are finished with
their story, the students will respond to the prompt: What did this
story remind you of? The students will write a sentence or two and
then draw a picture of what they wrote. If students finish early, they
will practice their vocabulary words on Spelling City.
If you are not meeting with Mrs. Arnold or I, you will be working on
this at your desk (show them response sheet). First, I want you to
listen to read a story on Epic. We are not watching any videos, but
you can choose any story you want. After you read the story, I want
you to answer the question, what does this story remind you of?
And then I want you to draw a picture of what the story reminded
you of. If you finish early, I want you to review your vocabulary on
Spelling City until Mrs. Arnold or I call you back. I will set the timer
for 15 minutes and when the timer goes off, we will switch.
(ACEI 3.3)

VII. Check for understanding: I will be asking the students questions before,
during, and after our reading. During discussion, I will be making anecdotal
notes and filling out a checklist for whether students are able to make
meaningful connections to the text.
VIII. Review learning outcomes / Closure: I will ask some students to share
their responses/pictures.

Caitlyn Donoho
I heard some really great connections being made today. But, I was
meeting with the guided reading groups the whole time, so I want to see
and hear some of the connections you made with the stories you read on
Epic! Would anybody like to share a connection they made?
PLAN FOR ASSESSMENT
I will keep anecdotal notes and monitor student progress with a checklist. A
check minus will mean that they were able to make at least one connection, but
may be lacking some depth (ie: the girl in the story has a dog and so do I). A check
will mean that students were able to make more than one connection. A check plus
will mean that students were able to make multiple, meaningful connections. Taking
into account my anecdotal notes, checklist, and the students response sheets, I will
assess whether the students were able to meet the objective.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
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?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
7.
What were some of the benefits of using leveled readers for this
guided reading lesson? What were some drawbacks?
8. What additional resources or support would have further enhanced this
lesson?
9. Did I manage the class effectively, specifically the students working
independently at their desks?
Revision Date: 10/24/16
2007 ACEI Standard

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