Teacher Education Lesson Plan Template

Teacher: Emily Brannock Date: 2/15/18

Title of Lesson: Remediation Cooperating Teacher: Allison Larranaga

Core Components

Subject, Content Area, or Topic

Language Arts: Fiction

Student Population
49 - 4th graders

Learning Objectives
The student will use sensory details provided by the author to create
mental images related to the text.

Virginia Essential Knowledge and Skills (SOL)

ELA.4.4.1 Use context to clarify meanings of unfamiliar words and phrases.
ELA.4.5.4 Visualize information in text, specifically by identifying sensory words
that describe sights, sounds, smells, and tastes, and explaining how they make
the reader feel.
ELA.4.5.11 Explain the plot, including the problem/conflict and solution/resolution.

Materials/Resources
Anchor Chart
A Quarrel Between Friends Assessment, Questions and answer key
Printed copies of A Quarrel Between Friends
Plastic Sheet covers
Dry Erase Markers
 High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%

X Summarizing & Note Taking 34%

Reinforcing Efforts & Providing Recognition 29%

X Homework & Practice 28%

Nonlinguistic Representations 27%

X Cooperative Learning 23%

Setting Goals & Providing Feedback 23%

Generating & Testing Hypothesis 23%

Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return

Teach Others/Immediate Use of Learning 95%

X Practice by Doing 75%

X Discussion 50%

X Demonstration 30%

Audio Visual 20%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 X Reading 10%

X Lecture 05%

Safety (if applicable)

N/A

Time
(min.)
Process Components

*Anticipatory Set
Teacher will discuss the assessment with students. Teacher will explain that the
assessment was discussing fiction and that this was different than most
assessments we have taken because there was a lot of dialogue.

*State the Objectives (grade-level terms)

I can visualize (picture) what I read in my head using details from the text.

*Instructional Input or Procedure

Teacher will ask students to come to the carpet with their reading notebooks and a
pencil.
Teacher will continue to remind the students how important it is to visualize while
taking an assessment because visualizing helps us to truly understand what we are
reading.
Teacher will then read over the Quarrel with Friends passage and visualize with the
class.
Teacher will go paragraph by paragraph to visualize the passage. Teacher will write
visualization on an anchor chart for the class to copy.
Teacher will discuss the plot (somebody, wanted, but, so, then) (climax, conflict,
resolution) while visualizing and will label paragraphs if they contain parts of the
plot.

After the teacher visualizes, the students can share any thoughts, reactions,
feelings and/or initial questions. So that all students may be heard.

*Modeling
Teacher will model visualizing the assessment passage in whole group. Teacher
will model in small group how to find assessment answers and proving answers.
 *Check for Understanding
Teacher will check for understanding while students are participating in whole
group. Teacher will ask for participation during visualizing A Quarrel Between
Friends.

*Guided Practice
Teacher will remind students how important it is to visualize when completing an
assessment.
Teacher will provide students will a copy of the Quarrel Between Friends passage in
a plastic cover as well as a dry erase marker.
Teacher will reach each assessment questions aloud in small group.
Students will look back through the passage and use new visualization notes
(from whole group) to answer assessment questions correctly.
Students will provide teacher with proof from the passage on how they found
the correct answer; students will highlight using the dry erase marker.

*Independent Practice
Students will continue practicing visualization while reading their IDR books.

Assessment
Teacher will formatively assess students during small group to see if students
understand their mistakes made on the assessment. Teacher will assess if
students can fix their incorrect answers and show how they found the answers.

*Closure
The students will respond to the following questions (orally or in writing):
How were your views impacted by the text?
How did visualizing help you understand the text?
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
For those students who are struggling with visualizing in whole group, the teacher may pull a
small group to support students with this strategy.

For gifted students who have mastered visualizing, they may use their visualizing sheet to create
a summary including plot elements and major events in the story.

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised August 2015