Lesson Plan Template for SLO

(40 Points)

LESSON PLAN TEMPLATE

Lesson Day Wednesday, October 18, 2017
How will this lesson support the learning Why is it important to use expression when we read?
goal?
(1c: Setting Instructional Outcomes) OR
(1 point)
I can read with expression!
Taking the learning goal into consideration, what is
the objective(s) of this lesson that will support
progress toward the learning goal.

Objectives should be learner focused (not what the

teacher will do or accomplish), observable (use
verbs that can be measured), and target a specific
outcome. Please refer to the SLO User Guide for the
ABCD method or I CAN statements that can be
used as a guide.

Objective(s) The students will be able to read a sentence with expression.

(1c: Setting Instructional Outcomes)
(2 points)
PA Standards Standard - CC.1.1.4.E
(2 points) Read with accuracy and fluency to support comprehension: Read on-
www.Pdesas.org/Standard/view or level text with purpose and understanding. Read on-level text orally
https://www.pdesas.org/Page?pageId=11 with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.

ISTE Standards (if applicable)

Technology Materials/Resources Cole, J., Degen, B., Adams, P., & Morris, C. (2012). The magic school
(1d: Demonstrating Knowledge of bus inside the Earth. New York: Scholastic Audio.
Resources) Student Graphic Organizer (KWLV) This graphic organizer allows for
(2 points) students to think about what they are learning. It also allows for further
What texts, digital resources, & materials will be comprehension about what theyve learned and what they thought they
used in this lesson? How do the materials align with knew prior.
the learning objective(s)? If appropriate, what Dice The dice are a part of the activity where students will read with
educational technology will be used to support the expression.
learning outcomes of this lesson? How do the
resources support the learning objectives?
Expression paper This paper guides the students on their practice of
reading with expression.
Cite publications and any web resources. iPad (27) for Epic! The students will be able to log onto Epic! in order
to get extra practice hearing what reading with expression sounds like.
Anticipatory Set 1. Students will be instructed to take out their KTWK graphic organizer.
(1a: Demonstrating Knowledge of Content 2. Teacher will tell students to add more to each section and then ask
and Pedagogy) students about what they have added to their graphic organizer.
(2 points) a. I would like you to take about 5 minutes to add more to what you
____ minutes
know for sure, what you think you know, what you wonder, and any
How will you set the purpose and help students learn vocabulary you now know.
why todays lesson is important to them as learners? b. What are some things you have added in the what I know for
How will you pique the interest or curiosity sure section?

SLO Lesson Plan Template 1

regarding the lesson topic? c. What have you added to the what I think I know section?
How will you build on students prior knowledge? d. What have you added to the what I wonder section?
How will you introduce and explain the
strategy/concept or skill? e. What have you added to the section for vocabulary you now know?
3. Teacher will discuss what students have added to each section after
Provide very detailed steps.
they have shared with the class.
Instructional Activities 1. Teacher will instruct students to come to the carpet and sit with their
(1a: Demonstrating Knowledge of Content partners where their book is located.
and Pedagogy; 1e: Designing Coherent a. Alright boys and girls I would like for each of the following
Instruction) characters to come sit down at the carpet with their partners. Please sit
(15 points)
where your book is located on the carpet.
_____ minutes
2. Teacher will have the students raise their hand if they will be the
Exploration (Model): How will students explore the voice for their character for the day.
new concepts? How will you model or provide a. Raise your hand if you know for sure you are the voice of the
explicit instruction? You MUST include a teacher character today. If you forget, check the back of your character.
think-aloud using student-friendly language here. 3. Teacher will open up to page 20 and instruct the students to open their
Guided Practice: How will you provide support to books to page 20.
students as they apply the new concept? How will 4. Teacher will read until the word black and begin to model a think-
you allow them to practice (with teacher support)? aloud.
a. **Puts finger to head** Hmm, while reading this part of the story
Independent practice: How will students review and
solidify these concepts to be able to use this new
and looking at the picture I made the connection that the students seem
knowledge? How will you monitor and provide scared! As I look ahead at the next sentence, it ends in an exclamation
feedback? mark so I know I need to read it as if Im scared and showing emotion!
b. And we were falling, falling, falling!
Provide very detailed steps and include teacher talk c. Before we continue reading onto the next page, what did you notice
where appropriate.
about the way I changed my voice when I read this page? Or what have
you noticed this entire book so far while I have been reading for the past
week?
5. The teacher will listen to responses from students and respond
accordingly.
6. The teacher will focus the lesson on expression.
a. When you read with expression it helps you understand the story
and the meaning of the sentence. For example if I read that last sentence
over again and instead I put a question mark at the end does it change
the meaning of the sentence? How does the meaning of the sentence
change?
b. While you are reading, it is important to look ahead at the
punctuation because that will help tell you how to read the sentence.
7. The teacher will go back to page 21 and assign certain characters to
read the part on that page exactly how it is shown.
a. Alright I would like for Rachel to read the first one, John to read
the second one, Alex to read the third one, Tim to read the fourth one,
and Wanda to read the last one.
b. Read these exactly how they are shown in the book.
c. Now, Phoebe will read the first one, Molly will read the second
one, Ralph will read the third one, Florrie the fourth and Arnold the last
one. When you read these I want you to read them as if you are sad.
d. Now that weve heard our classmates read like they were sad, did
it set the same scared tone in the story? NO! Instead, it sounded like they
were really sad about falling into the hole. Maybe in the story the
students were, but we will have to keep reading to find out.
e. As we continue to read today, I want you all to continue to use

SLO Lesson Plan Template 2

 expression while you are reading. Be sure to look at the punctuation and
read according to the punctuation.
8. The teacher will instruct the students to flip to page 22 and continue
reading together. The teacher will stop where necessary when a student
does not read with expression.
***IF TIME ALLOWS 9. The teacher will have the students flip back
to page 20 and read all the way through without stopping together as a
class. This will allow for more practice of reading with expression.

Independent Practice
1. The teacher will explain all directions to the students before beginning
their independent work.
a. Alright boys and girls there are a few directions I want to give
before you can do anything. After I finish explaining ALL directions you
will need to come get one dice per group. You will flip to this page in
your Magic School Bus packet and use this page as your guide.
b. You will roll the dice and find the number that you rolled. Then
you will read one of the sentences under that number depending on the
tone of voice it tells you to use. You and your partner will rotate reading
these sentences. After you read one sentence, you may highlight it to
show that you read that sentence already. You will continue this activity
until you have read every single sentence on the paper. When you finish
the top half, move onto the bottom half where you have to read it in a
specific characters voice or type of character. You will roll your dice
and highlight the sentence you read.
c. Can I have two students model what this will look like and sound
like?
d. I will be walking around and when I stop at your group I should be
able to pick out what tone of voice you are using without you telling me.
e. When you finish this sheet raise your hand and I will come around
and okay you to go onto the next step.
f. Your next step is to get an iPad and log onto Epic! You will choose
a book that includes dialogue and choose the button that allows you to
listen to someone read the book to you. While you are listening, I would
like you to focus on how the reader uses expression while reading. If you
have headphones, please be sure to use them.
Closure 1. Teacher will regroup the students at the end of their independent work
(1e: Designing Coherent Instruction) period and ask a question about reading with expression.
(2 points) a. Boys and girls, why is it important that we read with expression?
___ minutes How does it benefit us?
2. Teacher will respond to the students based upon their answers.
How will students share or show what they have
learned in this lesson? 3. Teacher will reinforce the idea of reading with expression.
How will you restate the teaching point or ask a. Reading with expression helps us, as readers understand what the
students to do so and clarify key concepts? author is saying. It also makes the reading more fun! Today and
How will you provide opportunities to extend ideas everyday we should be reading with expression. You can even read in
and check for understanding?
How will this lesson lead to the next lesson?
your head with expression! It is so important to continue reading with
expression today and everyday! I always love to hear when you all read
with expression!
4. Teacher will begin the next shared reading lesson (Friday) telling the
students she hopes to hear them read with expression throughout the
story.

SLO Lesson Plan Template 3

 Differentiation This lesson is a part of a unit plan based off of the story. The lessons are
(1e: Designing Coherent Instruction) automatically differentiated for the students. Before I begin the unit, I
(2 points) grouped the students with partners. These partners share a character.
There are some characters that speak more often than others. I assigned
What differentiated support will you provide for
students whose academic development is below or certain students certain characters based upon how often they speak and
above the current grade level? the complexity of the text. For the few students whose academic
What specific differentiation of content, process, development is below grade level, their text will be less complex and on
products, and/or learning environment do you plan their level. There may be some sections where the text may be tough for
to employ to meet the needs of all of your students?
How will your lesson be supportive for all students,
them, but it is important as a class that we work through that part and
including English Language Learners, and build talk about what it means. This is typically seen in the informational part.
upon the linguistic, cultural, and As well, for students above grade level, the text will be a bit more
experiential resources that they bring to their complex and at their reading level. These students are great models for
learning? the other students in the class.
How will your lesson promote creative and critical
thinking and inventiveness?
Accommodations** The student will follow along in the book while the teacher and others
(1e: Designing Coherent Instruction) are reading out loud. This will allow the student to both see and hear the
(1 points) words as they are being read.
The student will have directions read out loud to him.
What classroom accommodations do you plan to
employ to increase curriculum access for students
identified with special education needs or 504?

Describe how these accommodations align with the

current Individualized Education Plan (IEP) for
each student as applicable (avoid using actual
names of students).
Modifications** The student will only have to practice 4 sentences from the top of the
(1e: Designing Coherent Instruction) independent paper and 2 from the bottom half.
(1 point)

What curricular modifications and/or changes in

performance standards, if any, do you plan to
employ to facilitate the participation of students
identified with special education needs?
Assessment (Formal or Informal) The teacher will assess the students by walking around and listening to
(1f: Assessing Student Learning) them read their sentences with expression.
(3 points) The teacher will listen intently when the students are reading the story to
formatively assess their expression skills.
How will you and the students assess where the
learning objectives, listed above, were met?

Each formal or informal assessment should describe

how it is aligned to the above objective(s).
Reflection on Instruction At the conclusion of every lesson, I try to reflect on the lesson as a
(7 points) whole. As a whole, the lesson went very well. The students displayed an
understanding for reading with expression and why it is important to
At the conclusion of the lesson you should reflect on read with expression. This was evident when I had all students go back
the lesson. The reflection should go beyond simply
answering the question Was this a good lesson? and reread the entire section again. Each student was able to look at the
Below are some questions to assist you in your ending punctuation and focus on how to read the sentences. I did not
reflective process (Danielson, 2008): have a single student where I had to have them reread their sentence
o What evidence did you collect to because of error in expression. Later in the day (not observed by you), a
demonstrate that your students have met or
are progressing towards the learning
student read with expression when reading a sentence from the board
outcomes/objectives? and I made sure to make a comment on how he was able to convey the
o View student work samples. What do they meaning of the sentence by the way he read with expression. I was

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 reveal about the students level of thrown off when some students had to leave for their strings lesson and I
engagement and comprehension? believe I did a good job piecing the lesson back together and making
o What changes, if any, would you make to
the lesson if you teach this lesson in the sure the students in my care were actively engaged in the concept they
future? What misconceptions, if any, do were learning about.
you need to clarify before teaching the Due to the fact that there was a guest speaker (unknown to me until
next lesson? the morning), I had to change the layout and some of the pieces of my
o Did you stray from your lesson plan? If so,
how and why?
lesson. I was not able to send the students off to complete independent
o Comment on your classroom procedures, work and instead I had the students complete a Show What You Know
student conduct, and your use of physical to explain why it is important to read with expression. I was able to read
space. To what extent did these contribute through their notes and see that most of the students understood the
to student learning? concept. Any of the students who did not understand the concept were
o Comment on different aspects of your
instructional delivery (e.g., activities, the typical low students who I plan to touch base with to reinforce the
grouping of students, materials/resources concept further within the next few days I am in the classroom.
utilized). To what extent were they Since I am a teacher candidate, I will always have places where I
effective? need to improve. I am currently working on my classroom management
skills. Although this does and does not pertain particularly to my lesson,
when I first started in the classroom I did not want to step on my mentor
teachers feet when it came to classroom management/discipline. I am
still working out some kinks to be sure that students are following my
directions. One thing I know for sure that I would like to work on is
repeating directions. I want to improve on saying directions once and not
having to repeat them over again. I have read about repeating directions
and repeating what you are saying in The Power of our Words and I
think it is very important to take this into account. Although, I am still
repeating my directions I am actively working on it. After I repeat my
directions more than once I stop myself and will frequently ask a student
to repeat them. As well, some students during the lesson were making
noises or not following along and I need to be more on top of them when
it comes to following along and doing what they are supposed to be
doing. Once I nail this, it will improve my lessons as a whole. As well, I
know I skipped around from my original lesson plan. I recognize that
teaching does not always go as planned (as obviously observed through
interruptions and students leaving for other activities) and that I still
believe it flowed well even though the lesson was not in the same order
as originally planned. When I did stray from the lesson, I was able to
pull the students back in and focus on the text and on reading with
expression. I believe that a lot of teaching is about thinking on your toes
and this is what I had to do through some of the lesson.
Overall, I believe I had much strength in the lesson. The students in
the classroom seemed to already have a general idea of reading with
expression and my think-aloud allowed them to take a look into my
mind of what good readers do when they are actively reading. As well, I
think it was important for the students to change the punctuation for a
sentence and read a page in a different tone (sad) because it allowed
them to really understand why we read with expression. It later affirmed
what we learned about expression. I believe when the students work on
their independent practice they will feel more comfortable with
expression and I will see it in my daily lessons or anytime the students
are reading. Lastly, I grouped the students ahead of time according to
those who could benefit one another and would not be a problem to
work together. I think so far through all of my lessons this has shown to

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 be a strength because the students grouped are students who dont
usually work together and are able to effectively talk to one another,
gain different perspectives, and allows for differentiation for each
individual. I plan to use this reflection and every reflection to better
guide my lessons in the future.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the
general curriculum. Both are essential to consider when planning an equitable educational experience for students with
disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge
content. With accommodations, a student receives the SAME education as other children, but the student can access
content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or
reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access
the material based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct
connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.

SLO Lesson Plan Template 6