Viterbo University

Lesson Plan Template

Effective Fall 2014

This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each
of the lesson plan components, see the Viterbo Essential Elements posted on Moodle in the Education Majors
course. All items below will expand as needed to add text.
Name_Kate Willadsen___________________

Date___12/09/14______________

Lesson Title__Central Messages In Texts__________________________

Frame__60 minutes___

Grade Level ____3rd______ Time

Learner Profile and Contextual Factors:

13 Male, 11 Female
2 Learning Disabled
1 Emotional Behavior Disability
1 Autistic
2 Other Health Impaired
1 Gifted and Talented
2 African Americans, and 1 Hmong
1 student reading far below grade level

Curriculum Standards
RL.3.2 Key Ideas and Details: Recount Stories,
including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in
the text.

Unit Goal/Central Focus: TSW use key

details in the text to explain the central
message/moral of the story they are
reading
Unit Summative Assessment
After reading a chapter book the student
will explain what the main moral of the
book was.

Resources
Materials:
The Little Boy Who Cried Wolf
Fable
The Ugly Duckling Fable
The Turtle and The Hare Fable
People: Me (Teacher)
Paraprofessional

Prior Student Knowledge: What previous knowledge is necessary for the students to successfully master the objectives? What knowledge do
students already have that this lesson will build upon?

-How to read
-What a myth/folktale is

Lesson Objectives: Defines what the student will learn, understand, and
be able to do upon completion of the lesson. The instructions for writing
objectives and examples are found in the Viterbo Essential Elements.

Given a myth/folktale TSW summarize the central

message and justify how they determined this through the
text with 85% accuracy

Formative Assessment: How will students demonstrate understanding

of lesson objective(s)? How will you monitor and/or give feedback?
Make sure that each assessment measures the learning expressed in the
objective. Please indicate the tool that you will use and how you will
measure student understanding. (See VU Essential Elements for more info.)
Before the lesson: The students will be asked to give a thumbs up or a
thumbs down if they know what a moral of a story is. This assessment
will give me an idea on how far in depth I need to go on teaching what
morals/central messages are in books. If most students already
understand the concept I will spend less time explaining what it is and
how it is important to the story.
During the lesson: The students will be asked to write what the central
message is in The Little Boy Who Cried Wolf This assessment will
show me whether this students understood the lesson or whether I need
to reteach.

Academic Language:
What is the key language demand/function?
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?
INSTRUCTION
Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment.
You should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the
lesson from the plan.

Time
10
min

Intro/Motivation/Anticipatory Set: How will you engage

your students interest and set the purpose and relevance for the
lesson? Use knowledge of students academic, social, and
cultural characteristics.

40
min

Ask students to raise their hands if they know of

any myths or folktales or fables
Call on students to name them off
Ask students if they know why folktales, myths,
and fables were created
Do a formative assessment and ask students to
give a thumbs up or a thumbs down if they know
what a moral is
Explain how each of them has a moral or a story
to it
Talk about how historically elderly told children
these stories to teach them a lesson

Instructional Procedures/Developmental Lesson/Universal

Core: See the VU Essential Elements for a List of Best
Teaching Practices to consider as you plan. Also, consider the
questions and/or activities that you will use to engage your
students in higher order thinking.

Bring up The Little Boy Who Cried Wolf

Ask students if they have ever heard of this tale
Before reading/telling the tale ask the students to
find the moral/lesson in the story
Tell the fable to the class
Show a video of the fable to the class
Ask the students to write the central
message/moral in the fable on a piece of paper
Have a few students share what they wrote down
Ask them how they came to this conclusion
Have the students read The Ugly Duckling with
a partner and they will present their ideas to the
class
After all students have gone decide the moral of

Differentiation for All / Multiple Pathways/Alternative Teaching

Approaches

Taylor:

Velcro under desk because it will help him with sensory

overload and it is something close to him at all times
Checklist with directions on desk because he struggles with
multistep directions
Alpha smart to take notes with because he struggles with
writing and it is easier for him
Seating near the door in case of needing to leave due to
emotional overload
Adjectives list on desk to encourage him to use them when
needed
Rate My Behavior worksheet to fill out after lesson to
show how his behavior affects his learning

Kylie:

Allow to choose a harder and/or longer fable for

homework if she so chooses because she is as a 10th grade
reading level and may be want to do so

Desha:

Checklist with directions on desk because she struggles

with organization and staying attentive
Computer/Ipad to type her answers because her
handwriting is far below grade level
Fidget toy to keep her preoccupied if her attention span is
waning
Pair Desha with an organized student because Desha
struggles with organization

Ryan:

Fidget toy to keep his attention when the teacher is

speaking so he is not disruptive

The Ugly Duckling as a class in one sentence

and write it on the board

10
min
10
min

Closure: Verbalize or demonstrate learning or skill one more

time. Connect to next steps or future learning.

Tell the students they will be doing the same thing

for homework with The Turtle and The Hare
Ask them if they have any questions
Remind them to use what they know about the
characters to decipher the moral of the story.

Check list on desk because he lacks organization and this

helps him know what is next
Allow him to take breaks when necessary because he needs
breaks to keep him from being inappropriate
Paraprofessional to keep him on task and to meet his
attention needs since he struggles when he does not have
attention
Reminder to stay on task/Rate My Behavior worksheet
to make him understand how his behavior affects his work
and his classroom

Molly:

Re-teach for Molly because she benefits from reteaching

and clarrification
Written instruction/directions for lesson because the
written instructions will help her and she can reference
them at all times.
If asked, has all texts need to be read to her by classmate
or teacher because her reading level is 2 grades below her
peers
She should be partners with a cooperative, patient partner
because her reading level is so low
Allow Ipad/Computer or writing because her writing level
is a grade below where it should be and she struggles with
her words

Corey:

Checklist with directions on desk because he struggles

staying on task
Can video tape to explain instead of writing-Ipad because
he has significant problems in written expression
Reminder to stay on task/Rate My Behavior worksheet
because he has difficulty staying on task and this shows
how it affects his learning
Paraprofessional because his reading comprehension and
written expression levels are so low and they can assist him

is this
Mike:

Voice recognition program to provide written work because

he cannot write
Allow physical therapy because he need 30 minutes daily
Wheelchair accessible desk because he needs a wheelchair

Suzie:

IEP Requirements
Taylor:

Velcro under desk for sensory overload

Checklist with directions on desk
Alpha smart to take notes with
Seating near door
Adjectives list
Reminder to stay on task/Rate My Behavior worksheet

Checklist with directions on desk

Computer/Ipad to type her answers
Fidget toy

Fidget toy
Allow him to take breaks when necessary

Desha:

Ryan:

Seating in front of classroom for easy access to teachers

help
Fidget toy because she has a hard time staying on task
Checklist because she struggles staying on task
Computer/Ipad for typing responses because she struggles
with writing correctly

Paraprofessional
Reminder to stay on task/Rate My Behavior worksheet

Re-teach for Molly

Written instruction/directions for lesson
If asked, has all texts read to her by classmate or teacher
Allow Ipad/Computer or writing

Checklist with directions on desk

Can video tape to explain instead of writing-Ipad
Reminder to stay on task/Rate My Behavior worksheet

Molly:

Corey:

Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.
IN DIFFERENTIATION PART
Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?

Classroom Management:

Safety:

Analysis: Include quantitative (numerical) and qualitative (descriptive) data which address the questions: Did the students attain each objective?
How do you know? What is your evidence?

Reflection/Future Modifications: Provide specific, evidence-based example, not generalizations.

To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of
student learning?
What did you learn about your students as learners?
What will be your next instructional steps?
What have you learned about yourself as a teacher?