Francesca Lipari

Indiana Wesleyan University

Elementary Education Lesson Plan Social Issue
Read Aloud Lesson 3rd Grade
2007 ACEI Standards
READINESS
I.
Social Issue Addressed: Refugeeism
II.
Goals/Objectives/Standard(s)
A. Goal(s) Students will respond to the big idea through literature
B. Objective(s): During or after a read aloud lesson, students will demonstrate understanding of
Sangoels unique immigration story by asking at least 1 question related to the text
C. Standard(s):
3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the
basis for the answers.
III.
Materials:

Super sticky notes

iPads for students who need

additional modeling

Dry erase markers

Index cards

Grouping assignment sheets

PowerPoint slide of refugee

Visuals to show the names

camps

My Name is Sangoel by Karen

Example picture name

Lynn Williams and Khadra

Supplies for final drafts of

Mohammed
picture names (construction

question box
paper, colored pencils, markers)
IV.
Anticipatory Set: Each student will get a super sticky note with an English word that is
complex and difficult to pronounce. The students will place the sticky notes on their
foreheads. I will say, The words on your foreheads are your new names. When I say go,
you will get up and say hello to at least 3 different people and call them by their new
names. Make sure you stay at a level 1 or 2 loudness or I will have you go back to your
seat. (Allow 2-3 minutes for this, and have students return to their seats.) Raise your
hand if you had trouble pronouncing someones new name. Lets have 2 people tell us
which name they think was the hardest to say. (Write each of the two words up on the
board. Allow all students to turn to a partner and make a guess about how to pronounce
each word. Then announce how to pronounce how to say each word so students can see if
they were correct or not.)
(Call on a random student), please come up and greet me by my name. Who can raise
their hand and tell me a way that he/she can figure out how to say my name? (Lead
students to say something about asking the person) Good! Asking questions is a great way
to solve problems, and we can do the same thing when we read. Good readers ask
questions about a story when they are confused or want to know more about something.
We are going to practice asking and answering questions through using this book.
(Introduce book using PowerPoint). The book we are reading today is called My Name is
Sangoel. It is about a boy named Sangoel. He lived in Sudan and then moved to the United
States. Does that remind you of anything that you have already learned? (prompt
students to say immigration). Yes. Our definition of an immigrant is someone who moves
to a new country, so Sangoel fits that definition. Sangoel was an immigrant, but he was
more specifically a refugee. A refugee is someone who moves to a new country because
the home country is too dangerous for him or her to live there.
IV. Purpose: I will ask a few questions about this book as I read so that you can see what it means
to ask good questions about a book. After I am done reading, everyone is going to come up
with one good question that you do not know the answer to yet.
PLAN FOR INSTRUCTION

Adaptation to Diverse Students:

o
o
o

Students with different strengths, weaknesses, and levels of ability will be grouped
together. This grouping will allow students who struggle to have additional support from
their partners.
I will create a video of one more example of creating a picture name for students to watch
on the iPads if they struggle with creating their own.
I will not have any students identified with exceptional needs in the classroom during this
lesson. I will have students who struggle with written expression to work with a partner to
write out their questions.
(ACEI 3.2)

Lesson Presentation (Input/Output)

(ACEI 2.1)
Input: Students will transition to the carpet at a level 0 noise level. I will say, Remember,
listen to the story and decide on a question to ask about it. Good questions about a book are
things that we wonder about the story that the book does not tell us. Come up with a good
question about the story for us to discuss. Next, I will have a read aloud performance of My
Name is Sangoel by Karen Lynn Williams and Khadra Mohammed. I will use different voices
for the various characters to improve comprehension. I will ask the following questions to
model how to ask good questions about a text:
o On the page talking about a camp: I have been to a summer camp before. I do not know
if the camp in this book is just a summer camp because book doesnt tell me. So my
question is, What kind of camp is the book talking about?
o Clarify that the book is talking about an airplane when it says sky boat
o On the page talking about the family crying: The book doesnt really explain why
everyone started crying. My question is, What exactly caused Sangoel and his family to
cry?
o On the page about Sangoel dreaming: The book says that Sangoel had dreams about the
war. My question is, What did Sangoel remember about the war that dreamt about?
After reading the text, I will ask:
o If 1 is I did not like this book at all, and 5 is this was a really great book, show me on
your fingers how much you liked this book.
o I will ask several students why they liked the book or why they did not like the book
Output: Now when I say go, I want everyone to go back to your seats at a noise level 0.
Everyone needs to write down a question about the book that you do not know the answer to
yet. I will be around to help, or you can get help from your partner if you speak in a Level 1
voice. If you cannot stay at a level 1, you will not be allowed to talk to your partner. After
everyone has written down a question and put it in the question box, I will tell you the next
step. If you finish early, you may write down more question ideas in the notebook, look at our
book, or read silently at your desk. Ready, go. (Allow time for this. Help students generate a
question if needed. Once each student is happy with his question, he can put it in the question
box. Once all students have submitted their questions, I will put them into their groups).
(After the students are in their groups, give each group a question to discuss. After the group
is done discussing the question, they will raise their hands and wait for me. I will go over and
ask one or two individuals to tell me, What did your group discuss? or What did you say
about this question? In order to do this, students will all need to contribute and listen to the
other members of their groups. I will continue this process until I have checked off that all
students have answered one of these two questions. If a group finishes a question before I get
to them, they may get a new question to discuss while they wait.)
Grand Conversation/Closure: Go through the questions that the students generated. Select
a few to read aloud and discuss as a class in order to facilitate a grand discussion about
refugeeism as it is presented in our text. If the students questions do not focus on this issue, I
will make sure to present the issue using the script below.
Sangoel was a refugee. A refugee is someone who leaves his or her home because it is
dangerous, and moves to a new country. If refugees cannot find a new country to live in right
away, they have to live in refugee camps. People in refugee camps usually live in tents, and do
not have much food. This is a refugee camp in the country where Sangoels family was from,
Sudan. He probably lived in a camp that looked something like this. We are going to do a think

pair share. Make some observations in your head about these pictures, discuss it with your
group, and then I will hear from a few of you. (Show pictures of the refugee camp on the
overhead. Allow time for this, and then choose a few students to share their thoughts)
Now that we know a little bit about what life might be like as a refugee, it makes sense that
Sangoel was happy to come to America. He was also disappointed though, because no one
could say his name in America. We can relate to how that might feel because it must have
been frustrating when no one could say our new names at the beginning of this lesson.
Sangoel also had a really creative way of solving his problem by creating a picture to show us
his name.
(ACEI 3.3)
V. Check for understanding: I will read all of the questions that the students generate during lesson
output. I will have a checklist as I check in with discussion groups (lesson output) to ensure that
every student responds. Student responses and discussions during the Grand Conversation.
VI. Response: We are going to create our own picture names like Sangoel did. We are just going to
come up with an idea for our picture names today, and we can make the final product another
time. (Show my final product for my picture name. Model how I came up with mine and how I
created it. Allow students to return to their groups and start to brainstorm ideas for their picture
names. I will remind students that they can collaborate and talk as long as they focus and stay
at a Level 1 noise level. If some students names do not work well for creating a picture name,
they will break down their names into sounds instead of pictures, and decorate their finished
product with things that make them who they are. If students finish their rough drafts before
time runs out, they can begin their final, decorated versions.)
PLAN FOR ASSESSMENT
Formative: Discussion of questions/appropriate response during lesson input, lesson output, and the
Grand Conversation
Summative: Questions written down during the lesson output
(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. How can I explain the concept of refugees in a way that children with no previous experience
with this issue can understand?
Revision Date: August 3, 2015
2007 ACEI Standard

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading, Writing, and Oral Language

Goals
Objectives
Standards

Anticipatory
Set

Purpose

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set is

clear and direct and
focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

Outstanding 4
The lesson plan
contains clearly stated
content objectives.
Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and
assessments.
The anticipatory set
connects the current
lesson with previous
and future learning
and focuses students
minds and attention
on the days lesson.
The statement of
purpose has the
power to capture the
imaginations of
students and motivate
them to accomplish
the expected learning.

Readiness
Plan for Instruction

Adaptation
to Diverse
Students
ACEI
Standard
3.2

Lesson
Presentatio
n
Reading,
Writing,
and Oral
Language
ACEI
Standard
2.1

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The lesson includes no

evidence of the
candidates ability to
use concepts from
reading, language and
child development to
teach reading, writing,
speaking, viewing,
listening, and thinking
skills or to help
students apply their
developing skills.

The lesson
demonstrates little
use of reading,
language and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
developing skills to
different situations.

Competent 3

Outstanding 4

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to
learning. The
instructional
opportunities are
adapted to diverse
students.
The lesson
demonstrates
appropriate
knowledge,
understanding, and
ability to use concepts
from reading,
language and child
development, to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills and to help

The lesson
demonstrates
developing ability to
use reading, language
and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
skills to different
situations.

Lesson
Presentatio
n
ACEI
Standard
3.3

Check for
Understand
-ing

Review
Learning
Outcomes

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial
presentation.

A guided practice
section is included in
the lesson plan, but
the connection with
the lesson
presentation is weak
and/or unclear.

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 is not

included, or is not
related to the goals
and/or content of the
lesson.

Lesson closure is weak

and/or poorly written.

Lesson closure relates

directly to the lesson
purpose and/or
objective.

Closure

students successfully
apply their developing
skills to many different
situations, materials,
and ideas.
The lesson
presentation includes
a variety of teaching
strategies that
encourage elementary
students
development of
critical thinking and
problem solving.
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.

Plan for Assessment

Formal and
Informal
Assessment
ACEI 4.0

Reflection
and PostLesson
Analysis

Needs Improvement
1
The lesson plan does
not include
assessment activities,
or there is little or no
correlation between
planned assessment
activities and lesson
goals and objectives.
Any assessments
included are not
developmentally
appropriate for the
students.

Emerging
Competence 2
Assessment 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 student.

Self-answer questions
are not included in the
lesson plan.

Self-answer questions
are included, but do
not fit the content or
purposes of the
lesson.

Lesson Plan Summative Assessment

Element
Goals Objectives Standards
Anticipatory Set
Purpose

Score

Competent 3

Outstanding 4

A plan for formal and

informal assessment
throughout the lesson
is included. The
assessment strategies
are uniquely designed
for the students.

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.
Additional self-answer
questions are included
that specifically
address unique lesson
content and
methodology.

The lesson plan

includes all required
self-answer questions.

Adaptation to Diverse Students

ACEI 3.2
Lesson Presentation
ACEI 2.1
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis
Total Score
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty