Adapted from University of Florida Pathwise Instruction Plan: Pre-internship

No Matter What by Debi Gliori (Interactive Reading, Ideas)

1. Lesson Goals: All objectives must be written as what you expect your students to DO. Do not use the words KNOW or UNDERSTAND. All
objectives declared must be those you are committed to systematically assessing, as stated in your Evaluation Plan (Part 7).
What is the Essential
Question (Big Idea) all
students are investigating?
Students will understand that brainstorming will lead to the construction of a detailed narrative.
What are your objectives for
student learning in this
lesson?
After a teacher-aloud, students will brainstorm ideas that relate to the story to be able to construct a narrative story
together as a class.
Why have you chosen these
objectives?

What Standards (National or
State) relate to this lesson?
CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details
and well-structured event sequences.
2. Content Knowledge
Provide an overview/explain
what teachers should know
about this topic. What prior
knowledge is necessary to
master the objective(s)? Is
there a learning trajectory in
the lesson (in other words, is
there a logical sequence of
steps that students must take
to master the content)? What
connections can be made to
other disciplines? What real
world connections can be
made?
Prior to teaching this lesson a teacher must know:
How to construct a narrative piece of writing
How to determine if information gathered by students is fitting for topic

Teacher will first read No Matter What by Debi Gliori to whole group. Because the book focuses on the topic of a
parents unconditional love, no matter what the child does, students will brainstorm their ideas about things that
they have done that their parents have forgiven them and still loved them for. As a whole class, teacher and students
will work together to use the ideas they have come up with to construct a detailed narrative story that tells about
their parents unconditional love.

This can be connected to those students who are afraid to do wrong and feel that they always need to be perfect and
stay out of trouble. They will understand the real life concept of love and that there is very little that they can do
that would turn their parents against them. Creating a writing piece that demonstrates all of the ways that a parent
will still love their child, shows the students how strong their parents love for them really is.
What is the underlying
content knowledge that you
want students to understand?


Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
What misconceptions do
students typically have about
this concept?

Rationale and Relevance
(Connection to Students
Knowledge, Skills,
Experience) Why is it
important for students to
learn this concept?
Due to the Common Core, students must be able to write real-life narratives using detailed and structured events.
Through brainstorming ideas and constructing the narrative with the entire class, students are able to go through
this learning process together.
3. Levels of Differentiation
Name, and then explain
how your organized this
lesson to address the
interests, readiness
levels, culture and/or
learning profiles/styles of
your students. Explain
why you made these
choices. Your rationale
must contain clear
evidence of your
understanding of
differentiating instruction,
culturally responsive pedagogy
your classroom
curriculum, and your
knowledge and
understanding of your
unique learners.
How does your lesson connect to the interests and cultural backgrounds of your students?

All students are able to connect with the real-life concept of love. In this lesson, they will learn all about the
different types of love that are given to them by their parents. Writing out a story that demonstrates a real-life
concept will grab their interest, rather than writing about a topic that they do not understand and cannot connect
with.
How does your lesson connect to/ reflect the local communities?

How will you differentiate instruction for students who need additional content support during this lesson?

For students who need additional support in this lesson, teacher will give examples of how they can make mistakes,
yet still be loved by their parents. This way, students will have a better understanding of what the brainstorming
of ideas is about.
How will you differentiate instruction for students who need additional language support during this lesson?

How will you differentiate instruction for students who need additional challenge during this lesson?
What are the various ways
that you will group students
during this lesson and why


Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
have you chosen each
grouping method?
What students need specific
accommodations in this
lesson?
List individual students of significance who continue to need special support to be successful during instruction. Then list the specific
accommodations you are planning to use for each of these unique learners. Remember, accommodations are not the same as differentiating
instruction, although the two can overlap.
Students initials Accommodation
N/A N/A









4. Methods
What teaching method(s) will
you use for this lesson?
Teacher read-aloud
Brainstorming of ideas
Interactive writing
Think, pair, share
Why have you chosen this
method or these methods?

What specific co-teaching
method are you
incorporating?

5. Activities: What are the specific teaching behaviors that will occur during each portion of the lesson? Remember, if you have different groups doing different
activities, each groups activity sequence must be clearly explained in separate sections. This is often the longest section of your lesson plan and will need to
be written exhaustively. Please also include the timing each activity will take, your plan for transitions between activities, and strategies to support time
management and classroom management.
What activities have you
planned for each phase of
your teaching method?
What is the role of the
Hook: By show of hands, how many of you have done some things to make your parents a little bit angry? Like
maybe causing you to spend a little bit of time in timeout? Well, did you know that even though we all make some
mistakes, like taking too many cookies out of the cookie jar or drawing on our little sisters, our parents still love us
unconditionally? They do!

Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
teacher? What is the role
of the student? What
student data will be
collected during each
phase?
Today we will be reading a book titled, No Matter What by Debi Gliori, and as I read, I want you to listen
carefully to some of the things that the fox named Small talks about doing to see if her mother truly will always
love her no matter what, hint hint on the title! Begin reading the book to the students all the way to the end.
Now that we have read about some of the things that Big loves Small for no matter what, it is your turn! I would
like everyone to turn to a partner and tell him or her something that you have done to make your parents mad or
upset and tell them why you think it made your parents mad or upset. Allow students a few minutes to collaborate
and talk about their incidents, then come back to whole group. Allow 3 students to share their responses. So even
though you let the dog inside when it was raining, and you colored lipstick on the walls (these are just examples),
your parents still cook for you, drove you to school this morning, and kissed you goodnight last night, right? This
shows their unconditional love for you!
Now we will be brainstorming some ideas that will be put into our narrative story! I would like for you all to
think about something that you have never done before, but it is something that you think would make your parents
mad or upset. Allow students to raise hands to demonstrate their ideas. Write the ideas onto the board for students
to see. Try and gather 10-12 different ideas from the students.

Now that we have all of these ideas, we will be making them into our own story. Just like the book we read a few
minutes ago, we will be telling a story about things that we may do to upset out parents, but they will show their
love for us anyway. We will be doing this together, so I will be listening for your input! Allow students to raise
their hands to help create the story. If they begin having trouble, write a few sentences for them to get them back
on track. Provide assistance if a student shows they are struggling with the construction. Try and get as many
students involved as possible!
Closing: Re-read entire story back to students and ask if they have any suggestions for improvement or if they feel
it is just right. You all did a fabulous job at working together to create our narrative story! Your detailed ideas
definitely made it much more interesting. Just as we have mentioned many times throughout this lesson, no matter
what you do, your parents will always have unconditional love for you and never forget that!
Dismiss students.
6. Materials: List the primary materials and resources will you use to support each students success in meeting the learning goals (this can include people, as
well!)
What instructional materials
will you use, if any?
No Matter What by Debi Gliori
White board for brain storming ideas and writing narrative story
Why have you chosen these


Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
materials?
7. Evaluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to
document student learning in an ongoing manner.
How do you plan to evaluate
student learning on the
content of this lesson? List
the combination of
evaluation/assessment data
you plan to collect before,
during, and after the lesson
(Examples: responses to
test/quiz questions and/or
scores, student work
products or performances,
teachers journal,
observations and field notes,
photographs/video,
surveys).
Formative: The teacher will assess for understanding as students brainstorm ideas to be written on board. The
teacher will assess for on-task behavior as well.

Summative: The teacher will assess the students understanding of constructing a narrative story by using ideas,
after completing the narrative as a class.

8. Resources Common Core
No Matter What by Debi Gliori