SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Nichelle Plivelic
PA Core: English Language Arts
3
2 days, 30 minutes
Certain events can lead to other ones, and we can see
this happen in the things we read. This can be referred
to as cause and effect or a sequence.
A lot of texts, even if theyre about the same subject,
can vary differently and still have a lot of similarities.
All sorts of information, including both pictures and
words, can be used to understand a text better.
Why is it important to understand the similarities and
differences between two different texts, other ways
they are connected, and understand how a variety of
information can help lead to a greater understanding of
a text?
E03.B-C.3.1.1: Describe the logical connection
between particular sentences and paragraphs to
support specific points in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
E03.B-C.3.1.2: Compare and contrast the most
important points and key details presented in two texts
on the same topic.
E03.B-C.3.1.3: Use information gained from
illustrations, maps, photographs, and the words in a
text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).

Objectives

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

The students will independently identify the order of a

sequence and cause and effect after reading a text as a
class, 2 out of 3 times.
The students will work in pairs to compare and contrast
while reading two texts, 2 out of 3 times.
While viewing illustrations in a text, students will form
predictions about what will happen in the text 5 out of 5
times.

Students will write their predictions on a whiteboard

and hold them up so we can see who in the class
predicted correctly. While writing their predictions, I will
walk around the room to observe how they are doing.
Then, they will answer questions regarding the lesson.

CK

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

Media Literacy
Communication and Collaboration
Critical Thinking and Problem Solving

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge

Hook/Lead-In/Anticipatory Set

Big Idea Statement

Sometimes what will happen next in something,
like books or movies, isnt clear. However, using
what information is provided, such as illustrations
or words, can help us come up with an idea of
what might happen.
Essential Questions Statement
Why is it important to be able to make
predictions based on what information is
available?
Objective Statement
While viewing illustrations, students will form predictions
about what will happen next 5 out of 5 times.

Transition

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Key Vocabulary
Illustration
Prediction
PreAssessment of Students
Students will be asked
Modeling of the Concept
The students will be shown a picture of a
situation; like someone walking toward a door
with a bucket of water on top, or someone
walking toward an exit without realizing there is a
window in front of them, and asking the students
what they think would happen next. After the
students have guessed, the teacher will reveal
that the person ended up with the bucket falling
on them or walking into the window and then
discuss how they, the students, had made a
prediction based on an illustration.

Guiding the Practice

Students will work in pairs to make a prediction
as to what will happen next when looking at a
picture. When they both agree on what they think
will happen, each group will tell the class what
they think and then see which group was right.
Providing the Independent Practice
Each individual student will then be provided with a
whiteboard and a picture. They will write on the
whiteboard what they believe will happen next.
Transition
After every student has written something down, they
will hold up their whiteboard and see who correctly
predicted what would happen. They will do the same
thing with 5 different situations shown in pictures, then
the teacher will ask questions and they will answer to
indicate how well they understood the lesson.
Adaptations/Accommodations for Students with Special
Needs
A visually impaired student will be provided with an
audio description of a picture, along with a puffed paint
copy of the illustration.
A student with ADD or ADHD may have trouble focusing
on the lesson. To help this student, possible distractions
such as wall decorations will be absent during the
lesson, and if the teacher notices the student getting
distracted, will remind the student of what they are
currently doing so they will focus on what has to be done
again.
A student who is hearing impaired may not be able to
understand any verbal directions given, so the teacher
or an aide may be present to use sign language to

explain to the student, or they will be given a sheet of

paper with the directions written down so they can read
about the information they cannot hear.
A student below reading level may have difficulty
reading any written directions or also have difficulty
writing the required grade level. This student will be
verbally told all directions and, instead of having to write
their prediction, could instead verbally state what they
believe will happen next.
Evaluation of
Formal Evaluation
the

Learning/Master

y of the
Informal Evaluation
Concept
The students understanding will be assessed based on
whether they were able to make a prediction based on
the pictures, and how they answered questions after the
lesson regarding what they learned.

Closure
Summary & Review of the Learning
The students would learn more about making
predictions after this lesson, and would ideally
have fun seeing if they would be correct with their
predictions. The lesson itself would cover a few
standards required for the curriculum, and the
students would also learn key vocabulary words
like illustration and prediction.
Homework/Assignments
A related homework assignment could be reading a
short story will a cliffhanger and writing what they think
might happen next. In class the next day, the students
will discuss what they wrote and why.
Reading

Materials

Technology

Equipment
Supplies
Teacher

Self-reflection