Elementary and Early Childhood Education Lesson Plan Template
Names: Jillian Spiva, Brooklyn Gantz, Alissa Greeson, Jasmin
Moffett, Cassidy Simmons, and Lauren Hendrix
Course: ECE 3330
Subject Area(s): ELA
Step 1: ​Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: ​Identify Georgia ​Standard​ ​(s)​ of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus​, Overarching
Goal, Big Idea, or Essential
Question(s)
Date:
Lesson Plan #: 3
Grade Level/Time Frame:
Description of the ​learning environment(s)​ where the learning experience will take
place
● The classroom has multiple posters as a resource for academic vocabulary,
writing concepts and other resources to support the students in ELA. There is
a white board in the front of the classroom that is the main focal point when
the teacher is teaching a lesson.
● There is an outline of desks and chairs along the center of the classroom.
There are rows of desks that come out of the outline of desks.
● There is a nook in the back of the classroom with a comfortable seating
arrangement so the students can be comfortable reading
The teacher uses the document camera to pull up student work. The promethean board
is used often. The students are equipped with a row of six desktops and a set
of laptops from a cart.
Number of students in class: 22
● Number of males:9
● Number of females:13
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 7
504 plans
Students w/ EIPs 0
English learners 0
Gifted 0
Students with gaps in 0
academic knowledge
Other learning needs 0
● Personal:​ The students in this classroom are in 5​th​ graders who enjoy playing
Fortnite and reading books about children who are similar ages to them.
● Cultural:​ Each student is an American, with others from different countries
this makes for a cultural melting pot in the classroom.
● Community:​ Kennesaw is a diverse community with many different people
living in this busy town.
Our lesson connects to the students’ funds of knowledge because Kennesaw has rural
areas and can relate to the setting of the book ​Sign of the Beaver. ​The book also takes
place in an American city during Westward Expansion which may relate to the students’
Social Studies content.
ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of view
with reasons.
b. Provide logically ordered reasons that are supported by facts and details.
This lesson will activate the student making text to self connections through writing.
This lesson will activate the student writing an opinion piece where the student must
support their opinion using key details
The student will need to form a five-paragraph expository paper. The student will need
to know punctuation, grammar and writing fluency.
How does using textual evidence help us to defend an opinion?
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 Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
Academic Language
Vocabulary
● Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
● General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
● Subject-specific
words defined for
use in the discipline
Language Function: ​the
content and language focus of
the ​learning task ​(e.g.,
activities, discussions)
represented by the ​active verb
in the learning objective(s) or
learning target(s)​ ​(e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Syntax: ​set of conventions for
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Discourse: ​how members of
the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
features or ways of structuring
oral or written language, or
representing knowledge
visually.
I can compare and contrast myself to Matt or Attean in the book ​The Sign of the Beaver
by listing two comparisons and one contrast. I will create an ending from the point of
view of Attean.I can prove these findings through evidence of key details and facts from
the book.
If the student has trouble comparing and contrasting, I will provide sentence stems for
both compare and contrast statements,
If the student has trouble writing an essay, I will provide a graphic organizer to help the
student structure the essay.
Academic Language Whole Class Supports Differentiated Supports
Language function: Give examples of the
Compare and contrast difference between the
two words and examples
of the words
Multiple meaning words: Explain the difference
key details between a key like for a
house and a key detail in a
story
Academic vocabulary: Model how to analyze a
Analyze text
Subject-specific Explain what main
vocabulary: character means and give
Main character, opinion examples from the book.
Also explain what opinion
means
Syntax: Show examples of
Paragraph and sentences sentences and paragraphs,
use sentence stems and
explain what makes up a
paragraph
Discourse: Will help students write if
Writing in complete needed with sentence
sentences and in essay stems and scaffolding for
format spelling and structure
How will students demonstrate understanding of the ​academic language​ in the
different ​language demands​ (e.g., writing, speaking, reading, listening) in the lesson?
They will show understanding of comparing and contrasting by writing about how they
are similar and different from Matt and Attean. They also will write a five paragraph
essay and show that they know how to by doing so.
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Step 3:​ Design
Assessment
Framework Georgia Performance
Standard(s)
ELAGSE4W1: ​Write opinion
pieces on topics or texts,
supporting a point of view
with reasons.
b. Provide reasons that are
supported by facts and
details.
Type of Assessment
Pre-assessment
Formative assessment(s)
Summative assessment(s)
The pre-assessment is a way for students to connect their knowledge of opinion writing to the characters voice in The
sign of the beaver. Students will compare and contrast themselves to Matt, the main character, and the voice of the
book. Once they complete the sentence stems they will know which side they choose; they are most like Matt, or they
Assessment Plan
Corresponding Learning
Objective(s) or Learning
Target(s)
I can compare and contrast
myself to Matt or Attean in
the book ​The Sign of the
Beaver​ by listing two
comparisons and one
contrast. I will create an
ending from the point of view
of Attean.I can prove these
findings through evidence of
key details and facts from the
book.
Format of Assessment (e.g.,
quiz, test, checklist, KWL
chart, performance task)
Morning Prompt
Observational
Written Essay
Pre-Assessment Data Summary
are very different from Matt.
3
Format of Assessment(s)
Morning Prompt
Observational
Essay
Supports, Evaluation Criteria
Accommodations, How will you know or
Modifications measure if the students
(Differentiated have met the learning
Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Sentence Stem This will activate the
student’s prior
knowledge on opinion
based writing so that
the student can choose
a side. If the student
has chosen a side based
off the prompt, the
student mastered the
pre-assessment.
Allowing student to lead Because the majority of
the assessment through the time spent on the
displaying on topic vocab, summative assessment,
knowledge etc. the student’s
knowledge will be
measured by specific
cues that indicate the
understanding of
vocab, making text to
self connections, etc.
Sentence Stems The student will use a
sentence stem to start
off a five-paragraph
expository essay to
share two comparisons
and one contrast of the
main character in the
story to themselves. If
the student gives one
comparison and one
contrast while using
one detail from the
story as evidence to
their claim, then they
show mastery of the
topic.
Step 4:​ Create Materials Needed
Learning
Activities
Technology Connection
Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks ​(include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be ​scaffolded ​to
connect to prior knowledge
and often include formative
assessments)
Teacher Resources​ (​must include podcasts):
Prompts for writing
Differentiated support prompts with sentence stems
Student Resources:
The Book, ​The Sign of the Beaver
Picture of character from movie
Movie Trailer from movie ​The Sign of the Beaver
Teacher provided lined paper
The student will type their essay once it has been edited. The student will watch the
movie trailer for ​The Sign of the Beaver.
● I will support my ​students who struggle with writing​ by differentiating the
content ​through ​the use of sentence stems in the beginning of their
expository essay.
This will give the student support to build their opinions and their key details to
provide evidence within their expository essay. The sentence stems will be provided at
the beginning of each of the 5 paragraphs.
Students are pulling their knowledge of themselves and using it throughout this lesson
to compare and contrast themselves to a character from the book. This uses their own
personal culture within the lesson.
First we have used Piaget’s theory of constructivism. The students are constructing
their knowledge of opinion writing by writing their own essays comparing and
contrasting themselves to Matt. Next we used Vygotsky’s theory of scaffolding. We
want to guide students to their knowledge, not directly give them answers. One last
theory we used was Ausubel’s meaningful learning theory. This is because we are
linking their prior knowledge to the content being learned in this lesson.
I DO:
The teacher will introduce the lesson by showing the student a movie trailer of ​The
SIgn of the Beaver.
The teacher will ask the student to make a diagram that compares and contrasts
character traits between themselves and Matt from the book.
“Do not forget that character traits are not physical appearances that the character
has, but certain actions or personalities that the character reflects throughout the
story.”
The teacher will ask the student, “ If you were Attean telling this story, how would the
stories ending change?”.
The Teacher will provide the student with notebook paper that has sentence frames to
prompt the student. The teacher will ask the student, “Take these similarities and
differences along with the alternate ending, and form a five paragraph essay
explaining your opinion. Make sure you include key details from the text to support
your writing.”
We Do:
The teacher will assist the student in organizing and collecting their thoughts on
making connections on a graphic organizer by asking them questions to scaffold their
thinking.
“How did Matt act towards Attean? Was he rude and hateful or was he friendly and
caring?” “Would you say you are a friendly person?” “What differences are there
between you and the character? Try and think other than physical appearance?
You Do:
The student will take the organized thoughts and create a five paragraph written essay
on making connections and predictions with the characters from the story. The
student will be allowed to use the graphic organizer and lined paper with sentence
stems to promote scaffolding while writing.
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 Connection to the Arts NA

Higher Order Thinking
Questions (HOTQs)
Create at least 5 higher-order thinking questions (along with anticipated answers)
using ​Bloom’s Taxonomy​ (level 3 and above) or ​Webb’s Depth of Knowledge (​DOK)
levels (level 2 and above), then identify what level each question represents. Embed
these questions into your instructional strategies and learning tasks section above and
highlight them in green. ​Remember these questions will occur before, during and
after the lesson.
1. What evidence in the text can you find that shows you and Matt are
similar?
2. What ideas support/validate that you and Matt are different?
3. What would happen if Matt went with Attean for the hunt?
4. What would you have done? Gone with Attean, or stayed? Explain your
reasoning.
5. What is your opinion of this book? Support your answer.

Re-teaching, Re-Engagement, For reteaching, we would pull those students into a small group and do a mini lesson
Practice on comparing and contrasting. Giving them premade sentences that compare
someone to Matt and contrast someone to Matt to help them organize their own
thoughts.
Extensions
The enrichment or extension activity would be to have the students rewrite the ending
of the book based on Attean’s point of view using the events from the text to support
their ending.
Lesson Closure To close the lesson, students will be given the opportunity to share their essays with
the class or a partner. When they share their essay students will share what they
learned about comparing and contrasting characters to each other, and to themselves.
Step 5:
Post-Instructio Lesson Implementation ​(Be sure to address both whole class and small group or individual learners)
n Reflection ● What went well and why?
The students did well with comparing themselves to Matt.
● What did not work well and why?
Some students struggled to find similarities of themselves and Attean since they’re lives are so different
● How did the learning environment and materials work together to support student learning?
The video got the students interest in the topic since the student likes technology. Also the graphic organizer helped
explain to the students exactly what was wanted.
● What improvements and changes would you make if you were to teach the lesson again and why?
I would explain more about Matt and Attean’s character traits before asking them to contrast and compare
● What did you learn about yourself as a teacher?
That having students interest from the start helps the lesson go smoothly.

Learning Theories/Research Base

● To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.
The lesson used scaffolding a few times while the students wrote the essay. The students also used their prior
knowledge throughout the lesson.

Assessment Analysis
● What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see?
I learned that the students understood the concepts and could connect the text to their own lives. The students did well
on the essay and showed an understanding of comparing and contrasting.
● How will you act upon, and will students be able to act upon, the ​feedback​ provided form each assessment
strategy used?
They can fix any grammar mistakes and next time I will remind them of things like capitalizing names and places.
● Optional​: Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and how you
are drawing these conclusions.