Teacher Education Lesson Plan Template

Teacher: Sonya Swartzentruber Date: February 1, 2017

Title of Lesson: Daves Diner (Functional Cooperating Teacher: Michael Brown

Text)

Core Components
Subject, Content Area, or Topic
Language Arts, Functional Text
Student Population
18 Whole Group
Learning Objectives
Students will be able to interpret details in functional text
Students will be able to solve problems
Students will be able to follow procedures
Students will be able to answer questions
Students will solve single-step problems involving the sum or difference of two numbers
Students will make change for items costing $5.00 or less

Virginia Essential Knowledge and Skills (SOL)

English:
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts
b) Use prior and background knowledge as context for new learning
d) Ask and answer questions about what is read

3.7 The student will demonstrate comprehension of information from a variety of print and
electronic resources

Math:
3.4 The students will estimate solutions to and solve single-step and multistep problems involving
the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping

3.8 The student will determine, by counting, the value of a collection of bills and coins whose total
value is $5.00 or less, compare the value of the bills and coins, and make change.

Materials/Resources
18 copies of Daves Diner Menu (courtesy of Lakeshore Learning)
Daves Diner Questions
_______s Menu
Pencil
Grid Paper
Lined Paper

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
1 *Anticipatory Set
The teacher may say, After what we learned yesterday, how many of you think that you
have a better grasp on functional texts? It seemed that you enjoyed working with
Daves Diner Menu yesterday, so we will be taking a closer look at it today.
1 *State the Objectives (grade-level terms)
I can find details in functional text
I can solve problems
I can follow procedures
I can answer questions
I can solve single-step problems to find a sum or difference of numbers
I can make change for items costing $5.00 or less
5 *Instructional Input or Procedure
The teacher will tell students they will be working with one form of a functional text
(menu) again today. She will pass out a copy of Daves Diner Menu to each student.
The teacher will again explain to students that functional text has a purpose. She will
ask the class, What is the purpose of a menu? Why is it important? Would life be
easier or harder without menus and other forms of functional text? Why? The teacher
will tell students that they will be answering questions related to the functional text. She
will tell students that they will need to go back to the text to solve various questions,
including several money problems (addition and subtraction), along with questions that
require close reading.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 3 *Modeling
The teacher will share an example of a question that may appear on the students
papers. She may write on the Promethean board, Clara wants to buy a crispy chicken
salad, but she only has $5. How much more money does she need to buy the salad?
The teacher will call on students to help her solve the problem and get students in the
mindset of solving math questions that relate to the functional text.
12 *Independent Practice
The teacher will pass out a copy of Daves Diner Questions and grid paper to each
student. Students will be asked to show their work on the grid paper because there will
be several questions that require them to work out a problem. Students will be working
on this assignment individually.
15 *Guided Practice
After working more closely with Daves Diner Menu, students will create their
own menu, which is a form of functional text. The teacher will pass out a copy of
______s Menu. Students will write their name in the blank, before the word
menu, which will hopefully encourage students to take pride in their work since
it is all theirs. After students write their name in the title, they will come up with
seven different menu items, along with prices accompanying each menu item.
Once they are done creating the menu, they will write down three questions that
can be answered by looking at their menu. The reason for students coming up
with questions about their own menus is so they will begin looking at various
functional texts and asking them questions about the information. For instance,
when looking at a menu, students should begin asking themselves questions
like, What appetizers does this restaurant have? After students start asking
themselves questions about functional texts, they should also begin developing
the ability to answer those questions by looking in the text and understanding
that it serves a purpose.
Once students have finished creating their menus and writing down their
questions, they will pass their papers to their shoulder partner. Their partner will
need to look at their partners menu and answer the questions.
3 *Check for Understanding
The teacher will call on students and have them share a couple items on their menus,
along with the questions they created. The teacher will do this to see if students truly
understand how to ask and answer questions about this form of functional text or if they
are still unsure.
0 Assessment
The teacher will collect the questions students answered, along with the work they
showed on their grid paper. The teacher will also collect the student-created menus and
questions. The teacher will look over the various work done by students as an informal
assessment to see what they know.
1 *Closure
The teacher will call on students to tell her what they learned from the lesson. She will
have them tell her the new information they learned about functional texts.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Students with IEP will only be asked to complete the even numbered questions for Daves Diner
Questions. The teacher will also read the questions aloud to the students with an IEP.
Classroom Management Issues (optional)
Set clear expectations for behavior during the activity
The teacher will walk around the room to ensure students are on task and working hard
If students finish answering the questions early, they will begin working on the menu

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
After completing the lesson, I feel that students have a good understanding of menus and are
able to find information from this form of functional text. A majority of the class had no problems
with this activity and were able to meet the English and Math standards. This activity took three
days to complete, which is much longer than I was anticipating, so I would change the lesson by
only having about seven questions for students to answer on Daves Diner Questions and have
students mostly focus on the student-created menus. Overall, the lesson went well and students
seemed to especially enjoy making their own menus.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015