Teacher Education Lesson Plan:

Teacher: Jessica Moran Date: 02/13/17 (Monday)

Title of Lesson: Author and Illustrator/Shadows Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit:
Identifying the role of the author and illustrator in fictional text.
Investigating, describing, and understanding how, why, and when shadows occur.
Subject, Content Area, or Topic: Language Arts- Writing stories and explanations/ Science -
Shadows
Student Population: Title I EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How does an author tell a story?
How does the illustrator tell a story?
How can I identify the author and illustrator of a text?
How can I describe how a shadow occurs?
How can I identify and describe sources of light that can produce shadows?
How can I match objects with the shadows they create?
How can I demonstrate that shadows change as the directions of the light source changes?
Learning Objectives
Identify the roles of the author and illustrator of selected texts and where to find this information in
a text.
Identify and describe how a shadow occurs, including the sources of light that produce shadows.
Match objects with the shadow they create.
Demonstrate that shadows change as the light direction changes.
Virginia Essential Knowledge and Skills (SOL)
SOL K.9.a/VBO K.7 The student will demonstrate comprehension of fictional texts: a)
understand what an author does and what an illustrator does.
ongoing SOL K.12: The student will write to communicate ideas for a variety of purposes./ VBO
K.8.4: Write for a variety of reasons.
a) Differentiate pictures from writing
b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
c) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
d) Write left to right and top to bottom.
SOL Sci. K.8: The student will investigate and understand that shadows occur when light is
blocked by an object. Key concepts include:
a) Shadows occur in nature when sunlight is blocked by an object
b) Shadows can be produced by blocking artificial light sources
VBO Science/SS: K.7.1 Describe how shadows occur.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Moonbears Shadow, Guess Whos Shadow? (book), writing journal, pencils, crayons, question
cube
1
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%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

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
2-3 Engage/Explore/Anticipatory Set-
TTW ask a student to make a shadow on the promethean board for the class to guess.
TW ask How were the shadows made? Was it real sunlight or artificial light?

1 *State the Objectives/Purpose for Lesson

Reading: I can tell what an author and illustrator do.
Writing: I can write a story.
Content: I can tell you about shadows.

2
 2-3 Explain/Instructional Input or Procedure
TTW ask students What does an author do? What about an illustrator?
Students will turn to a partner to share their answers.
TTW ask SS if they remember the books from our author study who had the same
author and illustrator (Jan Brett).
3-4 Explain/ Modeling-
TTW display the cover of Moonbear:
Who is the author? The illustrator?
TTW ask SS if they remember what the story was about, and see if the students can
ask questions about shadows using the question cube: How is a shadow made? Where
is the sun in the sky? Why is a shadow short/long?
As a formative assessment, TT could record the SS questions and label them on a
flipchart/poster.
TTW read Moonbears Shadow.
1-2 *Check for Understanding-
Choral Response (Lambert, 2012): TTW ask SS What makes a shadow short? Long?
And ask them to say it and show it with their hands/bodies.
2-3 Extend/Guided Practice-
TT and SS will compose a sentence about Moonbear and model the writing checklist.
Remind SS to continue working on capital letters, spaces, and periods at the end of
their sentence. Model stretching out sounds to write.
Lower students can be placed at the front for TT to directly interact with while
modeling.
7-10 Extend/Independent Practice-
TSW write about their favorite part of the story.
TT and TTA will walk around to take anecdotal notes and to help struggling students
with their writing. If any are struggling a great deal more, it may be ideal to pull them for
a small-group while the rest of the class writes, or for afternoon remediation.
ongoing Evaluate/Assessment
TTW use anecdotal records and student work to place students in flex groups.
Objectives will also be addressed in guided reading groups.
Friday: Formative- K.8.4 Compose narrative (also assessing 8.1-3, 8.6); Summative:
K.7.1 Identify what an author and illustrator does.
1-2 *Closure
TSW either share with a tablemate or on the carpet with the class.
Language Arts P.M.

Reading/Writing: Read-aloud or shared reading piece along with either an interactive, shared,
guided/modeled, or independent writing lesson/activity to go with it. During this session, focus is
also placed on one skill with 1/1 conference if needed. This may be applied to either the current
piece or an already completed piece.
1. Read Aloud: Whose shadow?
2. Interactive OR Shared Writing: TT and TS will negotiate a sentence from the story. An
emphasis will be placed on uppercase/lowercase letters, spacing, punctuation, stretching the word,
and if it makes sense. Corrections will be made after each word is written by the student. The
writing checklist will be modeled and emphasized for reinforcement of COW-T. (Optional: If time,
SS may write independently at their desks.)
3. Shared Reading: Poem Hi Ho
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Partner sharing, sentence/writing scaffolding, differentiated centers; afternoon remediation/flex
groups for struggling students.
3
Classroom Management Issues (optional)
Place lower students at the front of the carpet for direct help/remediation.
Remind students that it is okay if they did not get to show a shadow (There is still the shadow box).
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

4
 Teacher Education Lesson Plan: VALENTINES DAY

Teacher: Jessica Moran Date: 02/14/17 (Tuesday)

Title of Lesson: Author and Cooperating Teacher: Alissa Easter

Illustrator/Shadows

5
 Core Components
Big Idea from Unit:
Identifying the role of the author and illustrator in fictional text.
Investigating, describing, and understanding how, why, and when shadows occur.
Subject, Content Area, or Topic: Language Arts- Writing stories and explanations/ Science -
Shadows
Student Population: Title I EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How does an author tell a story?
How does the illustrator tell a story?
How can I identify the author and illustrator of a text?
How can I describe how a shadow occurs?
How can I identify and describe sources of light that can produce shadows?
How can I match objects with the shadows they create?
How can I demonstrate that shadows change as the directions of the light source changes?
Learning Objectives
Identify the roles of the author and illustrator of selected texts and where to find this information in
a text.
Identify and describe how a shadow occurs, including the sources of light that produce shadows.
Match objects with the shadow they create.
Demonstrate that shadows change as the light direction changes.
Virginia Essential Knowledge and Skills (SOL)
SOL K.9.a/VBO K.7 The student will demonstrate comprehension of fictional texts: a)
understand what an author does and what an illustrator does.
ongoing SOL K.12: The student will write to communicate ideas for a variety of purposes./ VBO
K.8.4: Write for a variety of reasons.
e) Differentiate pictures from writing
f) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
g) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
h) Write left to right and top to bottom.
SOL Sci. K.8: The student will investigate and understand that shadows occur when light is
blocked by an object. Key concepts include:
c) Shadows occur in nature when sunlight is blocked by an object
d) Shadows can be produced by blocking artificial light sources
VBO Science/SS: K.7.1 Describe how shadows occur.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board, book The Squiggle, paper with squiggle (draw one and photocopy),
pencils, crayons
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%
6
 Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

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
4 Engage/Explore/Anticipatory Set-
If Time: Video: The Dot read by the author Peter Reynolds (YouTube 3:32)
SS can make a more concrete connection to the author and illustrator by seeing and
hearing them read the story.
TTW ask SS Why do you like this story? And guide students toward using their
imagination and becoming whoever they want to be.
1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
Reading: I can tell what an author and illustrator do.
Writing: I can write a story.
Content: I can tell you about shadows.

7
 4 Explain/Instructional Input or Procedure
TTW ask a SS to tell the class what an author and illustrator do.
TTW will read The Squiggle. Afterward, TSW TTP and talk about what they would do if
they had a squiggle.
2-3 Explain/ Modeling-
TTW will tell SS they are about to get their own squiggle. TTW model what they would
do with their squiggle, and write a sentence about it.
TTW also model signing their name on the paper because they are the illustrator.
(What does the illustrator do? If you wrote a story about it, who would you be? The
author!)
1 *Check for Understanding-
SW touch their nose if they understand what to do with their squiggle paper, or touch
their neighbors shoulder if they are not sure.
3-4 Extend/Guided Practice-
SW create something out of the squiggle as TT walks around the room for guidance
(especially for budding perfectionists or those who struggle to get their imagination
going).
5-8 Extend/Independent Practice-
TTW be the author write a simple sentence about each students squiggle.
Tier 1: Students will read the sentences with a partner or TAs help and add more to
their picture.
Tier 2: Students will read the sentence and decide what happens next in the story.
They may write or draw it.
Tier 3: SS will add to TT sentence, perhaps up to 3 more to create a full story.
ongoing Evaluate/Assessment
TTW use anecdotal records and student work to place students in flex groups.
Objectives will also be addressed in guided reading groups.
Friday: Formative- K.8.4 Compose narrative (also assessing 8.1-3, 8.6); Summative:
K.7.1 Identify what an author and illustrator does.
3 *Closure
Option 1: Human Squiggle: A student acts like the squiggle, and the SS make a
picture around them. What is it? Have a SS be the author, and tell the class.
OR
Option 2: Video: Meet David Shannon (Author/Illustrator of David books) (Scholastic -
YouTube 2:47)

Language Arts P.M.

Reading/Writing: Read-aloud or shared reading piece along with either an interactive, shared,
guided/modeled, or independent writing lesson/activity to go with it. During this session, focus is
also placed on one skill with 1/1 conference if needed. This may be applied to either the current
piece or an already completed piece.
1. Read Aloud: Gregorys Shadow
2. Interactive OR Shared Writing: TT and TS will negotiate a sentence from the story. An
emphasis will be placed on uppercase/lowercase letters, spacing, punctuation, stretching the word,
and if it makes sense. Corrections will be made after each word is written by the student. The
writing checklist will be modeled and emphasized for reinforcement of COW-T. (Optional: If time,
SS may write independently at their desks.)
3. Shared Reading: Poem: Hi Ho

8
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Tiered product with squiggle and picture/sentences, partner sharing; afternoon remediation/flex
groups for struggling students.
Classroom Management Issues (optional)
Remind students that each persons squiggle is their own it may look different than theirs, and
that is okay.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

Teacher Education Lesson Plan:

Teacher: Jessica Moran Date: 02/15/17 (Wednesday)

Title of Lesson: Author and Cooperating Teacher: Alissa Easter

Illustrator/Shadows

9
 Core Components
Big Idea from Unit:
Identifying the role of the author and illustrator in fictional text.
Investigating, describing, and understanding how, why, and when shadows occur.
Subject, Content Area, or Topic: Language Arts- Writing stories and explanations/ Science -
Shadows
Student Population: Title I EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How does an author tell a story?
How does the illustrator tell a story?
How can I identify the author and illustrator of a text?
How can I describe how a shadow occurs?
How can I identify and describe sources of light that can produce shadows?
How can I match objects with the shadows they create?
How can I demonstrate that shadows change as the directions of the light source changes?
Learning Objectives
Identify the roles of the author and illustrator of selected texts and where to find this information in
a text.
Identify and describe how a shadow occurs, including the sources of light that produce shadows.
Match objects with the shadow they create.
Demonstrate that shadows change as the light direction changes.
Virginia Essential Knowledge and Skills (SOL)
SOL K.9.a/VBO K.7 The student will demonstrate comprehension of fictional texts: a)
understand what an author does and what an illustrator does.
ongoing SOL K.12: The student will write to communicate ideas for a variety of purposes./ VBO
K.8.4: Write for a variety of reasons.
i) Differentiate pictures from writing
j) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
k) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
l) Write left to right and top to bottom.
SOL Sci. K.8: The student will investigate and understand that shadows occur when light is
blocked by an object. Key concepts include:
e) Shadows occur in nature when sunlight is blocked by an object
f) Shadows can be produced by blocking artificial light sources
VBO Science/SS: K.7.1 Describe how shadows occur.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, promethean board, paper, pencils, crayons, writing paper, character/setting cube

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%
10
 Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

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
2-3 Engage/Explore/Anticipatory Set-
Video: Author vs. Illustrator (YouTube 2:02)
1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
Reading: I can tell what an author and illustrator do.
Writing: I can write a story.
Content: I can tell you about shadows.
2 Explain/Instructional Input or Procedure
TT will ask the students about The Squiggle from yesterday
If the teacher was the author, then you were the______(illustrator).
TS will TTP - What does the illustrator do? What does the author do? TTW listen for
anecdotal notes.

11
 2 Explain/ Modeling-
TTW explain that today students get to be both an author and illustrator. TS may write
a sentence about whatever they like. TTW model writing their sentence.
TTW then explain that TTW collect their papers to pass out to another student that
student gets to be the illustrator. (If time, TT can pick a student to model this quickly.)
1-2 *Check for Understanding-
TTW ask SS to TTP and tell each other what they are supposed to do. TTW ask SS to
tug on their ear if they have a question.
2 Extend/Guided Practice-
TTW guide SS in starting their sentence by walking around the room and gauging if
students need a bit of creative spark. TTW offer prompting for SS to use their writing
checklists and to read the room for word ideas.
7-10 Extend/Independent Practice-
TSW write their sentence(s). TSW write their name on their paper.
TT may provide scaffolding for lower students by offering them stems or the story
cubes from the writing center.
Higher students may write 3 or more sentences.
TTW collect their papers and redistribute them among the class.
SW become the illustrators of their friends sentence. SW write their name on their
friends paper.
ongoing Evaluate/Assessment How will you assess learning? Do you need to do an exit
ticket? Cooperative learning?
TTW use anecdotal records and student work to place students in flex groups.
Objectives will also be addressed in guided reading groups.
Friday: Formative- K.8.4 Compose narrative (also assessing 8.1-3, 8.6); Summative:
K.7.1 Identify what an author and illustrator does.
3-5 *Closure
Author and Illustrator Circle: TTW collect and pass the papers back to the original
author. The authors will share the sentence and created illustration.2

Language Arts P.M.

Reading/Writing: Read-aloud or shared reading piece along with either an interactive, shared,
guided/modeled, or independent writing lesson/activity to go with it. During this session, focus is
also placed on one skill with 1/1 conference if needed. This may be applied to either the current
piece or an already completed piece.
1. Read Aloud: Sesame Street Podcast
2. Interactive OR Shared Writing: TT and TS will negotiate a sentence from the story. An
emphasis will be placed on uppercase/lowercase letters, spacing, punctuation, stretching the word,
and if it makes sense. Corrections will be made after each word is written by the student. The
writing checklist will be modeled and emphasized for reinforcement of COW-T. (Optional: If time,
SS may write independently at their desks.)
3. Shared Reading: Poem: Hi Ho
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Sentence scaffolding/extension, partner sharing, students teaching other; afternoon
remediation/flex groups for struggling students.
Classroom Management Issues (optional)
It would be a good idea to model how to be a good audience/friend when someone else is going to
illustrate your work, or to stage whose paper will go to who (Amanee and Myia, Makaela and
Janiyah, Alex and Ian, etc.).

12
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

13
 Teacher Education Lesson Plan: Shortened Lesson 100s DAY

Teacher: Jessica Moran Date: 02/16/17 (Thursday)

Title of Lesson: Author and Cooperating Teacher: Alissa Easter

Illustrator/Shadows

Core Components
Big Idea from Unit:
Identifying the role of the author and illustrator in fictional text.
Investigating, describing, and understanding how, why, and when shadows occur.
Subject, Content Area, or Topic: Language Arts- Writing stories and explanations/ Science -
Shadows
Student Population: Title I EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How does an author tell a story?
How does the illustrator tell a story?
How can I identify the author and illustrator of a text?
How can I describe how a shadow occurs?
How can I identify and describe sources of light that can produce shadows?
How can I match objects with the shadows they create?
How can I demonstrate that shadows change as the directions of the light source changes?
Learning Objectives
Identify the roles of the author and illustrator of selected texts and where to find this information in
a text.
Identify and describe how a shadow occurs, including the sources of light that produce shadows.
Match objects with the shadow they create.
Demonstrate that shadows change as the light direction changes.
Virginia Essential Knowledge and Skills (SOL)
SOL K.9.a/VBO K.7 The student will demonstrate comprehension of fictional texts: a)
understand what an author does and what an illustrator does.
ongoing SOL K.12: The student will write to communicate ideas for a variety of purposes./ VBO
K.8.4: Write for a variety of reasons.
m) Differentiate pictures from writing
n) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
o) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
p) Write left to right and top to bottom.
SOL Sci. K.8: The student will investigate and understand that shadows occur when light is
blocked by an object. Key concepts include:
g) Shadows occur in nature when sunlight is blocked by an object
h) Shadows can be produced by blocking artificial light sources
VBO Science/SS: K.7.1 Describe how shadows occur.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.

14
Materials/Resources
Computer, promethean board, student writing journals, paper, pencils, Book Flix

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%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

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
2 Engage/Explore/Anticipatory Set-
Video: Author/Illustrator Ashley Busby (YouTube 1:27)

15
 1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
Reading: I can tell what an author and illustrator do.
Writing: I can write a story.
Content: I can tell you about shadows.
1-2 Explain/Instructional Input or Procedure
TTW ask students to tell a partner what illustrator means and who their illustrator was
yesterday.
4 Explain/ Modeling-
Dentist lesson BookFlix Take Care of Your Teeth (Family and Community Tab> 45-
48)
<1 *Check for Understanding-
TSW smile, showing their teeth, if they understand. TSW put a thumb down if they do
not for further explanation.
1-2 Extend/Guided Practice-
If time, TTW model a sentence about the dentist/caring for our teeth. TTW model with a
few errors for SS to correct with the writing checklist.
7-10 Extend/Independent Practice-
TSW write 1-3 sentences about what they learned from the dentist. Lower students
may write sentence and a picture, higher must write 3 first.
TT can write a few words on the board (dentist, teeth, toothbrush, floss).
TA can assist struggling students by helping them write a sentence stem/using their
sentence starter list.
ongoing Evaluate/Assessment
TTW look for expressive writing and the use of beginning/ending consonant sounds for
phonetically spelled words.
TTW use anecdotal records and student work to place students in flex groups.
Objectives will also be addressed in guided reading groups.
Friday: Formative- K.8.4 Compose narrative (also assessing 8.1-3, 8.6); Summative:
K.7.1 Identify what an author and illustrator does.
1 *Closure
TSW share their sentences with a tablemate.
Language Arts P.M.

Reading/Writing: Read-aloud or shared reading piece along with either an interactive, shared,
guided/modeled, or independent writing lesson/activity to go with it. During this session, focus is
also placed on one skill with 1/1 conference if needed. This may be applied to either the current
piece or an already completed piece.
1. Read Aloud: Open Wide (Book) Apple and Marshmallow activity
2. Interactive OR Shared Writing: TT and TS will negotiate a sentence from the story. An
emphasis will be placed on uppercase/lowercase letters, spacing, punctuation, stretching the word,
and if it makes sense. Corrections will be made after each word is written by the student. The
writing checklist will be modeled and emphasized for reinforcement of COW-T. (Optional: If time,
SS may write independently at their desks.)
3. Shared Reading: Winter Poem Groundhogs
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Sentence/writing scaffolding, partner sharing; afternoon remediation/flex groups for struggling
students.

16
Classroom Management Issues (optional)
Remind students of appropriate behavior when we have class visitors: inside voices, raising hands,
sitting on bottoms criss cross apple sauce.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

17
 Teacher Education Lesson Plan: ASSESS AUTHOR ILLUSTRATOR

Teacher: Jessica Moran Date: 02/17/17 (Friday)

Title of Lesson: Author and Cooperating Teacher: Alissa Easter

Illustrator/Shadows

Core Components
Big Idea from Unit:
Identifying the role of the author and illustrator in fictional text.
Investigating, describing, and understanding how, why, and when shadows occur.
Subject, Content Area, or Topic: Language Arts- Writing stories and explanations/ Science -
Shadows
Student Population: Title I EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How does an author tell a story?
How does the illustrator tell a story?
How can I identify the author and illustrator of a text?
How can I describe how a shadow occurs?
How can I identify and describe sources of light that can produce shadows?
How can I match objects with the shadows they create?
How can I demonstrate that shadows change as the directions of the light source changes?
Learning Objectives
Identify the roles of the author and illustrator of selected texts and where to find this information in
a text.
Identify and describe how a shadow occurs, including the sources of light that produce shadows.
Match objects with the shadow they create.
Demonstrate that shadows change as the light direction changes.
Virginia Essential Knowledge and Skills (SOL)
SOL K.9.a/VBO K.7 The student will demonstrate comprehension of fictional texts: a)
understand what an author does and what an illustrator does.
ongoing SOL K.12: The student will write to communicate ideas for a variety of purposes./ VBO
K.8.4: Write for a variety of reasons.
q) Differentiate pictures from writing
r) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
s) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
t) Write left to right and top to bottom.
SOL Sci. K.8: The student will investigate and understand that shadows occur when light is
blocked by an object. Key concepts include:
i) Shadows occur in nature when sunlight is blocked by an object
j) Shadows can be produced by blocking artificial light sources
VBO Science/SS: K.7.1 Describe how shadows occur.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.

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Materials/Resources
Computer, Promethean Board, Tumble Books, story Toilet Tales, animal flipchart, paper, pencil

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%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

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
1-2 Engage/Explore/Anticipatory Set-What can you do to engage students in the content
to be learned? Will you use a story? Or picture? Or hands-on?
Video: Sesame Street Toilet Paper Factory with Mc Frontalot (YouTube 1:22)

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 1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
Reading: I can tell what an author and illustrator do.
Writing: I can write a story.
Content: I can tell you about shadows.
5 Explain/Instructional Input or Procedure
TW ask SS to tell a partner what the author and illustrator do.
TW read Tumblebooks: Toilet Tales.
TT and SW discuss BME and retell with a partner.

2 Explain/ Modeling-
TW show animal flipchart and model writing about an animal trying to use the
restroom.
1-2 *Check for Understanding-
SS will share what animal they will write about with a partner while the TT listens to
help keep SS on track.
1 Extend/Guided Practice-
If time, SW help TT correct the modeled sentence from before using the writing
checklist.
7-10 Extend/Independent Practice-
SW pick an animal from the flipchart and write 1-3+ sentences about what would
happen if they tried to use the restroom. Remind students to use their checklists and to
read the room.
TT can offer sentence scaffolding/stems for struggling students.
Higher students can write as many sentences as possible.
ongoing Evaluate/Assessment How will you assess learning? Do you need to do an exit
ticket? Cooperative learning?
TTW use anecdotal records and student work to place students in flex groups.
Objectives will also be addressed in guided reading groups.
Friday: Formative- K.8.4 Compose narrative (also assessing 8.1-3, 8.6); Summative:
K.7.1 VERBAL- identify what an author and illustrator does.
1 *Closure
Students will share the animal they chose with a tablemate. They will then pretend to be
flushed down the toilet by the teacher- they will twirl around slow, then fast, and sit on
the carpet.TT can play the sound of a toilet flushing for extra effect.
express to watch out for friends, desks, and model how to not spin for safetys sake.
Language Arts P.M.

Reading/Writing: Read-aloud or shared reading piece along with either an interactive, shared,
guided/modeled, or independent writing lesson/activity to go with it. During this session, focus is
also placed on one skill with 1/1 conference if needed. This may be applied to either the current
piece or an already completed piece.
1. Read Aloud: The Shape of Me and Other Stuff Dr. Seuss
2. Interactive OR Shared Writing: TT and TS will negotiate a sentence from the story. An
emphasis will be placed on uppercase/lowercase letters, spacing, punctuation, stretching the word,
and if it makes sense. Corrections will be made after each word is written by the student. The
writing checklist will be modeled and emphasized for reinforcement of COW-T. (Optional: If time,
SS may write independently at their desks.)
3. Shared Reading: Poem- Hi Ho

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Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Sentence/writing scaffolding, partner sharing; afternoon remediation/flex groups for struggling
students.
Classroom Management Issues (optional)
Separate students during assessment and remind them that we are testing and to not look at a
partners work. Safety during toilet flush closure activity.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

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