Teacher Education Lesson Plan Template

Teacher: Doxey Date: January 30, 2019 to February 15, 2019

Title of Lesson: Structural Patterns Cooperating Teacher: Alvers

Core Components
Subject, Content Area, or Topic
Language Arts
Student Population
Fifth Grade; 20 Inclusion PM class; 18 AM class
Learning Objectives
Students will identify what structure pattern is being used in nonfiction by identifying text
structures and features, reading, answering guided questions, and highlighting key terms.
Virginia Essential Knowledge and Skills (SOL)
5.6 The student will read and demonstrate comprehension of nonfiction texts.
f) Identify structural patterns found in nonfiction.
VDOE Technology Standards
a) Instructional personnel shall be able to demonstrate effective use of a computer system and
utilize computer software.
e) Instructional personnel shall be able to identify, locate, evaluate, and use appropriate
instructional hardware and software to support Virginia's Standards of Learning and other
instructional objectives.
English Language Proficiency Standards (ELPS)
Foundational Skills #1: Demonstrate understanding of the organization and basic features of print;
a) Follow words from left to right, top to bottom, and page by page,
b) Recognize that spoken words are represented in written language by specific sequences of letters,
c) Understand that words are separated by spaces in print.
Materials/Resources
Five Text Structures Organizer
Week 1-4 Text Structure Paragraphs
High Yield Instructional Strategies Used (Marzano, 2001)

Check if UsedStrategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
 X Reading 10%
Lecture 05%
Safety (if applicable)
Not applicable

Time
(min.) Process Components
*Anticipatory Set
TTW review what was learned the previous day or in whole group.

*State the Objectives (grade-level terms)

I can identify what structure pattern is being used in nonfiction.

*Instructional Input or Procedure

Not applicable

*Modeling
Not applicable

*Check for Understanding

Verbal conversations

*Guided Practice
TTW review the five text structures and key patterns throughout each.
TSW read each paragraph aloud 3 times before highlighting and concluding their answer
as a group.
*Independent Practice
Students will use their organizer to complete identifying paragraphs one at a time with the
current structural pattern. Students will highlight and underline key words throughout that
give hints as to which structural pattern is correct.
Assessment
Verbal conversations. TSW pre or mid assess and final assess on the five text structures,
their differences, and genre. TTW use pre or mid assessments to assess students needs.
TTW use data to remediate students scoring 70% and below. TTW review with students
and review tools and key words of the five text structures. TSW ask questions and
acknowledge the similarities between the five text structures to prevent from making small
mistakes when analyzing text.
*Closure
Review which genre text structures are used for. Students will tell the difference between
Problem and Solution and Cause and Effect. Students will name the five text structures.

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

Based on accommodation: TTW pre or mid assess students’ knowledge of the 5 text structures.
TSW name the 5 text structures. TTW have students read different paragraphs and use strategies
to determine which of the five text structures is relevant. TTW read aloud paragraphs to those
requiring a read aloud. TSW show their knowledge of the genre text structures are found. TSW
show their knowledge of differences between text structures by identifying those differences. TSW
ask to have questions and text read aloud as needed. TTW repeat questions and text as
necessary. TSW use highlighter to show key words to help strategize which text structure. TSW
 use blank sheets of paper to hide additional questions to prevent overstimulation from the amount
of words on one page.
Classroom Management Issues (optional)
Students will receive checks, if necessary, for not actively engaging, inappropriate talking, and not
following directions. If participation is not where it needs to be students will no longer raise their
hands to answer questions, but random sticks will be called to ensure participation.
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

Student 2
Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Mid 88 63 75 75 100 100 100 100 88 100 100 88 88 75 75 na na na
Assess
Final 70 100 80 100 100 80 100 100 60 100 100 90 90 90 100 90 100 90
Assess