questions for lesson plan assignment

 

Lesson Reflection
write a reflection on your
completed lesson. Your reflection must be 200 – 500 words and should include the
following:
 A summary of your performance
 Commentary on how the lesson was designed to keep students engaged and motivated
 A reflection of the strengths and weaknesses of the lesson with an emphasis on
opportunities for future growth. 

completed lesson attached 

EDLC 510

Page 1 of 5

LESSON PLAN TEMPLATE

DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION

Candidate Name: Click
or tap here to enter text.

Grade Level: 2

Candidate’s
Endorsement: Click or
tap here to enter text.

Central Focus: Reading simple stories

Subject: English Learning Segment Theme: the lesson will be on reading
comprehension

Where in the learning
segment does this lesson
occur?
☒Beginning
☐Middle ☐End

Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.

STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,

please list N/A.
Personal (Interests,
family backgrounds,
experiences, etc.)

My students come from different background although many of
them have the necessary knowledge about the basics of reading.
They are aged between 7 and 8 years.

Cultural (Traditions,
dialects, worldview,
literature, arts, etc.)

Majority of my students come from monolingual English
speaking family backgrounds although some of them are English
Language Learners.

Community (Landmarks,
community events, etc.)

My students come from diverse communities with some of them
from urban areas and others urban areas.

Developmental
(Cognitive, physical,
social, and emotional)

The students in my class belong to different levels of
development as some of them have the capacity to read and
understand complex stories and others are just beginning.

CONTENT STANDARDS
State Standards According to Virginia Standard of Learning, Reading 2.8. the

student will:
a) “Make and confirm predictions.
b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting, and important events in fiction
and poetry.
f) Identify the problem and solution.
g) Identify the main idea.
h) Summarize stories and events with beginning, middle, and end
in the correct
sequence.
i) Draw conclusions based on the text.
j) Read and reread familiar stories, poems, and passages with

Janet Richards (Jan)
143770000000893892
Missing information in this section

EDLC 510

Page 2 of 5

fluency, accuracy,
and meaningful expression”.
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-
standards-instruction/english-reading-literacy/standards-of-
learning.

National Standards NCTE Reading and Writing for Grade 2
 “Teachers design, assign, observe, collaborate in, and

interpret the work of students in their classrooms.”
https://ncte.org/resources/standards/standards-for-the-assessment-
of-reading-and-writing-revised-edition-2009/#Standard2

InTASC Standards Standard #1- “The teacher understands how learners grow and
develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning
experiences.”

Standard #2- “The teacher uses understanding of individual
differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet
high standards.”

Standard #4- “The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure
mastery of content.”

Standard #6- “The teacher understands and uses multiple methods
of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacher’s and learner’s decision
making.”

Standard #8- “The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build
skills to apply knowledge in meaningful ways.”
https://www.bsu.edu/academics/collegesanddepartments/teachers-
college/faculty-staff/intasc-standards#accordion_standards

LEARNING OBJECTIVE(S)
These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.

https://ncte.org/resources/standards/standards-for-the-assessment-of-reading-and-writing-revised-edition-2009/#Standard2

https://ncte.org/resources/standards/standards-for-the-assessment-of-reading-and-writing-revised-edition-2009/#Standard2

EDLC 510

Page 3 of 5

the primary objective for my students is to enable them improve their reading skills and
understand the simple stories. This objective aligns with Virginia common core state standards
for reading.

BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other

techniques will you use to engage students?
I will start the lesson by asking the student if they have ever heard the story of “The Hair and
the Tortoise.” I will them give a brief overview of what the story is about and proceed to
inform them that we will be reading a similar story.

MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What

questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?

Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.

Instruction/Modeling I will start by modelling to them how to read the story by reading
it aloud, pinpointing the words as I read and then ask them to read
the story alongside me.

Guided Practice After reading the story together, I will pose questions on what we
have read and then ask them to retell the story in their own words.

Independent Practice For this practice, I will direct the students in reading the story
again on their own and respond to the questions about it.

END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?

Towards the end of the lesson, I will ask the learners to each tell me what they have learned in
their own words and enquire if they loved the story or not.

EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student

learning?
Diagnostic/Pre-
assessment(s) (could be
prior to the lesson)

Prior to the lesson, the students will be provided with aa short
quiz which will act as measurement to determine their prior
knowledge of the lesson materials.

Janet Richards (Jan)
143770000000893892
Learning objectives need to be more specific.

EDLC 510

Page 4 of 5

Formative Assessments/
Feedback to Learners
(part of the activities in
the lesson)

During the lesson, I will assign my students formative
assessments through tasks and questions. I will also provide them
with feedback to their questions and answers (Orlich et al., 2012)

Summative Assessment
(matches the objective)

I will provide the students with short quiz towards the end of the
lesson which will act as the summative assessment.

ACADEMIC LANGUAGE DEMANDS
Language Demand(s) The language demands of this lesson is to ensure that the students

will be in a position to read and understand simple
comprehensions.

Language Support(s) The supporting framework for this lesson will be in the form of
using simple phrases and words and also using pictures and
illustrations.

Essential Vocabulary The important vocabulary for the lesson comprises of different
phrases and words such as “character,” “story,” “Plot,” and
“setting.”

LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education The aim of the lesson is to enhance cooperation and the students

will be assigned groups where they will be tasked with the role of
retelling the story.

Materials The different materials that will be incorporated during this
lesson include markers, whiteboard, and a class set of the
different worksheets.

Technology Connection The students will be using technological whiteboard when
reading the story which will act as our technology connection.

CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do!

List planned supports (instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of the central focus).

Planned Supports The planned support for this lesson will include using pictures
and demonstrations. It will also involve the use of basic words
and phrases which will help the students to understand the story
thoroughly such that they can retell it on their own.

EDLC 510

Page 5 of 5

SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability

levels?
Exceptionalities (special
needs [IEPs/504 plans],
gifted and talented,
accommodations, etc.)

The different forms of accommodation that will be implemented
during the lesson include the use of basic words and phrases and
use of pictures and demonstrations to ensure that the student
understand the story and can narrate it using their own words.

ELL For this group of learners, the accommodation will involve the
use of basic words and phrases and use of pictures and
demonstrations. This helps the students to understand the story
thoroughly such that they can retell it on their own.

Learning Styles/Student
Engagement

The lesson comprises of a wide variety of engaging activities
including reading the particular story aloud, retelling the story
using their own words, and responding to the questions regarding
the story (Orlich et al., 2012). These forms of interactive
activities will play an integral role in enabling the student to
engage with class materials and retell the story independently.

Extension For the students displaying the ability to thoroughly
understand the materials, the extension activities will involve
introducing them to more complex stories and providing
responses on the questions that I will ask at the end of the
lesson.

REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs

or other references.
https://ncte.org/resources/standards/standards-for-the-assessment-of-reading-and-writing-
revised-edition-2009/#Standard2.

https://www.bsu.edu/academics/collegesanddepartments/teachers-college/faculty-staff/intasc-
standards#accordion_standards

https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-
instruction/english-reading-literacy/standards-of-learning

REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.

Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2012).
Teaching strategies: A guide to effective instruction. Cengage Learning.