Teacher Education Lesson Plan Template

Teacher: Mr. Riffle Date: Jan. 25th, 2019

Title of Lesson: Cooperating Teacher: Miss Tomaras

Uncle Jed’s Barbershop Pt. 2

Core Components
Subject, Content Area, or Topic
English
Student Population
20-24 Students per Class

Learning Objectives
Students will be able to explain the author’s purpose.
Students will be able to explain the main idea or theme in a story.
Students will be able to identify major events and details that support the main idea or theme in a
story.
Virginia Essential Knowledge and Skills (SOL)
ELA.5.5.8 Explain the author’s purpose.
ELA.5.5.12 Identify the main idea or theme and the major events and details that support the main
idea or theme.
VS.9 The student will demonstrate an understanding of Virginia during the twentieth century and
beyond
c) describing the social and political events in Virginia linked to desegregation and Massive
Resistance and their relationship to national history

Materials/Resources
Chromebooks
Pencils
Graphic Organizers
Projector
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%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2-5 *Anticipatory Set
Min Students will come in and complete a destressing exercise (coloring page or reading/IDR)

*State the Objectives (grade-level terms)

I can use what I know about plot and theme to explain author’s purpose using Uncle Jed’s
Barbershop.
**Continuation of yesterday’s lesson**
30 Min *Instructional Input or Procedure
1.) Do Image Flood with Uncle Jed’s Barbershop (part 2)
2.) Read the second half of Uncle Jed’s Barbershop.
3.) Complete Graphic Organizer based on author’s purpose/theme.
20 4.a.) Stations
Min[
10 Min
*Modeling
Complete the final portion of the Graphic Organizer
*this may be done partially from the day before due to this being a two-day lesson**

*Check for Understanding

Students will discuss with table partners about what to put in the graphic organizer.
Students will be called upon to tell the class, and have it written on the teacher copy of the
graphic organizer.
10 *Guided Practice
Min The students will help guide each other through discussion on what to put on the graphic
organizer. The teacher will float around and check on students periodically as they work
on this.

*Independent Practice
Students will do station work on the computer by reading a story and independently filling
out a new graphic organizer to turn in.
Assessment
Students should have a completed Graphic Organizer.

*Closure

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Some students may need prompts to help out with conversation during the GP. In the IP, some students may benefit with
having a portion of the graphic organizer filled out as well.
Classroom Management Issues (optional)

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

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 NAME:____________________________________________________________
THEME AND AUTHOR’S PURPOSE

What do the Character(s) Author’s Purpose:

Character’s Actions of the What is the theme
Learn? How do the of the story?
Conflict: Character(s):
Character(s) Change? (just 1-5 words)

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Resolution _____________ ______________________ Theme Statement
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McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 ____________ ______________________ _____________

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