Teacher Education Lesson Plan Template

Teacher: Mrs. Tiffany Crisp Date: Friday, April 27th, 2018

Title of Lesson: Grumpy Bird- Day 2 Cooperating Teacher: Dr. Charlene Winley

Core Components
Subject, Content Area, or Topic
Whole Group Language Arts- Fiction- Beginning, Middle and End

Learning Objectives
ELA.K.1.1- Listen and respond to a variety of literary forms, including stories and poems.
ELA.K.1.2- Participate effectively in a variety of oral language activities, including group
and partner collaboration.
ELA.K.1.5- Follow implicit rules for conversation, including taking turns and staying on
topic.
ELA.K.7.3- Use titles and pictures to identify the topic and to make predictions.
ELA.K.7.5- Ask and answer questions about what is read.
ELA.K.7.6- Discuss characters, setting, and events.
ELA.K.6a- Use story language in discussions and retellings.
ELA.K.7.7- Retell familiar stories, using beginning, middle and end.

Virginia Essential Knowledge and Skills (SOL)

K.1- The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
e) Use complete sentences that include subject, verb and object.
K.3- The student will build oral communication skills.
c) Begin to follow implicit rules for conversation, including taking turns and staying
on topic.
e) Participate in group and partner discussions about various texts and topics.
K.5- The student will understand how print is organized and read.
b) Identify the front cover, back cover and title page of a book.
K.8- The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
K.9- The student will demonstrate comprehension of fictional texts.
d) Begin to ask and answer questions about what is read.
e) Use story language in discussions and retellings.
f) Retell familiar stories, using beginning, middle, and end.
g) Discuss characters, setting, and events.

Materials/Resources
“Grumpy Bird” book; chart paper to model sentence writing; beginning, middle and end
recording sheet

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 ü Reinforcing Efforts & Providing Recognition 29%
ü Homework & Practice 28%
Nonlinguistic Representations 27%
ü Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
ü 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%
ü Practice by Doing 75%
ü Discussion 50%
ü Demonstration 30%
Audio Visual 20%
ü Reading 10%
Lecture 05%

Time
(min.) Process Components
3-4 *Anticipatory Set
minutes TTW discuss expectations and self-control during lessons. Look for 3 people who
are focused during the lesson to move their clips up.
TTW read the “I Can” statements with the students.
TTW show the book, “Grumpy Bird” to the students and ask them to identify the
front cover, back cover, title and spine of the book.
TTW ask the students to tell the class what the word “Grumpy” means.
TSW respond to the teacher’s questions—angry, frustrated, mad, upset.
TTW ask the students to tell what they remember from the story
(events/characters).
TSW respond.

__ *State the Objectives

I can listen to a story.
I can talk about the characters, setting, and events in a story.
I can answer questions about a story.
I can retell the beginning, middle and end of the story.

10-15 *Instructional Input or Procedure

minutes TTW read the “Grumpy Bird” aloud to the class again asking students to make
the faces of grumpy bird as the book is read to keep the students engaged and
actively participating in the story.
TTW ask students to help tell the characters and setting of the story.
Take out the chart paper and record the characters and settings from the
story.
TSW recall characters and settings of the book.
TTW ask students to retell the beginning, middle and end of the story. Practice
good handwriting and good sentence writing to model the writing of sentences of
the beginning, middle and end.
Before starting the writing, ask the students what every good 5-star
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 sentence needs (capital letter at the beginning, finger spaces, period at
the end).
*If time permits, write down the character feelings of “Grumpy Bird” on the bottom
of the chart paper. You can also pass out the beginning, middle and end
recording sheet and have the class start working on it each in their own group.

__ *Check for Understanding

TTW informally check for understanding as the students are answering
questions. Mark down the students who struggle with differentiating between
what events happened at the beginning, middle and end.

20 *Guided Practice
minutes Writing Center:
per TTW call students to her table and explain the activity the students are
center doing. Remind the students to write their sentences first and then draw
their picture.
TSW work on writing compete sentences using best practices
handwriting.
TTW guide students through the process of recalling the beginning,
middle, and end.
TSW use crayons to color in the pictures to their beginning, middle and
endings if they have extra time.
*If there is any extra time, have the students write about character
feelings on the back of the beginning, middle and end recording sheet.

1 *Closure
minute TTW restate the objective for today and tell the students that they will be working
on writing their own beginning, middle and end sentences on their own in their
writing station with me.

Differentiation Strategies
TTW enrich the guided practice activity by asking the capable students to write more
detailed sentences describing the feelings of characters and why they feel that way.

Classroom Management Issues (optional)

TTW discuss expectations of the students and remind them of self-control. Call on a few
students to tell the class how to have self-control.
Bottoms on the floor, bubbles in the mouth, eyes on the teacher, hands in the lap,
etc.

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