Teacher Education Lesson Plan Template

Teacher: Jasmine Erickson Date: April 9-10, 2018

Title of Lesson: Henry’s Freedom Box Cooperating Teacher: Ashley Downs

Core Components
Subject, Content Area, or Topic
Language Arts: Reading
Student Population
49 Students

Learning Objectives
Students will use questioning and inferring strategies to dig deeper into the text and author’s
purpose.
Virginia Essential Knowledge and Skills (SOL)
ELA.5.5.4 Ask questions about what is read and to clarify points of view.
ELA.5.5.6 Draw conclusions and make inferences from text, including inferences about character
and theme.
Materials/Resources
Henry’s Freedom Box by Ellen Levine
Chart paper
Markers
Pencils
Paper
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%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
(min.) Process Components
2 *Anticipatory Set
TTW: Display the cover of the book. Ask students to predict what they think the book will be
about. Ask students to justify their answers using the title and illustration to provide evidence to
support their prediction.
1 *State the Objectives (grade-level terms)
 I can make inferences about the text.
 I can explain the author’s purpose.
2 *Instructional Input or Procedure
 TTW tell students they will be determining importance while they read today. They will
use the details about the characters (actions, feelings, motives, and dialogue) to draw
conclusions about what the characters feel, infer the character’s point of view, and make
predictions about what might happen next in the story.
10 *Modeling
 TTW make a sample Clues Graphic Organizer using large chart paper, and will have
students draw their own on a piece of paper.

Clues Graphic Organizer

Important Clues the Questions Inferences and Conclusions
Author Gives Us These clues make me I predict…
The character wonder/ask this question… I infer …
actions… The character’s point of view
The character is…
dialogue… The author’s point of view
The author’s words… is…
Why does he have a hopeless I infer that he is poor and
Page_1_ expression? Why doesn’t he feels unimportant.
have shoes?
Why does the mother comment I predict Henry will be torn
Page_3__ on slave children being torn from his family.
from their families?

I wonder if the master will set The character’s point of view

Page_5__ him free? is that some people are freed,
and his heart is racing in
anticipation.

5 *Check for Understanding

 TTW engage students in a discussion on how they make predictions and draw conclusions,
relating responses to the job of a detective.
 TTW ask students how detectives solve a case. Discuss how they use clues and evidence
to piece things together like a puzzle to figure out what happened.
 Ask students if all cases get solved. Discuss that sometimes detective have enough clues to
draw a conclusion, but not enough solid proof to prove they are right.
 Relate this to inferring and drawing conclusions.
20 *Guided Practice
 TTW have students form groups of 2-3 students
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Distribute copies of the text Henry’s Freedom Box
Ask students to read the first page and analyze the illustration and author’s choice of words
TSW discuss with their partner what they observe, how it makes them feel, why the author
wrote the opening sentence and what they think about the beginning of the book. Discuss
prior knowledge of the topic
 TTW read the text on the first page twice
 TTW model: I see that the boy is not wearing shoes and his clothes are worn... He also has
a hopeless expression on his face
 The author told us that Henry was a slave, but the other lines show us much more. What
do these lines tell us?
 The other two sentences did not tell us he was hopeless or that his life was gloomy. These
were inferences and conclusions I could draw based on the clues and evidence in the text
 Ask students to watch you record your clues on the graphic organizer to justify and support
inferences/conclusions
 TTW read aloud the third page, stopping at “…torn from their families”
 TTW ask: What question might you ask after reading this sentence? Try to get the
students’ input to fill in the next section of the organizer
 Record inferences or clues on the graphic organizer
***Stop here and conclude lesson the following day***
30 *Independent Practice
 TSW work with their group/partner to make predictions and/or draw conclusions based on
evidence and clues from the text
 TTW pause group work every 5 minutes so that groups may share what they discovered.
 Record group responses that serve as an accurate model and use relevant text evidence as
support.
 Have students revise their predictions or conclusions of they heard something from another
student that made them revise their thinking
 Repeat process until everyone has finished reading the book and filled out their graphic
organizers
5 Assessment
 Teacher will observe and take anecdotal notes while walking around the classroom during
independent practice. Teacher will record student names that have trouble grasping the
concepts for future remediation.
5 *Closure
 TTW lead class discussion on the importance of close reading and using clues that the
author gives us to draw conclusions.
 How did doing this help us understand the text better?
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
If students are unable to explain author’s purpose or use specific information from the text to support their
thinking, TTW ask questions to help guide students to understanding.
Classroom Management Issues (optional)
None. Students remained on task for both lessons.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of the lesson
would you change? Why?
The students loved this lesson and really were able to have some thoughtful discussions that related to their
personal experiences. Several students got emotional while reading the text due to a deep connection with
the main character. The students really got a lot out of the close reading and successfully met the goals for
the lesson. I wouldn’t change anything about this lesson in the future.
*Denotes Madeline Hunter lesson plan elements.

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

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