Teacher Education Lesson Plan Template

Teacher: Lyssa Heath Date: 9/27/19

Title of Lesson: Tuck Everlasting IDEAS Cooperating Teacher: Mrs. Karr

Slideshow

Core Components
Subject, Content Area, or Topic- English, understanding fiction and nonfiction

Student Population: 19 students, 1 visually impaired, 3 SPED

Learning Objectives: The student will ask and answer questions in fiction and nonfiction texts.
Virginia Essential Knowledge and Skills (SOL): 5.5 The student will read and demonstrate
comprehension of fictional texts, literary nonfiction, and poetry. m) Use reading strategies
throughout the reading process to monitor comprehension.
Materials/Resources:
• Tuck Everlasting IDEAS slideshow
• Tuck Everlasting article
• 4-6 dry erase markers
• Clothes for erasing
Safety (if applicable)
• While working with the small group, the teacher will need to still be monitoring the rest of
the class engaged in small group reading rotations.

Time
(min.) Process Components
5 *Anticipatory Set
mins 1. The teacher will write the acronym IDEAS and ask students what they remember
about this context clue.
2. The student will identify that IDEAS stands for the context clues, inference,
definition, example, antonym, and synonym.
1 min *State the Objectives (grade-level terms)
• I can use context clues to identify the meanings of unknown words.
20 *Instructional Input or Procedure
mins 1. The teacher will pass out the Tuck Everlasting excerpts and explain to students
that we are going to use context clues to identify the meaning of unfamiliar words.
2. The teacher will begin with reading the first slide.
3. The students will write their best answer down.
4. The teacher will call on each student to give and explain their answer.
5. The teacher will hit the next button on the slide show to reveal the key words that
identify an IDEAS strategy.
6. The student can then either change or stick to their answer.
7. The teacher will hit next on the slide show again to reveal the correct answer and
ask students why this answer was picked.
8. The small group will complete this process again until the slide show is complete,
or the time is used up.
*Modeling
1. The teacher will ask questions out loud and verbalize thinking to model for
students what she thinks the answer could be.
 *Check for Understanding
• The teacher will listen to the students’ responses and have them explain their
thinking to check their understanding.
*Guided Practice
1. The class will go through the first google slides for guided practice to practice
using context clues
*Independent Practice
• The students will work independently and write their answers down before
reviewing as a small group.
Assessment
• The students will be assessed on October 4th.

4 *Closure
mins • The student will turn to a partner and discuss one strategy that the group used
during the slideshow
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
• The teacher will need to ensure that the student with the visual impairment is seated close
to the slide show screen.
Classroom Management Issues (optional)
• None
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 did meet the objectives and I was pleased to find that they remember the
IDEAS concept rather easily. Two of the groups did become loud during the slideshow
because they were competing to see who could get more right answers. I would not
change any part of this however. The students were engaged, enjoy the activity, and it was
successful in reviewing for the upcoming assessment next week.

*Denotes Madeline Hunter lesson plan elements.