Instructional Plan Template
Candidate’s Name: R. Ford
Setting/Grade Level: 2
Subject(s): Reading
School: BH
Date: 8/15/2015
Theme/Title: Biographies
LEARNING
OUTCOMES/GOALS
What will students
learn?
LEARNING
OBJECTIVES
What will students
do? Use data when
possible and
ensure objectives
are measurable.
1. PLANNING
Students will be able to identify the main idea and details of a biography.
Students will be able to create a timeline based on a biography.
Students will be able to write a biography of a peer.
Students will be able to compare and contrast two biographies.
1. PLANNING
By the end of the lesson, students will be able to identify the who, what,
where, why, and when of a biographical text to an accuracy of 80%.
By the end of the lesson students will be able to create a timeline of a
person based on information gathered from text, scoring an average
score of 3 on a rubric.
By the end of the lesson, students will write a two paragraph biography
of a peer.
By the end of the lesson, students will complete a Venn diagram,
comparing and contrasting two biographies with a minimum of three
points in each area.
1. PLANNING
BLOOM’S REVISED
TAXONOMY
Which level(s) of
Bloom’s Revised
Taxonomy is
targeted?
STANDARDS
ADDRESSED
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
1. PLANNING
Which national content standards does this lesson address?
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RF.3.3.B
Decode words with common Latin suffixes.
CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
Which state content standards does this lesson address?
Iowa Core
RI.3.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RI.3.5
Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
RF. 3.3
Know and apply grade–level phonics and word analysis skills in
decoding words
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
W.3.3
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
SS.3–5.H.4
Essential Concept and/or Skill: Understand the role of individuals and
groups within a society as promoters of change or the status quo.
Other
REAL WORLD
CONTEXTS
What real-world
contexts are
included in the
lesson? If not
included, please
explain why real-
1. PLANNING
The literacy skills will be used throughout academic careers. The
students will be able to transfer knowledge of timelines to other grades
and content areas. Through learning about influential individuals from
various cultures and backgrounds, students will understand the impact
an individual can have on society. They will also understand that their
individual story can change regardless of their current status. Through
the reading about these individuals, students will develop respect and
appreciation of the individuals and their cultures.
1. PLANNING
world contexts are
not appropriate for
this lesson.
COLLABORATION
Was collaboration
with other
professionals,
families, or
community leaders
included for this
lesson? Describe
the collaborative
effort. If
collaboration was
not included,
please give a
rationale of why it
was not needed.
LEARNING
EXPERIENCE/
ACTIVITY
List the activities,
including how you
activate
background
knowledge and
bring closure to the
lesson. Please
make sure you can
demonstrate
student
engagement
throughout the
lesson.
1. PLANNING
Because I am not a third grade teacher, I collaborated with our literacy
coach and a third grade teacher. I needed to understand the literacy
expectations for third graders. I also collaborated with colleagues,
including our librarian about individuals who would be appropriate to
study from various cultures.
2. METHODOLOGY
Introductory/Anticipatory Set
We will begin the lesson by watching a brainpop.com video on
Abraham Lincoln. This will introduce the topic of biographies and
historical individuals.
Building/Applying Knowledge and Skills by engaging students in their
learning
I will model the expectations and process of reading biographies and
creating timelines with the book Martin Luther King Jr. by Bea
Silverberg.
Students will then be given a choice of which two biographies they will
read in the same manner.
Upon completion of the reading, students will create a timeline based
on one of the individuals about which they read.
Students will then compare and contrast the two biographies.
2. METHODOLOGY
Extension/Enrichment/Transfer or Generalization of Knowledge that
engages students in their learning
Students will be placed in pairs where they will create a timeline of their
own lives.
Upon completion of the timelines, students will write a two paragraph
biography of their partner, using sequential words.
Synthesis/Closure
Students will share the biography of their classmate.
2. METHODOLOGY
INSTRUCTIONAL
STRATEGIES
What instructional
strategies/methods
will you use?
Constructions
Nonlinguistic Representations
Cooperative Learning
Peer Editing
Discovery
Practice/Drill
Discussion/Questioning
Practicum
Experiment
Problem Solving
Questions, Cues, and Advance
Organizers
Reflection/Response
Reinforcing Effort and Providing
Recognition
Reporting
Field Study
Graphic Organizers
Generating and Testing
Hypothesis
Homework and Practice
Identifying Similarities and
Differences
Role-playing
Journal
Setting Objectives and
Providing Feedback
Simulation
Laboratory
Summarizing and Note Taking
Lecture
Viewing/Listening/Answering
Library Research
Other (Please specify):
Independent Learning
Why did you choose these instructional strategies/methods?
These strategies will engage students and provide opportunities for scaffolding of instruction
and learning. Students will make connections and use real world situations to create their
biography.
2. METHODOLOGY
How will you group students for instruction (individual, small group, large group, or whole
class)?
Students will be placed in pairs. Small group instruction will be provided as needed, and
individual supports will be provided through conferencing and direct instruction.
3. MATERIALS
MATERIALS USED
T = FOR
TEACHER
S = FOR
STUDENT
T
S
Materials used
Video
Reading A-Z books
Martin Luther King
Jr. by Bea
Silverberg, Amelia
Earhart: A Legend in
Flight by Julie
Mettenberg, Barack
Obama by R.K.
Burrice, Bessie
Coleman by Jane
Sellman, Cesar
Chavez: Migrant
Hero by Terry L.
Scott, Helen Keller
by Ellen Forrest, and
Sonia Joins the
Supreme Court by
Cynthia Kennedy
Henzel.
Highlighters
Venn diagram
Sample timeline
T
S
Technology utilized
Cassettes/CDs
Graphing or Scientific Calculator
Slides
Tape Recorder
VCR/TV/DVD/Laser disc
Assistive Technology
Cell Phone/Mobile Device
Digital/Video Camera
Concept Mapping Software
Social Networking
Virtual World (e.g., Second Life)
Interactive Gaming
Interactive White Board (e.g.,
SMART Board)
Distance Learning/Webcast
Computer Software
3. MATERIALS
Weblog (Blog)
Wiki
Internet Research/Website
Podcast/Vodcast
E-mail
Presentation Software (e.g.,
PowerPoint)
Virtual Field Trip
Interactive Gaming
Other (Please specify):
4. ASSESSMENT/EVALUATION
ASSESSMENT
OPTIONS
Application Exam
Concept Mapping
Parent Evaluation
Peer Evaluation
Self-Evaluation
Inventory
Quantitative Scale
Rubric
Journal
Objective Test
Observation
Contract
Checklist
Performance
Portfolio
Rating Scales
Scored Discussion
Problem-Solving Assessment
Other (Please specify):
Why did you choose this assessment(s)? How will the chosen assessment(s) help you
determine if your students met the goals/objectives? In your answer, provide a rationale for
each assessment you plan to use and its connection with each of your goals/objectives.
Using formative assessments such as observations provide information needed to ensure that
all students are understanding the task, and inform my instruction. The use of rubrics allows the
students to see the expectations so that they can work to meet them.
How will you use this assessment data to inform your instruction?
These assessments will inform my instruction by identifying students who are struggling with
specific aspects of the lesson so that I can make modifications as necessary.
DIFFERENTIATION
5. LEARNERS
How will you differentiate curriculum to meet diverse student needs?
The curriculum content can be altered based on learning needs, such as
text complexity.
How will you differentiate instruction to meet diverse student needs?
5. LEARNERS
Instruction can be presented in small group and individual settings. If
needed more modeling and examples will be used.
How will you differentiate assessment to meet diverse student needs?
Students can present information in various formats if needed. Students
can use illustrations, or dictate information.
DIVERSITY
MULTIPLE
INTELLIGENCES AND
LEARNING STYLES
MULTIPLE
INTELLIGENCES AND
LEARNING STYLES
5. LEARNERS
How will you address the needs of diverse students (e.g., IEP, 504,
readiness level, cultural/linguistic background)?
Texts can be read aloud, and are available in another language. Students
can present information in various ways. ELL students can write in their
native language and translate information verbally. The chosen texts vary
in reading level and are presented with cultural diversity in mind. I have
selected individuals from various cultural backgrounds.
5. LEARNERS
What multiple intelligences will you address?
Visual/Spatial
Verbal/Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical/Rhythmic
Interpersonal
Intrapersonal
Naturalist
Existential
5. LEARNERS
What learning styles will you address?
Sensing-Thinking
Sensing-Feeling
Intuition-Feeling
Intuition-Thinking