21st Century Instructional Plan: Student Population

EDU 645: Learning & Assessment for the 21st Century

Part 1: Instructional Plan Design

Madeline Hunter Lesson Plan Model

Lesson Date & Time: December 8th, 2017 at 10 a.m. Teacher: Mrs. Amanda Baker

Grade Level: 3rd Subject: English Language Arts

Grade Level Content Standard(s):

CCSS.ELA-Literacy.RL.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.RL.3.3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

CCSS.ELA-Literacy.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.

CCSS.ELA-Literacy.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Lesson Objective:

Students will read the required content with appropriate reason and comprehension. Students will be able to use the information they have picked up from their representations and the words in the text of the story to exhibit age-appropriate comprehension of content. Students will be able to answer where, when, why, who, and how with 90-100% accuracy.

Anticipatory Set:

I will, as the instructor, first bring the students to the learning circle and begin a dialogue about the lesson for the day. I will request students raise their hands to add their opinions and feelings to the discussion of what they already know about the story and what they hope to learn about the story. We will, together, compose a list on the board of the key-words and points that they name, while offering positive reinforcement and encouragement. I will be sure to provide feedback as needed and answer any questions they may have. We will repeat the process during our reading of the text and students will be encouraged to distinguish the similarities and differences in the text.

Lesson Sequence & Duration:

Gradual Release of Responsibility

Instructional Input:

I will provide my students with the information needed for their learning through use of age-appropriate texts and I will incorporate necessary vocabulary, abilities, and ideas to adequately teach the lesson. I will provide students with the materials they need for the lesson (i.e. book/text, worksheets, pencil, paper).


Instructor will use necessary materials to demonstrate to students what will be expected by providing visual examples on the board while engaging them in meaningful dialogue.

Checking for Understanding:

I will observe students as they are completing tasks, providing feedback, working peer-to-peer, completing the companion worksheet, and doing their exit slips at the end of the day.

Considerations for Unique Learners:

Students will be provided with additional time if needed. They will also be provided with written and oral text in their language and if watching a video, captioning will be available during the movie. Students will have the option to complete lesson in a soothing, calming environment with less distractions. There will be technology available to assist students when needed. I will keep directions brief and uncomplicated, repeating them if needed.

Assessment for Learning:

I will observe students while they are working and record the findings on a rubric for understanding. I will also have each student complete an exit slip at the end of the day and subsequently review them. I will listen to students understanding and comprehension of the lesson, making sure to record their findings.

Evidence of Purposeful Rigor and Student Thinking:

Students will parse and decode key words in text for future discussion.

Students will work in small groups to create a story and explain the differences and similarities between both their story and the required text.

Independent Practice(s):

Students will read the text for 15 minutes by themselves to prepare themselves for the questions on the exit slip at the end of the day. Each student will complete and turn in the exit slips and I will review them for additional learning the next day.


I will bring students into a learning circle and ask them to retell the main idea of the text and explain any events that will support their conclusions.


This lesson plan is designed to be able to allow the instructor and student to communicate freely while providing a guide to assist them in organizing and parsing through the material. The purpose of assisting students in accomplishing the objective is a primary concern. Each part of this lesson is pointedly crafted with the idea that every student should understand the important information that will further their success. Part of that success is obtaining, learning, and developing new knowledge. (Young & Luttenegger, 2014) By incorporating what students should realize and learn, the objective becomes a method for measuring the level of competency each student. This lesson plan is designed for a class of 25 students. Two of these students are diagnosed with learning disabilities (SLD) in reading and math. One student is diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and one student who is both a new arrival and not fluent in English (ELL).

This lesson plan is created with the types of accommodations and modifications needed for students to excel in activities and assessments by providing a nurturing, positive environment for all students to learn without impunity. With two students diagnosed with ADHD, it might prove wise to allow them to perform their activities in a different area so they are not disturbing the classroom, but also are allowed to concentrate on their task without the distraction of the other children. For my student that is new and not fluent in English, it would be prudent to have a median instructor that can help translate the material and ease them into an English immersed classroom. With my students that are diagnosed with learning disabilities, I will be using different learning styles, including but not limited to, allowing extra time for students to complete their work.

This plan will set my students for mastering the objectives and the future summative assessment. With providing the modifications and accommodations necessary for all students to succeed, I am allowing them to be an active part of the learning process and allowing them to be the “masters of their learning destiny.” This lesson plan is able to be used as a continuous learning outcome while providing feedback and assistance.

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