CENTRAL CONNECTICUT STATE UNIVERSITY
Lesson Plan Template
Student Teacher : Courtney Chute Grade Level: Date of Lesson:
Name of Lesson: What Community Means to Me
Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand):
State Standard: 1. Reading and Responding
1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.
1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
Meeting the Needs of All Learners - Tiered Support
Student Learning Objective(s) : Modification/Accommodations of Objective
After reading a story about a community ( IF needed)
students will define what community means to
them and identify one member of their
community and what that person contributes.
Rationale for Objective: Students need to Rationale: What student data supports this need?
understand the importance of community in order
to apply it in a classroom setting, as well as in a
Assessment: Students will have to correctly Modification/Accommodations of Assessment
answer questions during and after the reading. ( IF needed)
They will create a project about their
community and will choose one member of
their community to write about and make a
VoiceThread about that person. All of the
student’s work will be posted online to share
with their parents and other members of the
community. As an evaluation activity Rationale: What student data supports this need?
students will complete a handout that requires
them to list three members of the community
and three places they can visit in their
community with 100% accuracy.
Classroom Learning Environment: Select ONE area of focus for your lesson utilizing positive support
strategies. Briefly state your reasoning for the specific focus area. selected.
Standards of Behavior
Instructional Model/Strategy: Explains how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than
Strategy Rationale for chosen model explaining how this model will
best facilitate student learning. You may check more than
Direct Instruction Direct Instruction will be used at first to introduce the
Cooperative Learning – identify concept and to read the story. Then students will be
specific strategy (NOTE: This model asked to complete an assignment as a group, followed by
requires a social skill objective in individual work and their final assignment will be graded.
addition to the cognitive )
Concept Formation/ Concept
Materials/Resources: Computers, SmartBoard, Google Modification/Accommodations of
Materials/resources used Earth Lit Trip, “On the Town: A resources ( IF needed)
in each learning activity Community Adventure” by
including modifications for Judith Caseley, and student work.
individual students in
order to facilitate learning
Cite how you will engage 1.) Introduce the topic by asking
learners, activate prior students what comes to mind
learning and present the when they hear “community”.
lesson’s objective. They will write on the
SmartBoard words that they
a) what they will be doing and believe represent community.
learning in the lesson; 2.) Tell the students we will be
b) how they will demonstrate
reading a story about a boy
c) why it is important. named Charlie and his
community, then we will watch a
video about our own community.
3.) It is important to learn about
communities because we are all
members of many different
communities. After reading the
book ask students if they think
the classroom could be a
Lesson Development: Modification/Accommodations
Cite how you will allow First I will go over any
students to explore and unfamiliar words that the book
experience the material contains asking students to
in order to build decode them and explain what
meaning and build on they mean. I will read the story
each concept(s). and stop to ask questions
what you will do to periodically to ensure that they
model or guide lesson; are following the story and
what learning activities gaining an understanding of a
students will be engaged
in to gain the key community.
knowledge and skills After the story students will
identified in the SLO. watch a Google Eath Lit. Trip on
our school community and we
will discuss what they saw and
how it related to the book.
Cite how you will I will assign students a project to
evaluate if the choose one member of their
objective(s) was met. community and draw a picture or
How will you help write a poem or sentence about
students to connect this them. They will post this online
lesson to previous and as a VoiceThread to share with
subsequent lessons as other members of the
well as connect to their community. This will allow them
own lives? to make text-to-self connections
How will you help the and see that there are
students see the communities all around us and
relevancy of the lesson we need to learn about them in
by understanding the order to be a good member of our
purpose/importance of community.
They will then complete the
evaluation activity. Each student
must list three members of their
community (ex: teacher,
policeman, doctor) and three
places they can visit in their
community (ex: pizza place,
pharmacy, post office) with
100% accuracy using their
knowledge from the book and
Reflection on Practice -
1. Student Achievement – Analyze each student’s learning for the student learning objective. What
differences do you notice in the performance of individual students? What immediate actions will be
taken as a result of this information?
2. CCT Connection – Choose an indicator from Domains 2-6 that you would like to focus on as a result of
this lesson. What specific evidence from the lesson supports the need to focus on the specific indicator?