LESSON PLAN # 1
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GENERAL INFORMATION |
Lesson Title & Subject(s): English/Language Arts
Topic or Unit of Study: Reading/ COMPREHENSION
Grade/Level: 3rd Grade
Instructional Setting:
This 3rd grade class of 24 students (13 girls and 11 boys) was seated in 4 groups of 6. Even though the classroom has a white board a Promethean Board is the main source of lessons and directions delivery. To the right of the Promethean Board is the teacher’s desk. The classroom was enriched with learning manipulatives such as word walls, both math and language arts, bulletin board with class rules, sporting good behavior chart, reading corner with leveled books and pillows and reading/relaxing chairs, math corner with many games and manipulatives, bookbag and jacket area next to a sink and a gathering area complete with a big rug and teaching easel.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
ELA3R3 - The student uses a variety of strategies to gain meaning from grade-level text.
Lesson Objective(s):
The student will recognize plot, setting, and character within text, and compare and contrast these elements between texts. The student will read a short story then create a chart on a piece of paper and complete when finish reading. Assignment is graded with rubric where student must show their mastery by earning at least 9 (75) out of 12 (100) points.
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MATERIALS AND RESOURCES |
Instructional Materials:
Characters and Setting activity card, notebook paper, pencil.
Resources:
Characters and Setting activity card from teacher’s supplies and website; http://english-zone.com/writing/parts-quiz.html.
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
From earlier lessons students should know how to read and understand simple passages then answer related questions.
- Begin lesson by telling students that there are elements to a story that good readers must recognize.
- Read the story, The Hare and the Tortoise, while explaining what Characters, Plot and settings are.
- Model the story map below and have students copy it in their Reading Journal.
- Display information from online site on the Promethean Board; http://english-zone.com/writing/parts-quiz.html.
- Read the short story together then have students answer the ten questions by writing the correct answer in their Reading Journal. Go over correct answers by calling on random students to answer questions on the Promethean Board. Pay close attention to students that did not get the correct answer and clarify immediately.
- Display Activity Cart on the Overhead projector (ELMO)
- Give a direct instruction for students to read the short story then create the chart on a piece of notebook paper and fill in; Characters, Setting, and Story Events.
- Walk around to make sure students are on task and know what the assignment entails; especially checking on low students first to make necessary corrections early before frustrations set in.
Review the new terms with students –
o What would be the characters in a story; not limited to people, could be animals.
o What is setting?
o What is plot; which is the same as saying what the events of the story are?
Pedagogical Strategy (or Strategies): (10 minutes)
Put students in groups of four then have them read short stories and ask each other what are the characters of the story, where the story is set and what are the events of the story? Tell the students they can look back at their model from the previous day for directions on knowing what each story element entails.
Differentiated Instruction:
An accommodation made for my Learning Disabilities studentswas to give extra time as needed to complete the given assignment. Additionally, to give clear and many examples of how assignment should be completed.
Student Assessment/Rubrics:
Students will be assessed formally via an Assignment which will be graded with rubric (below). Student must show their mastery by earning at least 9 (75) out of 12 (100) points.
LESSON PLAN # 2
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GENERAL INFORMATION |
Lesson Title & Subject(s): English/Language Arts
Topic or Unit of Study: Reading/ COMPREHENSION
Grade/Level: 3rd Grade
Instructional Setting:
This 3rd grade class of 24 students (13 girls and 11 boys) was seated in 4 groups of 6. Even though the classroom has a white board a Promethean Board is the main source of lessons and directions delivery. To the right of the Promethean Board is the teacher’s desk. The classroom was enriched with learning manipulatives such as word walls both math and language arts, bulletin board with class rules, sporting good behavior chart, reading corner with leveled books and pillows and reading/relaxing chairs, math corner with many games and manipulatives, bookbag and jacket area next to a sink and a gathering area complete with a big rug and teaching easel.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
ELA3R3 - The student interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
Lesson Objective(s):
The student interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. The student will read two specific stories then complete a Venn diagram. Assignment is graded with rubric (below) where student must show their mastery by earning at least 16 (80) out of 20 (100) points.
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MATERIALS AND RESOURCES |
Instructional Materials:
Teaching easel, markers, Internet access, Basal Reader, 24 Venn diagram templates and pencils.
Resources:
Website - http://www.studyzone.org/testprep/ela4/m/comparecontrastl2.cfm.
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
From earlier lessons students should know how to read and understand simple stories then answer related questions.
- Begin lesson by telling students about the day’s lesson. Reading a story/passage and comparing characters.
- Display and read the short story and complete together while prompting students for answers to complete the Venn diagram below.
- Display objective related game from online site on the Promethean Board; http://www.studyzone.org/testprep/ela4/m/comparecontrastl2.cfm.
- Call on random students to play game, replay the game until all students had a chance. Provide clarification for incorrect answers.
- Tell students what the lesson will be about which is comparing and contrasting two stories. Write what will be covered in the lesson on the white board.
· Listen/watch “Ruby the Copycat” on the Promethean Board; story also in Basal Reader.
· Read the excerpt “The Singing Marvel” from Basal Reader.
· Complete Venn diagram.
- After listening/watching Ruby the Copycat. Have students take out their reading books and follow along in their books with their fingers while reading the excerpt The Singing Marvel.
- Explain to students what an excerpt is after asking first if anyone knew what an excerpt was.
- Tell students that we will analyze both writing pieces and compare texts then complete a Venn diagram.
- Start discussion on strategies the students can use to find possible differences and similarities such as what is the big idea of both stories, genre, setting, and characters.
- Go around the classroom and get ideas while discussing to come up with possible answers to fill in Venn diagram. Model to students on the white board what the Venn diagram will look like and write in one example as a guide for students to follow.
- Ask classroom helper to hand out copy of Venn diagram template to each student. Tell students to start working will walking around to make sure students are on task and clarify if necessary.
- After 15 minutes, pick up papers and analyze for student comprehension and understanding of lesson.
Review the new terms with students –
o What is meant by differences between characters or stories; could be setting school/ home/outside/playground, short or tall, cat/dog/cow etc.
o What is meant by “Both”? Both characters are the same meaning they like the same things, they are either boys or girls, they both have the same friends etc.
o That the term “Both” is the same as “Similar and Same”.
Pedagogical Strategy (or Strategies): (10 minutes)
Put students in groups of two then have them talk to their peers about what is the same and what is different about themselves. Have students write five differences and two similarity about their partner on a piece of notebook paper. After 8 minutes have random students read what they found out about their peers.
Differentiated Instruction:
An accommodation made for my Learning Disabilities studentswas to leave a copy of a completed Venn diagram on the Overhead as a guide to completing the assignment. Additionally, to give clear and many examples of how assignment should be completed.
Student Assessment/Rubrics:
Students will be assessed formally via an Assignment which will be graded with rubric (below) where student must show their mastery by earning at least 16 (80) out of 20 (100) points.
LESSON PLAN # 3
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GENERAL INFORMATION |
Lesson Title & Subject(s): English/Language Arts
Topic or Unit of Study: Reading/ VOCABULARY
Grade/Level: 3rd Grade
Instructional Setting:
This 3rd grade class of 24 students (13 girls and 11 boys) was seated in 4 groups of 6. Even though the classroom has a white board a Promethean Board is the main source of lessons and directions delivery. To the right of the Promethean Board is the teacher’s desk. The classroom was enriched with learning manipulatives such as word walls both math and language arts, bulletin board with class rules, sporting good behavior chart, reading corner with leveled books and pillows and reading/relaxing chairs, math corner with many games and manipulatives, bookbag and jacket area next to a sink and a gathering area complete with a big rug and teaching easel.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
ELA3R2 - The student acquires and uses grade-level words to communicate effectively.
Lesson Objective(s):
The student identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. The student will complete an Idioms worksheet and be formally assessed showing their mastery by getting at least 8 (80) out of 10 (100) questions correct.
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MATERIALS AND RESOURCES |
Instructional Materials:
Pencils, crayons, Idioms Worksheet and Internet access.
Resources:
Website - http://www.vocabulary.co.il/idioms/food-slang-game/.
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
From earlier lessons students should know that they need to make their writing more descriptive and exciting to their audience.
- Begin lesson by telling students about the day’s lesson. Tell students that as 3rd graders their writing should be descriptive and their audience should want to read their writing.
- Say that one way to make their writing descriptive is to include Idioms.
- Tell students what an Idiom is which is, an expression that means something other than the literal meanings of its individual words. Give examples such –
o Break a leg
o It’s raining cats and dogs
o Piece of cake
o An arm and a leg
- Display objective related game from online site on the Promethean Board; http://www.vocabulary.co.il/idioms/food-slang-game/.
- Each student gets a couple of chances to go to the board and match idioms to their meaning. If a student gets it wrong immediately discuss with the student what the correct answer should be.
- Have students make a depiction of an Idiom on drawing paper. Students will color and put a caption of the idiom and its meaning.
- Review the new term Idiom and its meaning; an expression that means something other than the literal meanings of its individual words.
- Have random students say some Idioms and their meaning.
Pedagogical Strategy (or Strategies): (10 minutes)
Put students in groups of four with a list of Idioms and see how many they can figure out. Students will write an explanation for what they think the Idioms mean. After about eight minutes call on random students to tell the class what they came up with. Teacher will clarify and correct as necessary.
Differentiated Instruction:
An accommodation made for my Learning Disabilities studentsexamples will be repeated as needed and put into simple terms and give extra time for student to complete worksheet.
Student Assessment/Rubrics:
Students will be assessed formally via an Idiom Worksheet which will be graded with student showing their mastery by getting at least 8 (80) out of 10 (100) questions correct.
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