DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Elaine Segner____ Grade Level 3rd__ Title Comprehension: Description_____
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors
There are 19 Children in the classroom. 9 boys and 10 girls are present in the classroom.
ELL Students and WIDA level:
5 Ell students present:
Brayan: WIDA level 4
Celeste: WIDA level 4
Krystopher: WIDA level 4
Natlay: WIDA level 5
Maria: WIDA level 4

Struggling Readers:
Cassie: Comprehension
Kimberly: Comprehension
Brayan: Comprehension
Advanced Readers:
Cody
Ella

Planet Knowledge:
Jay
Behavior Child:
Jay- Minimal attention
Samantha R.- Speaks
Out and interrupts

Classroom Environment:
The classroom is arranged into group settings. There are five tables and about four children sit at each table.
The classroom has a kidney table at the back of the room that aids in teaching small groups. The classroom also
has an ELMO projector that projects onto a smart board at the front of the classroom. There are two large tables
at the back of the classroom that allow for students to work together or teachers to work in small groups.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Reading: Informational Text Standard 10 3rd
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical
texts, at the high end of the grades 23 text complexity band independently and proficiently. Recognize and begin to read
documents written in cursive.
Content Walk-Away:
I will use descriptions to help understand the text.
Language Walk-Away:
I will use descriptions to help understand the text.
Vocabulary: Description, informational text
SIOP 1, 2, 3

ASSESSMENT EVIDENCE (What evidence do I need to show the students

have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

Student questioning
Graphic Organizer
Content Walk-Away Evidence (Summative):
The students will complete a graphic organizer using descriptions about each of the
nine planets from the informational text.

Allow Cody to work on a sidebar

study. Cody can select one
planet that he wants to learn
more about and research it on
the computer. Cody will create a
poster about the planet that he
chooses.
Writing Prompt will be provided
for Brayan so that he can have
support while writing. He will
also have his graphic organizer
to help him. Brayan will have
the looks section of his graphic
organizer already completed

Language Walk-Away Evidence (Summative):

The students will write a paragraph about which planet they would want
to live on.

Graphic Organizer:

Writing Prompt: If I could live on any planet I would live on I want to live there
because, I would need to have, that is why I want to live on (Planet)

prior to him working alone to

serve as an example and
reference for him.
Pull Cassie as well as the other
two low comprehension students
back to a table and walk them
through Neptune together.
Writing prompt is provided for
writing help. Writing poster will
be displayed at the front of the
classroom for her to reference.
The writing poster explains how
to write a good paragraph
including a topic sentence, three
details, and a concluding
sentence.
Allow Jay to include any other
information that he knows
about the planets in his graphic
organizer. Pull Jay back at a
table to remove distractions
around him and at his desk.
Provide Samantha with choices
to do after she finishes. She
typically walks around after she
is done and distracts other
children. Allow her to read a
book, or draw an illustration to
her story.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
How many of you have looked up at the night sky? Turn to your partner and share with your partner what you saw? Wait
time SIOP 7, 16 & 18 As I was listening to each partner talk I heard some of you say that you see stars, the moon, and
constellations. Some also mentioned being able to see planets. All of these things are found in space. SIOP 29 Jay you
recently went to a planetarium. A planetarium is a place where you can look at planets with a giant telescope. Jay will you
share with the class your experience at the planetarium. Has anyone else been to a planetarium? SIOP 7 Today we are
going to learn some specific details about planets using descriptions that we read in the text. Good readers look for
descriptions in the text to help them understand the text. SIOP 8
Formative assessment: Listen to the conversations between partners. Listen for students to discuss specifically stars,
moon, and constellation. If no students say planets, ask students if students have ever seen planets. Explain that planets
appear as steady points of light in the sky instead of a star that twinkles.
Modification/accommodations: (ELL, IEP, GATE, etc.): Jay enjoys science and has been to a planetarium. Allow Jay to
share with the class what he saw and what he learned. This will also allow him to engage in the lesson and avoid
distractions. Look for raised hands and not students shouting out. Ask Cody higher level questions while students are
discussing. Ask questions like, why do you think people look at the night sky? Partner Brayan with a Spanish speaking
student to help aid in comprehension and language support. Provide visuals of stars, moons, and planets. Show pictures of
the planets and space to help Cassie understand more about space.
Focus Lesson (I do it)
We are going to read an informational text today called The Planets by Gail Gibbons. An informational text is a book that
has facts. SIOP 9 As we read the book today we are going to look for descriptions in the book to help us understand more
about the planets. When you describe something you tell how something looks, sounds, or feels. SIOP 9 For example, if I
was to describe this eraser I would say that it feels squishy. I would also say that it looks pink and that it smells like
rubber. I used those to help me understand and describe the eraser. SIOP 6 As we read today we are going to describe
how the planets feel, what they look like, and we are going to look for specific things that each planet has. Cody will you
pick another object in the classroom and describe it for us. SIOP 6Remember to describe what it looks like, how it feels,
and what it has. Hold up one more object. Have the classroom help you describe the object. SIOP 6

Begin reading on page 8 on the planet Mercury. Read the first page. When I was reading I saw that mercury feels
extremely hot during the day and bitter cold at night. So I am going to add that to my planet flipbook. SIOP 4 One thing
that I saw on this page is that it doesnt have an atmosphere. I am going to add that to my flipbook. Read next page. I read
that the planet is made up of rock and metal. It probably looks like rock and metal too. Lets add it the chart.
Looks
Rock and Metal

Feels
Extremely hot during the day and
bitter cold at night

Has
No atmosphere

Lets turn the page and read about Venus and look for the descriptions for Venus. Read the first page. I saw that Venus
looks like a big, bright, star. I also read that it has gas clouds. I will add that to my graphic organizer. Lets read the next
page. When we were reading it said that It is hot there. Lets add that to how it feels hot.

Formative Assessment: Listen to the students describe the object. Did the students mention how it looks, feels, and what
it has. Look for students eyes to ensure that students are paying attention and are listening.
Modification/accommodations: Explain description and use Realia to help Cassie understand what ideas and
information she should look for. Provide a visual experience to help aid Brayan in understanding the vocabulary. Ask
Cody to pick an object in the classroom and describe it for the class. Ask Jay throughout the lesson if he saw this planet
or if he knows any information on this planet. Explain to the class that it is important to make sure that we do not shout
out the answers so that all students can learn and understand the story.
Guided Instruction (We do it)
Lets turn the page. Now we are going to read the next two pages together. As we read the pages together, we are going to
write the descriptions on our whiteboards and fill in the flipbook. SIOP 29 & 5 Lets whisper read together as I read out
loud. Read next page. Did anyone find something to add to our flipbook? Write on your whiteboard what you found. One,
two, three, reveal. Very good. It feels that the environment is just right. Lets add that to the flipbook. What does Earth
look like? Write it on your boards. Good. Earth has plants, animals, and people that live on it. Read the next page. What
does earth have? Earth has a moon.
Looks
Plants, animals, and people

Feels
Just right temperature

Has
A Moon

Lets turn the page. Lets read the next two pages. Did you find anything on the first page that is a description that we can
use to help us understand what we are reading? Write it. It did say that when you look at mars they saw dusty lines and
patterns. There also is no sign of life. What section could we add this too? Thats right we can add it to what Mars looks
like. Lets read the next page again. Did we find any other descriptions? Write it. Reveal. It said Mars is red, and that it is
very cold. It also said that mars has two small moons. We can add these to the descriptions that we have found to help us
understand the text.
Looks
Red, dusty lines and patterns

Feels
Very Cold

Has
Two small moons

Formative Assessment: The students will follow along and fill in the graphic organizer. Students will have whiteboards
and will write the descriptions that they find on the white board. Have students hold up whiteboard and look to make
sure all answers are descriptions. SIOP 6
Modification/accommodations: Ensure students raise their hands. Samantha R. tends to speak out. Remind the students
that when we read we do not speak out so that we can help all of the students learn. Make sure not to respond to her if
she does not raise her hand. Pace the students especially Jay through this section. Make sure that all students are
writing on their graphic organizer. Allow him to read out loud to help him stay on task. Have all students whisper read
together to help Brayan stay at pace and provided individual text for each child so they can follow along. Allow Cody to
work at his own pace and continue on if he feels comfortable to do so. Once he is finished he can complete a sidebar
study. Provide thorough teacher talk for Cassie to learn how to decode and understand the text.
Collaborative/Cooperative (You do it together)
Now that we have done a few together I want you to finish Jupiter, Saturn, and Uranus. In your groups. Remember that
we are looking for the descriptions in the story to help us understand what we are reading. You and your group will need
to first read the first page on the planet Jupiter. Then you will open your flipbook to the planet you are on. After that you
will fill out the three descriptions that we are using today to help us understand our text. Look on the page that you just
read and ask yourself if you found any descriptions that help you understand the story. If so, write it on your graphic
organizer. Person A will be the reader for the first planet, person B will have looks on your flipbook, person c will have
feels, and lastly person d will have the section has. SIOP 16 & 17 Once you have finished with the first Jupiter page, you
will move to the next page and you will switch roles so that everyone can have an opportunity to have a new role. Repeat
with Saturn and Uranus. Ready Begin.
Planets
Jupiter
Saturn
Uranus

Looks
Huge, Great red spot
Rock, bits of ice, dust, has
rings
Rings, third biggest

Feels
Hot and has volcanos
Extremely cold, windy

Has
Rings, 16 moons
Rings, 24 moons

Farther away from sun, cold

10 rings, 15 moons

Formative Assessment: Students will complete graphic organizer using the three descriptions, looks, feels, and has.
Modification/accommodations: Group will have different roles while completing the graphic organizer so that
Samantha R. can have opportunities to be the leader but to also share the responsibility in the group. Jay will need a
Visual Instruction Plan to help him remember the steps that were asked of him. Write the steps on the board and leave
the graphic organizer with the sections feels, looks, and has to help him remember the details he is finding. Grouping
configurations will be arranged to support Brayan. Place him in a group where he has high support from other students
SIOP 19
. Specific roles will also be provided to allow Brayan opportunities to speak and read. Break up the reading for Cassie.
Have the groups read one page at a time. Have the children stop and talk about what they read after the first page.
Have the students it write it down and move to the next page. Talk to Cody and Ella about the word infer. Explain that
when they infer something they make a prediction. Have Cody add a section in the graphic organizer and demonstrate
what its like to infer. Have him write an inference on his graphic organizer.
Independent (You do it alone)
Now that you have done those three. I want you to finish the rest of the flipbook by yourself. You need to finish Neptune,
and Pluto. Make sure you look for the descriptions in the book to help you understand the text. Once you have finished
you are going to write a paragraph about what planet you would want to live on. For those of you who need it I have
provided a writing prompt and starter sentence for you. SIOP 5 Use that if you need to. If you want to create your own
sentence that is fine. When you write your paragraph you need to include, where you would live, why you want to live
there, and what you would need to survive. Remember to use the writing poster at the front of the room to help you
remember what you need to make a good paragraph. SIOP 4
Planets
Neptune
Pluto

Looks
Blue because of Gas
Smallest

Feels
Cold
Coldest

Has
8 Moons
1 Moon

Writing Prompt: If I could live on any planet I would live on I want to live there because, I would need to have, that is
why I want to live on (Planet)
Summative Assessment:

The students will complete the graphic organizer on the two planets. Then they will complete a paper explaining which
planet they would want to live on, including why they would live there and what they would need to survive.
Modification/accommodations: Allow Cody to work on a sidebar study. Cody can select one planet that he wants to
learn more about and research it on the computer. Cody will create a poster about the planet that he chooses.
Writing Prompt will be provided for Brayan so that he can have support while writing. He will also have his graphic
organizer to help him. Brayan will have the looks section of his graphic organizer already completed prior to him
working alone to serve as an example and reference for him. Pull Cassie as well as the other two low comprehension
students back to a table and walk them through Neptune together. Writing prompt is provided for writing help. Writing
poster will be displayed at the front of the classroom for her to reference. The writing poster explains how to write a
good paragraph including a topic sentence, three details, and a concluding sentence. Allow Jay to include any other
information that he knows about the planets in his graphic organizer. Pull Jay back at a table to remove distractions
around him and at his desk. Provide Samantha with choices to do after she finishes. She typically walks around after
she is done and distracts other children. Allow her to read a book, or draw an illustration to her story.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What strategy did we use today to help us learn about our story? What types of things did we look for in the descriptions?
Why did we use this strategy? We used this strategy to help us understand our text. Remember as you read informational
texts to use strategies like descriptions to help you become better readers. SIOP 27, 28, & 30.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
-Copy of the text for each child
-adapted text for readers for I Do
-Flipbooks
-Space Paper
-White Boards

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set

to improve my practice and student learning?