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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

DETAILS
Labrea Pringle
English Language Arts
3rd Grade
6090 minutes/23 class periods
Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
Effective readers use appropriate strategies to construct meaning.
What is a prediction?
How can we make predictions?
What factors influence our predictions?
How do strategic readers create meaning from informational and
literary text?
What is the text really about?
How does interaction with text provoke thinking and response?
CC.1.2.3.A Determine the main idea of a text; recount the key details
and explain how they support the main idea.
CC.1.2.3.B Ask and answer questions about the text and make
inferences from text; refer to text to support responses.
CC.1.2.3.C Explain how a series of events, concepts, or steps in a
procedure is connected within a text, using language that pertains to
time, sequence, and cause/effect.
CC.1.2.3.G Use information gained from text features to demonstrate
understanding of a text.
CC.1.2.3.H Describe how an author connects sentences and
paragraphs in a text to support particular points.
CC.1.2.3.I Compare and contrast the most important points and key
details presented in two texts on the same topic.
In this lesson, students will demonstrate understanding of how to
make predictions when reading nonfiction text. Students will:
-Predict what they are going to read about.
-Analyze key details and refer to text to support predictions.
-Confirm and revise predictions while reading.

Observe students during their discussions with partners.


Analyze text features in the book to make predictions.
Confirm or adjust their predictions based on citing text evidence.
For ELLs:
Speaking: listen for correct pronunciation of words. Allotting time to
practice clarifying, fortifying, and negotiating an idea. Pairing social
interaction with language practice.
Writing: creating space for a reading circle. Student will draw
pictures, write lists, and write the answers to prompts given by
instructor; this will be checked for accuracy in letter arrangement and
appropriate vocabulary. Discussing peers answers. Highlighting key

CK

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

words in written questions. Modeling both oral and written responses.


Reading: ELL students will identify pictures within stories, practice
speaking their sentence frames. Critical thinking will be encouraged.
Jig-sawing.
Listening: observe as students follow directions, understanding of
each task. Allowing dictionaries to be accessible. Pairing vocabulary
with action. Giving verbal directions.
Family: What stories are common to your culture? Can you help us
make predictions as to what will sequentially occur in your story?
Culture: In your cultures history, were there common times to make
predictions?
YouTube video: https://www.youtube.com/watch?
v=9BXQ0H6yNKA
ELL 21st Century learning: This video will be helpful to ELL
students, as the process for writing key vocabulary is
demonstrated, as well as pictorial aids.
ELL Students:
Sentence frames will be available to them during class
discussions and independent writing tasks.
Vocal feature of dictionary.com app will be accessible
on an iPad.
Labeling around the classroom (ex.- desks, chairs,
bookshelves, etc.)
Pictorial class schedule up on the board.
Creating a buddy station where ELL students and their
partners can work together collectively as a group
(when indicated they may do so in the directions)

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Ask, What is nonfiction? (a book or an article based on facts)
Show students the covers of a variety of nonfiction books. Ask, What
predictions can you make by looking at the cover of a nonfiction book?
Discuss how looking at the picture, the title, and any other words that are on
the cover can help the reader make predictions about the book.
Ask, Why might you want to make predictions about a book
before you read it?

ELL students will be encouraged to use their sentence frames, and will be
asked to repeat key terms.

Explicit
Instructions

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Hook/Lead-In/Anticipatory Set
To prepare for the lesson, choose three book characters. Fill a bag with
a variety of items that represent one of the characters. Hang pictures of
the characters on the board. Books will be chosen
Say, Today we have a mystery to solve. We need to find the owner
of this bag. Start pulling items from the bag. Show each item and
encourage students to predict which character might own the bag. Ask
them to give a reason for their predictions. After all the items are
shown, ask students if they want to revise their prediction. Then reveal
the character.
Big Idea Statement
Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize
information.
Effective readers use appropriate strategies to construct meaning.
Point to Big Ideas on the board.
Essential Questions Statement
We can make predictions while reading as to what will
occur next in a story.
Objective Statement
Students will be able to:
-Predict what they are going to read about.
-Analyze key details and refer to text to support predictions.
-Confirm and revise predictions while reading.
Transition
After students have had a chance to share their ideas, take the class on
a picture walk of the book. Slowly flip through the book, showing
students all the pictures. Encourage students to think, What is this
picture telling or showing me? before moving on to the next page.
(For students who struggle, encourage them to look at what is mainly
happening in the picture. Then direct attention to the background and
perspective of the picture so that students take in all the details.)
Key Vocabulary
Recount: To tell a story in detail.
Prediction: An educated guess about what will happen based on the
text and background knowledge.
Text features: Tools used by an author to add information or further
explain a concept in a nonfiction text.
PreAssessment of Students
Ask, What is nonfiction? (a book or an article based on facts)
Show students the covers of a variety of nonfiction books. Ask, What
predictions can you make by looking at the cover of a nonfiction book?
Discuss how looking at the picture, the title, and any other words that are on
the cover can help the reader make predictions about the book.
Ask, Why might you want to make predictions about a book
before you read it?
ELL students will be encouraged to use their sentence frames, and will be
asked to repeat key terms.

Modeling of the Concept


Model how to use the pictures in the book to make predictions. After
you have modeled a few predictions, ask students to make their own
predictions about what they think the book is about. ELL Students
may complete this portion of the task with a buddy. Encourage
students to share details they notice and any questions they have.
Reproduce the Making Predictions Graphic Organizer on the board.
Read the book aloud and have students confirm or adjust their
predictions as you read, citing text evidence for their decisions based
on analyzing key ideas and details.
Guiding the Practice
Have students work in pairs and complete a picture walk through
another nonfiction book. Encourage them to discuss the clues that the
pictures provide.
Providing the Independent Practice
Give each student a nonfiction book at his/her reading level. Ask
students to do a picture walk through the book. As they make
predictions, have them fill in a copy of the Making Predictions Graphic
Organizer. Remind students to back up their predictions with evidence
from the pictures. If the prediction is not confirmed by the key ideas
and details in the book, encourage students to adjust their prediction.
Transition
After students have had a chance to share their ideas, take the class on
a picture walk of the book. Slowly flip through the book, showing
students all the pictures. Encourage students to think, What is this
picture telling or showing me? before moving on to the next page.
(For students who have difficulty, encourage them to look at what
is mainly happening in the picture. Then direct attention to the
background and perspective of the picture so that students take in
all the details.)
Adaptations/Accommodations for Students with Special
Needs

Evaluation of
Formal Evaluation
the
Making Predictions Graphic Organizer
Learning/Master Informal Evaluation
y of the
Q & A Session
Concept
Observe students during their discussions with partners.
Closure
Summary & Review of the Learning
As an exit slip, students will fill out post-it notes, writing
one thing that they have learned in the lesson.
ELL students will have the option to write what
challenged them during the lesson.
Homework/Assignments
Practice making predictions with stories with
parents/guardians at home. (This may be extended to an
older sibling, cousin, neighbor, etc.) *This task was
assigned assuming that each student had received a
book from the instructor to add to his or her personal
libraries prior to this lesson.

Reading
Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

If I Were a Kid in Ancient China: Children of the


Ancient World by Cobblestone Publishing. Cricket Books, 2007.
Yellowstone National Park for Kids, Preteens, and
Teenagers: A Grande Guides Series Book for Children by Stephanie F.
Del Grande. iUniverse Inc., 2008.
The Tree Book for Kids and their Grown Ups by Gina
Ingoglia. Brooklyn Botanic Garden, 2008.
The Insecto-Files: Amazing Insect Science and Facts
Youll Never Believe by Helaine Becker. Maple Tree Press, 2009. This
book was chosen because of the variety of pictures for the picture
walk-activity.
Endangered Butterflies by Bobbie Kalman. Crabtree
Publishing Company, 2006.
Copies of Making Predictions graphic organizer (2 per student)
A bag with items to represent a specific book character
Pictures of three book characters

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