USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being
Subject/Content: Reading
rd
Taught: 3
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors

Name: _Heather
Group
Size:17

Date of Lesson: 4/21/16

Lesson Content
LAFS.3. R1.1.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LAFS.3.RI.1.2: Determine the main idea of a text; recount the key details and explain
how they support the main idea.
LAFS.3.RI.1.3: Describe the relationship between a series of historical events, scientific
ideas and concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
1) Why is the North Plain a dangerous place to live?
2) What does Huang He River mean?
3) What are some of the effects that the flood had on the people who lived along the
Huang He River?
4) How is the Huang He river today?

The students will be able to do:

Identify the text structure of how natural disasters occur.
Predict about how the extreme rain fall in China will be similar to the cyclone we
learned in Australia.
Ask and answer questions by using key text features in the text.

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being
Subject/Content: Reading
rd
Taught: 3

Name: _Heather
Group
Size:17

Date of Lesson: 4/21/16

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge

When students are reading a story, a content area text book, a comic, or a
poem, the ability for them to determine the main idea, theme, and
supporting details is a lifelong skill they can use to foster higher level thinking and
deeper
comprehension.

Formative Assessment: I will pass out a blank index card.

I will write the prompt question on the board: Name some of the effects that the flood
had on the people who lived along the Huang He River?
I will collect them and assess:
(3) Students are able to correctly sequence all 6 events from the text.
(2) Students are able to correctly sequence 4 of the events from the text.
(1) Students are able to sequence 3 or fewer events from the text.

To point out the text features in this section (maps, inserts, photographs, diagrams, and

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being
Subject/Content: Reading
rd
Taught: 3

Name: _Heather
Group
Size:17

Date of Lesson: 4/21/16

is necessary for a teacher

to teach this material?

captions). Talk about what each text feature is showing and telling the reader. The
students will then choose one text feature and explain how it helps the reader
understand the text.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

The students will have to determine the main idea and key details to figure out the key
text structure of each section of the text. They will have to describe several events from
the text to determine the sequence of events.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

The students may have misconceptions about determining the main idea of a text
because they have difficulty determining what essential information is. Students often
misinterpret details as being the main idea and need to be guided to see the author's
overall point or the 'big picture'. It is also important to note that the main idea is not
simply what the text is about.

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being
Subject/Content: Reading
rd
Taught: 3

Name: _Heather
Group
Size:17

Date of Lesson: 4/21/16

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Whole Group

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?

Partner Pair Share

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher
We will continue to read Natural Disasters, pg. 13-20.
I will discuss the learning goal: I can ask and answer questions to
identify and describe the relationship between events in a text.
What is this on our scale? 1.1 and 3.7.
I will start the lesson by asking my students to predict how the
extreme rainfall in China will be similar to the cyclone on Australia?
I will ask the following questions:
Can someone tell me what a flood is?

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being
Subject/Content: Reading
rd
Taught: 3
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name: _Heather
Group
Size:17

Date of Lesson: 4/21/16

Can someone raise a hand and tell me the two types of floods?
(Partner Talk)
Why is the North China Plain a dangerous place to live?
In what year did the Huang He River flood?
What does Huang He mean?
Why is the river yellow?
How is the Huang He different today?
Students:
The students will choose one text feature and explain how it helps
them read and understand a text.
They will determine what the author is using the cause and effect
structure in this part of the text. (No.)
They will learn the sequential order of events in the text to
determine the main idea of this sections.
The students will be given stripes from the text of the events that
occurred in the text. They will work with a partner to glue the stripes
in order on a piece of paper.

What will you do if

a student struggles with the content?

I would give the students who are struggling a graphic organizer that will help
them write down the main idea and key supporting details to help them
determine the sequence of events.

What will you do if

a student masters the content quickly?

Those students who get the material quicker I will give them additional
sentence stripes to have them put additional information into sequential order.
Then I would have those students help other peers who need additional help.

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being
Subject/Content: Reading
rd
Taught: 3
Meeting your students
needs as people and as
learners

Name: _Heather
Group
Size:17

Date of Lesson: 4/21/16

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson will help students who have different cultural backgrounds see the
bigger picture and help them learn how text structure will affect them in
determining key concepts.
If applicable, how does this lesson connect to/reflect the local community?
By students learning the main idea or key concepts will allow the students to
use day to day experience in their learning.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Tap into different learning styles. Use computers, classroom centers, audio
tapes, and other means of learning to engage students who need more than
just oral instruction.
Write directions on the board, keep homework short, and allow for changes. As
learning progresses, students are often asked to follow more than one
direction. This can become challenging to some. Keep tasks simple.
Use homework reminders, planners, and assignment charts. I believe should be
in every classroom. These create a to do list for students that can easily be
checked off when completed. Depending on the student, you can also ask for
parents to sign off each evening, getting parent involved in the homework
responsibility.
Set reasonable goals and ask questions about the assignment while they are
working. Checking on student progress will allow you to see if they are working
correctly or need assistance.
Use shorter tests or oral testing for those students who struggle with test
taking. Some students freeze when it is test time. If the test is multiple
pages, giving one page at a time will help with test anxiety.

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being
Subject/Content: Reading
rd
Taught: 3

Name: _Heather
Group
Size:17

Date of Lesson: 4/21/16

Provide quiet places for students to work. This is a difficult task as most
classrooms are lively, but test dividers or a small corner designated quiet
spot will help those who can't focus with noise.
How will you differentiate instruction for students who need additional
language support?
The students are given the specific paragraphs with extraneous information.
They must identify the details that do not belong to the main idea and justify
their answers using key details from the text.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

For the following 4 students I will do the following: YC, TH, DS, and BW

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

White Board
Natural Disaster Book
Sentence Strips
Construction Paper

Pull the 4 to my u-table (small group) to give better examples or explanation of the
assignment.
Read the text out loud to the small group.
Give them extra time to complete the task at hand.
Mrs. Kindle comes into our classroom for 10-15 minutes and sits and works one-on-one.