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Formal Lesson Plan Template

Name:

Sabrina Savage

Subject: Reading
Components
1
Content Standard:
Choose ONE standard. Be
sure to write out the entire
standard, not just the number.

Learning Objective:

Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the
objective and the
purpose of the lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners

Teaching-Input:
Using effective and varied
strategies, the teacher
provides information for
students to gain the concept,
strategy, or skill.

5
Teaching-Modeling:
Demonstrate and show
examples of what students
are expected to do (how to
solve the problem, answer the
question, do the activity etc.).

Check for
Understanding:

Topic: Point of View

Grade Level: 3
Duration of Lesson: 40
Description of Plan
RL3.6 Distinguish their own point of view from that of the narrator or those of the
characters
SWBAT record the thoughts of four characters while reading a short story

Choose ONE objective


that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior

Anticipatory Set:

Pima Course: Student Teaching

Various strategies that


are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."

Guided Practice:

Est.
# of
mins

-Ask students to close their eyes and think about a time where they had a disagreement
with a friend of sibling
-(Give a minute to let them reimagine the event from start to finish)
-Ask them to open their eyes and explain what happened
-Did they have the same version of the story as their friend/sibling did?
-Why might the versions have been different?
-Introduce Lesson: Explain to students that they will be working in their groups to read a
story book and write the thoughts of different characters

Key Vocabulary: Narrator, Point of View, Evidence

Review these three vocabulary words and have students write the definition for each

As a class, we will read a very short story together


We will pick two characters, and try to write what they might be thinking
Students will not only write the thoughts of the characters, but they must explain
where their reasoning came from using evidence from the text

10

-Students will work through a class example, and provide answers by writing them
on the board
-Assign roles on the groups: Readers and recorders
-Circulate room to ask clarifying questions to make sure students are on track with
their assignment

-Students will work in their groups to read different stories, and record the thoughts of the main characters

15

Formal Lesson Plan Template

An opportunity for each


student to demonstrate new
learning by working through
an activity or exercise with the
teachers guidance.

-They can discuss page by page to find an example of each


-Students will use a graphic organizer to record the characters thoughts, and write one sentence that explains
their thoughts using evidence from text

Closure:

-Students will each share a few of their characters thoughts from their story
-Review our 3 vocabulary words and ask students to give examples or explain the definitions in their own
words.

Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught,
and to improve their
chances of retention and
transfer.
Must be done BEFORE
Independent Practice

Independent Practice:
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.

Homework assignment: Students will respond to the following prompt


Write a short story from the perspective of an object (a nonliving thing). Your object is the main character.
Your story should include a clear beginning, middle, and end.
Example: The Classroom Chair
Everyday kids walk into my room, pull me off of my stack of brothers and sisters, scoot me under a table, and
sit on me! My four legs have been awfully tired lately. One day, I lost my tennis-ball shoe! My bare foot
scraped across the ground all afternoon. I waited patiently for someone to find my shoe, and put it back on for
me.
Students may choose to illustrate their story, write it in paragraph form, or write it in a comic strip style.

10

Assessment:
The formative and/or
summative assessments that
are aligned with the objective.

11

12

13

Differentiation:
How you will reach diverse
learners by varying the:

Content

Process

Product
21st Century Learning:
Includes technology as well
as the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.

-Students will be assessed on their ability to complete the graphic organizer. They must directly make
connections to the characters actions, and thoughts that would be likely to follow. They will be graded based
on their ability to write characters thoughts and support their answers from evidence in the text.

Students will have access to new content through the use of class examples, graphic organizers, and
listening to a story. They will demonstrate their understanding of the key concepts through class discussion,
completing note taking, and creating a story of their own.

Students will practice using point of view in a variety of ways. They will not only work through an example with
the class, but they will collaborate with their classmates and practice the same skills on their own. They must
demonstrate effective communication by discussing evidence in text with their classmates. They must think
creatively and critically in order to apply thoughts to actions.

List of Materials, Handouts and other Supplemental Documents:


SmartBoard
Graphic Organizer
Homework Templates
Story Books

Formal Lesson Plan Template