Formal Lesson Plan Template

Name: Irene Poulton

Subject: Reading
1

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

Learning Objective:

Anticipatory Set:

Topic: Fact and Opinions

Grade Level: 3rd

Duration of Lesson: fourthfive minutes

Description of Plan
3. RI.1 Standard: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as a basis for the answers. (Arizona State Standards:
Reading Literature)
Objective: Students use the text, the story of Boom Town, to determine the difference
between the facts and opinions in the story.

Est.
# of
mins

The focus of this anticipatory set is to have the students identify the facts and opinions in
the story of Boom Town. First the teacher uses a model to show the students how to
record the facts of the story on their charts. Next the teacher asks students to explain
how identifying the difference between facts and opinions, in different parts of the story
Boom Town, helps them understand the selection. Finally the teacher asks students how
they can tell what the facts and opinions are and how they know? (Harcourt, Trophies,
Teachers Edition p. 146I -146J).

20
min
.

Using effective and varied

strategies, the teacher
provides information for
students to gain the concept,
strategy, or skill.

First the teacher has the students draw a chart that resembles the chart that she has
pinned to the large whiteboard in the classroom. Next, the teacher asks the students
what facts are. Next the teacher uncovers or shows the students examples of facts, such
as facts can be proven. (Friedrich, E. p. 146I) After the students have identified the
facts in the story the teacher asks the students what opinions are and shows them
examples of opinions, such as opinions tell how someone feels about what is happening
or happened. (Friedrich, E. p. 146I)

6
min
.

Teaching-Modeling:

The teacher writes the facts, on her copy of the chart and fills in the opinions as
the students identify them. As the teacher is doing this he/she is asking the
students to tell him/her what each part is. The teacher asks the students what the

6
min
.

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

Pima Course:

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:

Demonstrate and show

examples of what students
are expected to do (how to
solve the problem, answer the
question, do the activity etc.).

facts in the story are. The students are asked to write each fact on their personal
whiteboards and to hold those whiteboards up so the teacher can determine if the
students have found each fact. Next the students are asks to write the facts that they
have identified in their notebooks. After this the teacher asks the students to tell him/her
what the opinions in the story are. As the teacher does this he/she asks the students to
use their whiteboards to show him/her that they have identified opinions. Once the
students have completed this tasks the teacher asks them to write the opinions in their
notebooks. After each question regarding the facts or opinions in the story the teacher
writes the correct student responses on her copy of the chart.
The teacher uses the classroom large whiteboard to show the students the completed

Formal Lesson Plan Template

chart, which has the facts listed on one side and the opinions listed on the other side.
6

Check for
Understanding:

Various strategies that

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

Guided Practice:
An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
teachers guidance.

Closure:

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.

10

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

The teacher walks around the room checking the students notebooks to see if the
students have filled it out correctly. The teacher also has students show him/her what
they have written on their personal whiteboards first and then has them write those parts
in their notebook charts. He/she also has the students read the selection aloud before
they proceed to writing those parts of the story on their whiteboards. The teacher also
checks the summaries that the students have been asked to write in their notebook to
ensure understanding.

6-8
min
.

The teacher recounts the concepts of fact and opinion using a chart that she has drawn
on paper and pinned to a large whiteboard. Next the teacher has students record the
facts about life in Leadville. During this time the teacher asks the students to write; the
facts about life in Leadville, on their whiteboards and to hold their whiteboards up so that
the teacher can see what they wrote, he/she than asks them to write another fact about
the life in Leadville on their whiteboards etc. After the students have read the story they
repeat this process, except they now identify the opinions in the story. After the teacher
has checked the students whiteboards he/she asks the students to record their correct
answers in their notebooks. Once the teachers chart is complete he/she shows the class
what the copies in their notebooks should look like. Once the lesson is complete the
teacher asks the students to write a summary of what they learned in their notebooks and
checks the notebooks to ensure understanding.
The teacher has the students tell him/her what the lesson was about. The teacher asks
the students why they think this is an important concept for them to know and how they
will use this concept again. The teacher than asks the students to write a summary of
what they learned in their notebooks. Once the students have completed this tasks the
teacher goes around the room and checks their summaries to see if the students have
understood the concept.

5
min.

The teacher has the students make another fact and opinion chart for another part of the
story or for a different story and then asks them to fill in the facts and opinions for that
story. He/she also asks them to summaries what they have learned after each chart is
completed.

15
min.

The teacher checks for understanding by looking at the students independently drawn
charts to see if the students have learned the concept. When the students are asked;
what the facts and opinions are in a paragraph, they hold up their whiteboards with the
answers written on them. The teacher checks each whiteboard to ensure that the
students are understanding the concepts that he/she is presenting. The teacher also
checks the students completed charts that should have the facts and opinions from the
story written on them. Finally the teacher has the students write a summary of what they
have learned. Once they have completed this tasks the teacher walks around the room

10
min.

3-5
min.

Formal Lesson Plan Template

to see if the students understand the concept that they have been taught.

11

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

Content

Process

Product

The teacher has students use whiteboards before writing in their notebooks. The teacher
has those students who are struggling do one part at a time, first find a fact in the story,
than another fact. Once the students have written out each fact the teacher asks them to
list the opinions in the story. The teacher checks the individually drawn charts of those
students who are struggling to ensure that those students have understood the concept.
He/she also checks the summaries written by these students to see if they have
understood the concept that is being taught.
If the students are reading a story on the internet the teacher checks with them to see if
they can tell him/her what the facts and opinions of that story is.

12

21st Century Learning:

Includes technology as well
as the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.

13

List of Materials, Handouts and other Supplemental Documents: large whiteboard, two drawings of a chart; one chart
shows the ideas upon which the lesson is based, the other chart is blank and is used by the teacher to record the students
correct answers; individual whiteboards, dry erase markers, pens, pencils, notebooks, and textbooks.

10m
min.

10
min
.

References
Arizona Department of Education, Standards & Assessments, Arizona K-12 Academic Standards, English Language Arts/Literacy
www.azed.gov.
Friedrich, Elizabeth: Harcourt Trophies. Teachers Edition: On Your Mark, A Harcourt Reading Language Arts Program, Harcourt,
Inc. Sea Harbor Drive, Florida, p. 146I & 146J