PRE-PLANNING Lesson Plan Template

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do?
SWBAT describe how problems in
Emmas Rug build on each other,
referring to parts of the story.
SWBAT determine the meaning of the
new word formed when the affix -er is
added to a known word.
How does the objective connect to your
achievement goal?
These objectives align with the South
Carolina State Ready Assessment
which all 3rd graders are required to
take at the end of the year. My goal is
to have 85% of my students achieve
at the 85th percentile or higher on the
assessment.

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to master the How will you assess students mastery of these
grade-level objective? foundational skills?
Students will need to understand what Students will be asked to do a turn
the terms impact and affix means and talk on what the two vocabulary
Students will need to know what a words mean. I will walk around
problem in a story is and how to identify during the turn and talk and analyze
one student conversations.
I will walk around during independent
work time to conference with
students on where they identified
problems in the story.
END OF LESSON ASSESSMENT
How will you know whether your students have made progress toward the objective?
Students will have to complete the following two exit tickets:

Have students identify two problems that build on each other in Emmas Rug and
explain how they build using evidence from the text. Use the following sentence stems:
One problem Emma has is . This problem leads to another problem
for Emma, which is .

Have students identify a verb to which er can be added to form a noun. Have students
determine what the newly formed noun means.

KEY POINTS
What three to five key points will you emphasize?
 An affix is a prefix or a suffix
An impact is a strong and powerful effect
A problem can build into a new problem
LESSON CYCLE

OPENING (5 min.) MATERIALS

(Consider: How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?)
Yardstick
1. Balance a yardstick between two desks.

2. Explain that in stories, problems often build on each other. Say:

Characters face a problem. Place a book on the middle of the yardstick to
represent a problem. Say: As the story continues, that problem grows and
new problems come up (stack another book on the yardstick) and the
problem can often get worse (stack another book on the yardstick).

3. Say: Problems build on each other, and they keep building (continue
stacking books until the yardstick collapses) until the problems become
very hard for the character.

4. Say: Today we will unpack how that happens to Emma in Emmas Rug.

Introduce the Learning Objective

LEARNING OBJECTIVE: SWBAT describe how problems in Emmas Rug

build on each other, referring to parts of the story.

UNPACK THE LEARNING OBJECTIVE: Explain that today, students will

return to Emmas Rug. Students will begin to explore the problems Emma
faces in the story and understand how those problems continue to build
on one another as the story unfolds.

INTRODUCTION OF NEW MATERIAL (30 min.)

(Consider: What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate? Why will students be
engaged/interested?)
Vocabulary: Tier 2 and Tier 3 Words L.3.6
Vocabulary
1. TIER 2/TIER 3 WORDS: Refer students to Handout 1A: Tier 2 and Tier 3 Words Handouts
in Emmas Rug. Use step 2 to connect the listed words to the lesson instruction.

Impact: A strong and powerful effect

Affix: A prefix or suffix

Introduce the Vocabulary Learning Objective L.3.4.B

LEARNING OBJECTIVE: SWBAT determine the meaning of the new word

formed when the affix -er is added to a known word.

Determine the meaning of the new word formed when the affix er is
added to a known word.

Read aloud the sentences from Emmas Rug that contain the words
winner (p. 18), reporter (p. 18), and teacher (p. 24). Emmas Rug

Write the words winner, reporter, and teacher on the board. Ask: What
letters do the words have in common? (er) What do the meanings of the
words have in common? (They all describe people. A winner wins. A
teacher teaches.)

Point out that er changes a word from a verb, such as teach, to a noun
describing someone who does that action.Win (a verb) becomes winner
(a noun), or one who wins.Report (a verb) becomes reporter (a noun), or
one who reports. Teach (a verb) becomes teacher (a noun), or one who
teaches.

Ask pairs to brainstorm verbs to which er can be added to form nouns.

Have pairs explain the meaning of the nouns. Sample student response:
Dive becomes diver, Swim becomes swimmer, read becomes reader

Share these sample sentences.The performer walked on stage in full

costume, ready for the play.When the trainer walked into the arena, the
elephant made a loud noise.
TURN AND TALK

Ask: What does each er word mean? (Performer means one who
performs. Trainer means one who trains.)

Background

Use this time to support students with background needed to access the
lesson text(s) and target learning objectives.

Reading Skills RL.3.5

Connect the lesson to the module focus standard RL.3.5. Explain that
today, students will return to Emmas Rug. They will identify problems
that Emma faces and describe how the problems build on each other.

Explain to students that you are going to tell a story. Every time a
problem comes up in your story, you are going to stack a block.

Tell a story:Last week, I opened my refrigerator and it was empty. I had

no food (stack a block).So, I went to my car. When I put the key in the
ignition, the car wouldnt start (stack a block)!Then, I knew I had to walk
to the store. So I headed to the store, and as I was walking, my sandal
broke (stack a block).Then, I kept walking. I was shuffling and limping a
bit because my sandal was broken. Then, the broken strap got caught on
the sidewalk and I tripped and skinned a knee (stack a block).

Explain that sometimes, problems build into new problems. Point out
that your first problem (no food) led to the last problem (skinned knee).

Formative Assessment for this portion of the lesson: Circulating during turn and talk
GUIDED PRACTICE (15 min.)
(Consider: How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard? How will you monitor and
correct student performance? Why will students be engaged/interested?)
 Emmas
Have pairs read pp. 46 of Emmas Rug. Rug
Ask Text-Dependent Questions (TDQs)

STOP AND JOT: Distribute Handout 4A: Text-Dependent Questions for

Emmas Rug. Have students complete question numbers one and two.

READING FOR GIST: Refer to the Gist Anchor Chart. Ask a volunteer to
reread the gist.

Pause to share the provided gists and support literal understanding

before proceeding to deeper reading.

Read for Deeper Meaning RL.3.5

Refer students back to the text, which they will reread and analyze.

Explain that we will read the text to identify problems that Emma faces in
the story. Each time they locate a problem, they should mark their text
with a sticky note and write a sentence on the note that describes the
problem.

After you reread the text to the class, organize pairs. Direct them to take
turns sharing the problems they identified.

Ask Text Dependent Questions

We will go over the first question as a class: If you were going to recount
Emmas Rug, which parts of the story would you point to in describing
TDQ 1.5
the beginning, middle, and end? Use page numbers to label the
beginning, middle, and end of Emmas Rug. Remind students of the
anchor chart on how to answer a TDQ.

Students will answer the second question with a partner: What was
your favorite part of Emmas Rug? Why?

Formative Assessment for this portion of the lesson: Listen and circulate while students
share the problems they identified
INDEPENDENT PRACTICE (15 min.)
(Consider: How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective? How will you provide opportunities for extension? Why will students be
engaged/interested?)
 TDQ 4A
Students will complete the remaining 3 questions on their own. I pick
about 2-3 students to share one of their answers during morning meeting
the following day.

Check for Understanding

Check Reading Skills

Circulate as students read for deeper meaning and answer TDQs to

monitor their understanding. Continue to monitor and reteach if
necessary after students complete their work.

Reteach

Circulate as students read for deeper meaning to monitor their

understanding of how problems build on earlier events.

Continue to monitor and reteach if necessary after students complete

their work.

Conference with students discussing the answer to question six. Check

that students can articulate how the problem of Emmas mom washing
her rug leads to subsequent problems in the story. Encourage students
to support their thinking with evidence from the text.

Formative Assessment for this portion of the lesson: TDQs

CLOSING (5 min.)
(Consider: How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?)
Reading Exit Ticket RL.3.5
Reading
Exit Ticket
Have students identify two problems that build on each other in Emmas
Rug and explain how they build using evidence from the text. Use the
following sentence stems:One problem Emma has is .
This problem leads to another problem for Emma, which is
.

Vocabulary Exit Ticket L.3.4.B

Vocabulary
Have students identify a verb to which er can be added to form a noun. Exit Ticket
Have students determine what the newly formed noun means.