Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Audrey Smith

Grade Level 3rd Grade

Subject Language Arts – Alice In Wonderland – Chapter 11

Date Thursday, March 21, 2019

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and
resources am I planning to utilize? What will I accept as evidence that my
students have learned?
Content Objective: Students will be able to ask and answer questions to
What do I want my students demonstrate their understanding of the chapter from Alice In
to know and be able to do? Wonderland. They will refer to the text as the basis for the
Students will be able to …… answers.

Standard: 3rd Grade Standards:

What is the CCSS that 3rd Grade, Reading Literature, Standard 1: Ask and answer
corresponds with this questions to demonstrate understanding of a text, referring
objective? explicitly to the text as the basis for the answers.

Language Objective:
What will my students do to
learn and/or demonstrate
their mastery of the lesson by
reading, speaking, writing, or
listening?
Students will be able to brainstorm and record their answers
in their interactive packets. They will ask and answer
questions to demonstrate their understanding. Students will
also be expected to relate the chapter to their personal lives
and share a time they felt like they were treated unfairly.
Vocabulary Terms: Accusation – the fact of being accused or
blamed for something

Assessment: Informal Assessment: Students will be expected to answer the

What assessments will I
utilize to determine that my
students have learned and
met the objective?
comprehension questions for Chapter 11 and complete the
questions in their packet as a class. Students will also be
required to answer questions and write their personal
responses on a post-it that will be put on the Show What You
Know board. Lastly, students will summarize the chapter.
 Materials and Resources: Alice In Wonderland book, Alice Interactive Packet, Pencil,
What materials and Sticky Notes
resources will I utilize to
facilitate student learning?

Part Two: Lesson Implementation – “The How”

Thinking Points: How will I teach to ensure learning for all students? How will I
engage my students in the learning process? How will I check for understanding
throughout the lesson? How will I make instructional adjustments for students
that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions

Lesson Introduction: INTRODUCTION: Students will recap

3-5 minutes
How will I clearly
communicate the objective
and purpose for learning?
How will I provide
background knowledge?
How will I “hook” the
students?
- Review Chapter 10. Have what happened in the
students share with their last chapter read and
tables what they remember share predictions for
from the last chapter we read, Chapter 11.
then share as a class.
- Ask students what their
prediction are – think, pair,
share.

Instructional Strategy: READ ALICE IN WONDERLAND: Students will listen to

Teacher Modeling – “I
Do”
5-10 minutes
What will I say and do as I
demonstrate the concept?
- Teacher will read Chapter out the teacher read
loud to students. Throughout Chapter 11.
the chapter, ask questions.
i.e. What do you think will
happen to Knave? Who do
you think the witnesses will
be? (Duchess’s cook, Mad
Hatter, and Alice) Etc.

Instructional Strategy: ALICE INTERACTIVE PACKET: As a class, students

Guided Practice – “We
Do”
10-15 minutes
How will I engage my
students instructionally with
the concept?
- After reading the chapter, the
class will work together and
answer the following
comprehension questions,
and write the chapter’s
vocabulary term(s) in their
interactive packets:
will answer the four
comprehension
questions in their
packet. Students will
also write the
definition to the
 Questions: chapter vocabulary
1. Who is on trial? (The Knave, term(s).
Jack)
2. What is he/she on trial for? Students will put
(Stealing the queens tarts) themselves in The
3. Does it sound like a fair trial Knave’s shoes. How
so far? Why or why not? would you feel if you
(Answers will vary. Have were accused for
students think-pair-share their something?
opinions)
4. Predict what will happen in
the next chapter. (Answers
will vary. Have students think-
pair-share their thoughts)
Vocabulary:
- Ask students what they think
the word(s) mean before
sharing the definition.
Students will write the
definition in their packet.
- Accusation: the fact of being
accused/blamed.

Instructional Strategy; SHORT ACTIVITY/THOUGHT: Students will compare

Independent Practice
10 minutes Part 1:
How will I provide my
students with the
opportunity to engage in
independent practice?
What will the students who
have finished early do?
- Turn and tell your neighbor
how you would feel, and what
you would do if you were
accused for something you
didn’t do at recess. (Give
students time to share with
their partner, then share a few
of their answers with the
class).
the book to the “Real
World” and share how
they would feel if they
were accused and
moments where they
felt they were being
treated unfairly.

Part 2:
- Can you think of a time when
you felt you were being
treated unfair? (Give students
1-minute think time).
- Turn and tell your neighbor (A
partners/B partners)

Lesson Closure
3-5 minutes
How will I review and clarify
the concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
What components of the
lesson went well? What
components will I modify?
- After sharing with your
partner, write it down on a
post-it and put it on the Show
What You Know Board.
CHECK-IN/CLOSURE: Students will
- After all students have put summarize and
their post-it on the board, do answer questions
a quick review of the chapter. based on Chapter 11
Ask students to summarize that was read.
what they have been read.
- Questions that could be
asked to help guide the
summary:
-What does accusation mean? (The
fact of being accused/blamed)
-Who was on trial? (Knave of Hearts)
-Who was the judge? (King of
Hearts)
-What does the King demand once
the accusation has been read?
(“Consider your verdict!”)
-Who were the witnesses in the trial?
(Duchess’s cook, Mad Hatter, and
Alice)
Overall, I think the lesson went great. The students love the
book and get excited when it’s time to read Alice as a class.
The packet is a great way to keep them active, and engage
in the chapters, as they know they will be asked questions
based on the readings.
Goal: Think about a constant narration to maximize learning
time, “looking for a table that’s read…”
There had to be a change of plans, so I had to adapt and be
flexible with the lesson. The overall lesson had positive
structures to reinforce classroom expectations, I allowed
various students to share their thoughts with partners, and
with the class. We had great discussions. I also integrated
adjectives, where students had to write adjectives about
themselves and a friend.