Instructional Lesson Plan

Interns Name
Allie Russell, Chelsey Pearce,
Damara Bond
Grade
Third
Class Size
22
Date / Time
9/30/2013
9:00am
Subject
Reading

School
Ray Lewis
Elementary
Mentor Initials


I. Purpose of the Lesson What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will the
students say or do that will serve as evidence of learning?
Standard (Use MD State Core Curriculum)
RL1 CCR Anchor Standard
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the
text

RL1 Ask and answer questions about key details in a text. (SC,3)

Demonstrate understanding after reading, viewing, or
listening to a text:
retell and discuss the text
engage in conversation to understand the text
determine the main idea of a text

Lesson Objective
Students will be able to identify the main idea from the book Who Wants Arthur? By Amanda Graham.

Formative Assessment (planned for use in this lesson)
Students will read Kevins Car as a class and then complete a spider web graphic organizer. Using this
graphic organizer the students should be able to identify the main idea individually.


II. Instructional Decision-Making What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning
and/or build on students strengths?

Knowledge of Learners
Instructional Decisions based on

this knowledge


Knowledge of Age-Level Characteristics
Physical: Small muscle coordination is
developing and improving. Girls are ahead of
boys at this stage of development.

Emotional: The children are experiencing new
and frequently intense feelings. There is a deep
need for approval from adults/peers.
Sometimes it is hard to control their behavior.


Social: Children are concerned with pleasing
their teacher. They are struggling to become
socially acceptable to the peer group. Being
first and winning is still important. The Golden
Rule is a tough concept.

Intellectual: There is an intense eagerness to
learn and they ask a lot of questions. The
children like to repeat stories/activities. There
is a limiter concept of time. Listening and
speaking skills are developing rapidly. Girls
are ahead of boys. The children think everyone
shares their own view.
Students will move efficiently from the rug to
the desk. No breaks will be needed during
transition time.

Students will be given constant positive
reinforcement as ideas are shard aloud in the
class. The moral of the story is self-confidence,
which will illustrate the importance of being
happy with who they are. Students creative
side will be acknowledged during the I am
Special Because... activity.
Students will be forming relationships with
their peers during the warm-up as well as the
exit ticket. We will use the popsicle stick
method to determine the order of sharing the I
am Special Activity.

The students will use critical thinking skills to
determine the main idea of the text. The
students will notice the difference in their
special skills. Students will ask questions about
what makes their peers special.

Knowledge of Academic Readiness (based
on pre-assessment)
15 out of 22 have difficulty retelling the main
idea

The students have difficulty identifying the
main idea in the stories they have read in the
past. Using this knowledge, the teacher will
provide spider web graphic organizers for the
class to assist them in identifying the key
events within the story to lead up to finding the
main idea.

Knowledge of Subgroup or Individual
Needs (IEP accommodations, ELLs, G/T,
other strengths/needs)
Some students have IEPs.
1. Annie must have preferential seating.
2. Andrew must have extra time to complete
assignments and must have directions repeated.
3. Sean must have extra time to complete
assignments; directions need to be repeated
and he needs a checklist to complete tasks.

Some students are English Language Learners.
1. Annie will be seated in the front of the
classroom.
2. Annie will be given a written copy of the class
discussions.
1. Andrew will be given extra time for
independent assignments.
2. Teacher will repeat instructions for him.
1. Sean will be given extra time to complete
assignments.
2. Teacher will repeat instructions for Sean.
3. Sean will be given a checklist to complete
tasks.
1. Pablo is from Mexico and needs visual cues.
Also the instructor needs to be sure he
understands what is being asked of him.
2. Sophia is from Russia and needs to be sure she
understands what is asked of her when
working independently. She works best in
groups.
3. Tatiana is from Russia and needs visual to help
her understand. Additionally she needs small
group work or partner work to help her
understand.



1. Pablo will be given directions in picture form.
2. Teacher will monitor Pablo and assist if
needed.
1. Sophia will work in groups during this lesson.
1. Tatiana will have a partner to work with her
throughout the lesson.
Knowledge of Interests and other
Motivational Factors
Children enjoy group activities and learn best
through active participation. The students need
constant praise and encouragement by adults.
Some responsibilities can be given, but they
cannot make complicated decisions.



Students will be working in groups and as a
class. Each group will have a team captain to
represent them. The teacher will give constant
praise of good effort. Directions will be given
clearly. Students will sit in a circle before the
exit ticket. The class will pass a ball around
and explain what they learned from the lesson.



Multicultural Considerations / Equity Measures
Implications for this Lesson


Some students may not be aware of the various
animals that can be purchased at a pet store.

Before the book is read, as a class we will
discuss all the types of animals found in a pet
store.


Academic Language Demands
Scaffolds to support language

Development in this lesson


Certain words in the story may be confusing to
the students:
Ordinary

We will discuss the meaning of the word
ordinary.

III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Instructional Materials and Technologies
Who Wants Arthur? by Amanda Graham
Pencils
Animal cutouts
Slips of paper
Ball
White board with markers
Tape
Handout with space on the top and lines at the bottom
Promethean board
Spider web graphic organizer
Elmo
Active Voters
Laptops



Management Considerations (Procedures, Transitions, Materials, Behavior)

1. During transition the students will listen to music and will be expected to be back at their seats when the
music stops.
2. Pablo and Tatiana will be given visual cues at this time to ensure that they know what to do.
3. Students will be told to raise their hands when they are sharing ideas from their groups.
4. Students will be held accountable for their behavior throughout the lesson. If a child misbehaves they will
move their name up the stoplight. From green to yellow and then from yellow to red.


Instructional
Sequence
Approximate
Time
Procedure

Planned Beginning
Warm-up
Motivation
Bridge




5 minutes














10 minutes















Warm up:
Pre-Assessment
1. Teacher will explain that today they are going to read the
story Who Wants Arthur? By Amanda Graham.
2. Students will use the cover of the book along with a picture
walk through the story to make predictions about the book.
Students will text in their predictions of the story using Active
Vote.
3. Each cluster of desk already has a team captain. The team
captain will gather enough animal dye cuts and markers to
bring back to their table.
4. Students will write down their predictions of what the story is
about on their individual dye-cut (Students have 3 minutes to
complete).
5. Each table will be called one by one to tape their dye-cut to
the white board and then sit on the carpet.
6. Once students are settled on the rug, the teacher will
discuss a few of the predictions with the class.
Motivation/Bridge
1. Once a few of the predictions have been shared, the teacher
will review the definition of the term ordinary.
2. The teacher will write the word ordinary on the board and
ask if the class knows what this word means. Teacher will
write down a few of the predictions as they are heard.
Teacher will guide the students to the right definition.
3. The teacher will ask the students to keep in mind the
following questions while reading the story, why did the
author write this story and why should we read this story?


Development of the
New Learning
(Clearly explain
instructional activities in
sequence.)


(Think I Do, We Do, You
Do or Modeling, Guided
Practice, Independent
Practice)


15 minutes











I Do
1. Before reading, the teacher will discuss the importance of
identifying the main idea of the story (the big picture).
2. The teacher will ask students to identify the main idea of a
previously read book. Last week students read Little Red
Riding Hood.
3. The teacher will list the key events in Little Red Riding Hood
on the legs of the spider web graphic organizer on the back
white board.
4. The teacher will guide the class to the main idea using these
key elements.
5. The teacher will display vocabulary from Who Wants Arthur?
on the Promethean board.
6. Teacher then reads the book Who Wants Arthur? aloud to
















25 minutes
the students .
7. The teacher will then display pages from the story on the
Promethean for students to underline main events using the
Promethean writing tool.
8.
We Do
1. Students will return to their seats and collaboratively write
the key elements of the story of a strip of paper with their
table groupings.
2. The teacher will pull up a spider web graphic organizer on
the Promethean board.
3. The student siting to the left of the team captain of each
group will be called up to add a key event to the web.
4. Once complete, a class discussion will occur deciding on the
main idea of the story.
5. Students will elaborate on the main idea of Who Wants
Arthur? by doing the I am special because activity.
6. Team captains will pick up enough blank sheets of paper for
their table.
7. Students will write the sentence I am special because on
the bottom of their paper and will be given time to draw a
picture to represent their sentence above it.
8. Students will have a choice of creating a tagxedo about
themselves or a voki talking about things that make them
happy.
You Do
1. The teacher will hand out a four prong web organizer to each
student.
2. The teacher will put a short story Kevins Car up on the
elmo and read it aloud to the class. The story will stay up on
the elmo for students to refer back to the story.
3. Students will create a story board web on www.popplet.com
based on the story about Kevins car.
4. Students will be asked to individually add key events of the
story to their web.
5. With these key events, students should be able to identify
the main idea.
6. Once compete a few students can share their findings.
7. These sheets will be collected and reviewed to establish the
students understanding.

Enrichment or
Remediation
(As appropriate to
lesson)

For the students who finish early, they can create their own
story comic strip by using www.makebeliefscomix.com. They
can then create their own story web based off of their comic.
Record on the back of their paper, their favorite book and
what the main idea is or they can elaborate on their I am
special becausedrawing.
Planned
Ending
(Closure)
1. Teacher will play music while students move to the rug by
table, bringing their I am special because drawings with
them.
2. Students will sit in a circle and pass a ball around.
Summary
Homework
3. As the ball lands on the student, the student will share the I
am special because paper, tagxedo or voki activityand
share something they learned today.