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Rider Student Teaching Lesson Plan Format

Student Teacher: Angela Walter


Subject(s): Reading
Unit: Theme 10
Lesson Title: Lesson 1
Grade: 3rd
1. Standards:
CCSS.ELA-Literacy.L.3.2.g-Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
2. Objectives:
Students will be able to identify a variety of reference materials and recognize the
purpose of the reference materials.
3. Materials:
Smartboard
Reference Materials Pamphlet
Scissors
Markers
Pencils
Dictionary
Atlas
Almanac
Thesaurus
Manual
Encyclopedia
4. Procedures:
o Introduction:
To begin the lesson, I will introduce the six different reference materials to
the students.
Readers, this week we are going to begin our new reading unit.
We are going to learn about a variety of materials we can use to
find out more information. As I was reading our book, I saw the
word income. Im not sure what the word means. What can I use
to find out the meaning of the word income? Where do we find
the meaning of words?
o The students will engage in a discussion about how a
dictionary can help us identify the meanings of words.
o The students will use this time to list any other materials
they know of that help them find more information.
The teacher will model thinking and suggest a few
sources.

Rider Student Teaching Lesson Plan Format

Today we are going to learn about different reference materials


and we are going to practice using them.

o Body:
Using the list on the board, the teacher will define the six main pieces of
reference materials.
On the board the teacher will write the definition of the words.
As the teacher writes the definitions, the students will fill in the
missing words on their Reference Materials Pamphlet.
The teacher will show the students how to use that source to locate
information.
Once the teacher is finished explaining the six reference materials, the
students will cut the flaps on the pamphlet and using marker, write the
proper name for the definition.
After the students have completed their pamphlet, they will get an
opportunity to practice using one piece of reference material.
The students will be assigned a partner.
Each pair will receive a strip of paper that asks them to locate a
piece of information.
o The students will locate the information.
They will write on a sheet of paper what they had to
find, where they found it and draw a picture of the
reference material they found it in.
o Closing:
The students will return to their seats after they have completed the
activity.
The students will then participate in a matching game on the smart board.
The students will match the information to the book it would be
found in by dragging and dropping on the board.
Today we learned about six different pieces of reference materials. As we
continue with our new theme, we will practice using these sources.
5. Assessment:
oThe students will be assessed by their completion of the activity with their partner.
o By asking the students to write where they found the information and the
information they had to find, the teacher is able to see if the students were
able to correctly locate the information.
oThe closing activity will also act as a form of assessment.
o By asking the students to match the information to the reference material,
the teacher is able to see if the students are able to connect the lesson to
real life.
6. Accommodations, Differentiation, Management Issues, and Transitions:
Accommodations:

Rider Student Teaching Lesson Plan Format

Students who appear confused during the lesson will be paired with a
student with a decent understanding of the topic.
Pairs will be matched homogeneously.
Differentiation:
Students who are feeling overwhelmed with finding the information in one
of six books will be given three different pieces of reference material to
choose from.
Management Issues:
After three warnings, students who are constantly talking during the lesson
will work alone during the activity.
Students who are not following directions will not be called on to
participate in the smart board activity.
Students who are calling out or fooling around will not be called on during
the smartboard activity.
Students will be assigned partners.
Transitions:
The class will not move into the next activity until every student has their
desk clear.
If students are able to find their source before their classmates are done,
they will be asked to draw an image of the reference material on their
pamphlet.
Lesson Plan Chart:
PROCEDURE
S
INTRO

BODY

TEACHER DOES

STUDENT DOES

EST.
TIME
teacher 2 Minutes

Introduce the concept of the lesson


to the students
List different reference materials on
the board.
Engage in a discussion about
reference material
Write the six main reference sources
on the board along with the
definition.
Demonstrate finding information in
a reference text.
Assign partners
Pass out the paper that states what
the students are looking for
Assisting students as they complete
the activity

Actively listen as the


introduces the lesson
Brainstorm
different
reference 5 Minutes
materials
Engage in a discussion about
reference material
Fill in the blanks on the pamphlet.
7 Minutes
Watch as the teacher locates
information in the sources.
Cut and label the pamphlet
Listening to the direction of the 15
teacher
Minutes
Reviewing the strip of paper
Selecting the correct reference
material

Rider Student Teaching Lesson Plan Format

CLOSING

Locating the information


Completing worksheet
Returning to seat
Drawing images on the pamphlet
Explain the activity to the students
Listening to directions
5 Minutes
Call on silent students to participate Waiting silently to be called on
in the activity
Matching the definition with the
Supporting student thinking
reference text/watching as their
classmate matches
Wrap up lesson
Listen as the teacher wraps up the
lesson

Directions for chart:


For the lesson that I will observed, please fill out this chart. For all other lessons, you may use the part
before this chart, or continue to use this chart.
In the column The teacher is: you will write what you are doing and a teacher minute by
minute, for example: reading short story. Taking attendance, conferring, etc.
In the column, Students are , you will write what the students are doing minute by minute,
for example: listening to read aloud, reflecting upon writing, clapping out the syllables, etc.
Write an estimation of the time that you believe it will take to accomplish each of the tasks.
(This is very difficult to do when you are just starting out)
The concept here is that beginning teachers tend to plan for what they will do to present the
lesson to the students. They generally do not consider what the students are doing minute by
minute, in response to what they do. Likewise, beginning teachers need to plan for what they
will do when the students are engaged in learning. Teaching is a contact sport, everyone in the
room is engaged throughout the lesson.