SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

DETAILS
CK
Kathleen Adler
English Language Arts
3rd Grade
3 days 40 minute class period
Comprehensionrequiresandenhancescriticalthinkingandisconstructed
throughtheintentionalinteractionbetweenreaderandtextinformationto
gainorexpandknowledgecanbeacquiredthroughavarietyofsources.
Howdostrategicreaderscreatemeaningfrominformationalandliterarytext?
Howdoesinteractionwithtextprovokethinkingandresponse?
Whatisthistextreallyabout?
Howdostrategicreaderscreatemeaningfrominformationaland
literarytext?
Whatisthistextreallyabout?
Howdoesinteractionwiththetextprovokethinkingandresponse?
C.C.1.2.3.A. Determine the main idea of a text;
recount the key details and explain how they support
the main idea
C.C.1.2.3.B Ask and answer questions about the text
and make inferences from text; refer to texts to support
responses.
C.C.1.2.3.C Explain how a series of events, concepts,
or steps in a procedure is connected within a text, using
language that pertains to time, sequence, and
cause/effect.
C.C.1.2.3.G Use information gained from text features
to demonstrate understanding of a text
C.C.1.2.3.H Describe how an author connects
sentences and paragraphs in a text to support
particular points.
C.C.1.2.3.I Compare and contrast the most important
points and key details presented in two texts on the
same topic.
BICS: Having mini stations to discuss thoughts about
the book and what they know about the culture that
Flat Stanley will be going to next.
CALP: Then having a lesson on China itself or any other
country that we will be talking. Nothing-extensive just
main points about the culture and maybe some type of
food to go with it.
SIOP: Having a grab bag with vocabulary so the
students can get acquainted with the words that they
will be working with in the book. Also at the end of the
project of Flat self we would have a mix and match so
the students can show the other students about their
projects and have interactions with each other.
SEI: Giving the student the instructions in his or her

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

native language. Also having them use their native

language to talk to other individuals about the story
and project, so they can also use this to connect this to
English and their own culture.
Inthisunit,studentswillexploreandcreatemeaningfromfictiontexts.
Studentswill:
Makepredictionswhenreadingfiction.
Makeinferenceswhenreadingfiction.
Exploreandidentifytheuseoffactsandopinionsinfiction.
Objective: Learning about different cultures and making
connections to the students lives.
A: Audience- Students
B: Behavior- Culture
C: Condition-Group work
D: Degree- To understand other cultures and how to
connect this to their own lives.
For students:
Still having a buddy to read with
Stopping once ever so often and write questions and
discuss what is going on in the story so they have an
understanding about what is occurring.
Going around and helping and pointing to key
vocabulary they need to know
Also ask Comprehension questions to make sure they
are grasping the story.
For ELL Students
Having a buddy with them while the short story
Stopping after each paragraph and having them answer
questions that they might have about the book they are
reading
Having them draw pictures of what is happening in the
book
At the end of the story you will have them create their
own flat self and so they can take them on an
adventure as well
Speaking: having them read aloud with their buddy and
taking turns between the readings.
Writing: Having the students use sticky notes to write
down questions and vocabulary words that they may
not be familiar with.
Reading: Checking understanding by having them point
to pictures of words and repeat the words with their
partners.
Listening: Observe as the students following the
directions and having them talk about the terms that
they have.
Family: Did their family live in Japan? What part? How

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

was your life in Japan similar to the stories adventures?

Also having your family share their experiences with
their children.
Culture: Have the vocabulary match with what their
culture had since the story is based in Japan included
different types of foods and even different historical
places, and even some Japanese words.
Going around and helping and pointing to key
vocabulary they need to know
Also ask Comprehension questions to make sure they
are grasping the story.
Use of technology to get writing notes and to take
pictures of their adventures with their flat self.
Even using a Kahoot for review of the vocabulary for
the students.

ELL Students:
Create Post it notes with their questions, that they can
discuss with their partner.
Videotaping their reading
Taking pictures of their flat self adventures
Providing an organizer and worksheet that will help to
them get through the assignment.
Also include the template to create their flat self.
Create a Listening Watch Center for ELL to hear their
video recordings so they know what they are saying.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Having the book correspond with their culture and
home.
Hook/Lead-In/Anticipatory Set
Teacher will give the instructions on what to do and
discuss the vocabulary with the students
ELL Students will repeat the vocabulary word back with
their buddy and also say what it would be in Japanese

Explicit
Instructions

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Big Idea Statement

Teacher will have the students read aloud the Big
Idea on the board. Point to Big Idea on Board
Essential Questions Statement
Teacher will then ask essential questions for the
lesson. Then the teacher will response to the class
and provide assistance if needed. Having a
student in front of the class and pointing to the
words for other students to read will help with
learning the pronunciation.
Objective Statement
Teacher will tell the students and give a brief
overview of the story that they will be reading
today. Explaining the instructions and vocabulary
again for the students. Teacher will show a picture
of the vocabulary word.
Transition
Students will get into groups, which would be
assigned, to them.
Key Vocabulary
Sushi, Ninja, Japan, Sumo Wrestler.
Having the Japanese Translation of all the terms.
Reassessment of Students
Having the students read aloud to each other and
filling out sticky notes and stop and discussing
what is occurring in the book as they read.
Provide a worksheet to fill in little things as they go
through the reading.
Modeling of the Concept
Guiding the Practice
Going around and observing what the students
are doing and making sure they are
understanding the context to the fullest and
making sure they are grasping the idea behind
the book.
Spending more time with the ELL Students to ask
them comprehension questions to assess where
their thought process is.
Providing the Independent Practice
Having the students take care of reading and having
them have their questions and answers together and
having them understand what the next project will be.
Handing out the template of the Flat Self.
Handing out crayons, markers, and pens, so they can
create their flat self
Start to discuss the homework that will occur and when
it will be due.
Transition

Giving the students a closing and homework

where they will give the flat self to their parents
or even an other adult to take around and take
pictures of them living the life that they live.
Adaptations/Accommodations for Students with Special
Needs
See in Red within the Document
Evaluation of
Formal Evaluation
the
The worksheet and sticky notes to know where their
Learning/Master
understanding is with the story
y of the
Informal Evaluation
Concept
Teacher will assess using a checklist
Asking the questions at the beginning and making sure
the students got the end product that the teacher was
actually going for. If not going back in and reassess will
be a good idea.
Closure
Summary & Review of the Learning
What was the objective today? How did you meet
it? What issues did you confront while mastering
the story?
Homework/Assignments
Having them take the flat self and sharing it with their
family so they have a mini home project that they will
complete.
Reading
Flat Stanley's Worldwide Adventures #3: The Japanese
Materials
Ninja Surprise
Technology
Flat Self Template
Equipment
Crayons, Markers, Pens, Pencils, and Colored Pencils
Supplies
Worksheet about the story
Sticky Notes
Projector
Chalk board or Smart Board
Teacher
Self-reflection