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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:


Third Grade
English Language Arts

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you


teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in

LAFS.3.RL.1.3- Describe characters in a story (e.g, their traits, motivations, or feelings)


and explain how their actions contribute to the sequence of events.

In this activity, students will be able to identify and describe characters in a story
and explain how the actions that character choose affected the story.

Many stories give a moral on how choices and mean character traits can
negatively impact the characters lives. I hope that by learning this standard,
students can fully comprehend the true consequences of their actions and change
their personal traits to grow into the best people that they can be.

Students will be able to explain how a characters traits and motivations contribute
to the sequence of events in the given nonfiction text The Year of Miss Agnes.
These question stems will be differentiated to delve into various levels of
understanding of character traits using Blooms Taxonomy.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

future tense D: with no errors


in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Why are you teaching this objective?


I am teaching this objective because I want my students to understand that characters
can affect the plot greatly.
Where does this lesson fit within a larger plan?
The portion of the standard that I am focusing on in this lesson is the second portion
(the bolded portion of the standard). This fits in with the larger plan because it scaffolds
into the larger idea that the plot of a story is affected by many things.
Why are you teaching it this way?
I am teaching the lesson using differentiated cubing because I wanted to encourage
growth for all my students at the appropriate levels while discovering the same
concepts.
Why is it important for students to learn this concept?
It is important to learn this concept because it helps students practice how to utilize
their evidence to support what they want to say.

Evaluation Plan- How will


you know students have
mastered your objectives?
Address the following:
What formative evidence

Formative: I plan on utilizing multiple elements of formative assessment throughout this


lesson. The first form of formative assessment will be through the activity Question
Cubes. Students will roll a cube which will all contain questions about the characters
presented in the first chapter. This activity is highly based around dialogue; therefore,
another formative assessment will be through student on time engagement. This will be
based on whether the students are engaged in conversation. The last formative

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

will you use to document


student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge


is necessary for a teacher
to teach this material?

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

assessment that is built into this is a 3,2,1 Exit Ticket which will have the student identify
3 things that they have learned, 2 things they still need to learn and 1 thing they want to
learn.
Summative: In an upcoming lesson, students will re-do the pre-test that was given
before the lesson. The increased proficiency will indicate whether the students made
gains.

Students should be at a point where they have mastered how to identify character
traits, however, after viewing the data gained from the pretest results, I have
added some time to review this standard as a class.

Vocabulary:
Plot
Character Traits
Citation
Evidence
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about

How will you ensure students have this previous knowledge?


I will ensure that students have this knowledge by conducting a pre-assessment based on
the standard. This pre-assessment is attached at the bottom of this document.
Who are your learners?
My learners are a group of third graders. The demographics are 10 boys: 9 girls. 1
Hispanic student, 2 Asian students, 2 mixed students, 2 African American students, and
12 Caucasian students. Considering students whom receive services we has 2 students
receiving ESE services, 1 receiving speech services and, 1 receiving ESOL services.
What do you know about them?
I know that these students thrive at learning through conversation.
What do you know about their readiness for this content?
I know that that the majority of my students have not grasped the first part of this

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

their readiness for this


content?
What misconceptions
might students have about
this content?

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

standard based on my pre-test data

I believe that students will have a great difficulty understanding what it means to
support your clam using evidence because only one student demonstrated this skill on
the pre-assessment.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be

Modeling: The teacher will model one question How can a characters traits move the
plot of the story?. The Teacher will facilitate a foux conversation of how to reach a
conclusion in a group using the cubes.
Differentiated Cubing: The students will all receive varying depths of questions
regarding the same topic.

Time

Who is
responsibl
e (Teacher

Step-by-Step Plan
(What exactly do you plan to do in teaching this lesson? Be
thorough. Act as if you needed a substitute to carry out the lesson

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

thorough. Act as if you needed


a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Read
Aloud
/whol
e
group
discu
ssion
20
mins.

or
Students)?
Read
Aloud:
Teacher

35
mins
Question
Cubes
Activity

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

for you.)
Where applicable, be sure to address the following:
1. The teacher introduce the read aloud book The Year of Miss
Agnes.
2. The teacher will set expectations for the read aloud and give
purpose to the read aloud by mentioning to listen for
character traits.
3. As the teacher is conducting the read aloud, the teacher will
pause to reflect on questions. The teacher will model how to
pause and ask questions about the text with a focus on
character traits. These Questions will be focused on the first
part of the standard which consists of identifying character
traits within a story.
4. As the teacher reads, they will give intermittent breaks to
briefly track who the characters are on the white board.
5. After the read aloud is conducted the teacher will select a
student to recap what happened in the story. The teacher will
repeat and rephrase what happened in the story
6. The teacher will introduce the Question Cubes Activity.
7. The teacher will model on the ELMO how to answer a
question. (the question will be How can a character trait
move the plot of a story?
8. Students will be broken into pre-determined groups based on
IRLA level.
9. Once students are broken into groups the teacher will then
hand out the question dice and Question Cubes Worksheet.
10.Students will elect one person in the group to record what the
group is discussing. The support groups conversation will be
facilitated by the main teacher of the classroom while the
enrichment students conversation will be facilitated by the
intern.
11.Students will turn in their recorded sheets.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

What will you do if

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

a student struggles with the content?


If a student is struggling, then the first thing they should do is to seek help from another
person in their group. If the group is confused on the content, then they are to raise their
hand for assistance from one of the collaborating teachers in the classroom.

What will you do if


a student masters the content quickly?
If students master the content quickly then they may work on their narrative stories.
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The text The Year of Miss Agnes, reflects the diverse culture of Alaskan natives. This
relates to the informational social studies text which they enjoyed learning about
previously. This activity also encourages discussion which these students enjoy.
If applicable, how does this lesson connect to/reflect the local community?
The way that this text applies to their classroom community is not obvious. This book is
about a student with a disability. This student has no sense of hearing. Over the course of
the novel, I want students to realize that students whom receive ESE services, are not
unintelligent and should be accepted into their classroom.
How will you differentiate instruction for students who need additional

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

challenge during this lesson (enrichment)?

I will enrich my black level readers (Analysis/evaluation) A.l., J.u., P.e. and, T.y.

by giving these students questions which tie into their IRLA black level
power goals. This involves the analysis level of Blooms taxonomy.

How will you differentiate instruction for students who need additional
language support?
This lesson has been created with A.b. in mind. A.b.s English proficiency is classified as
intermediate fluency. Because A.b. still has difficulty with academic English, I have made
this lesson highly based on dialogue. This can help A.b. practice his academic English by
practicing in a non-threatening environment.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

ESE Accommodations
M.C.: Student will be paired with a peer (P.e.) who will help the student stay on task. This
student will also be grouped into the support group which has a teacher to facilitate
instruction.
T.R.: This student will be grouped into the support group which has a teacher to facilitate
instruction.
*Teachers note- Although my students who receive ESE services are pulled out, I would
ideally use these accommodations for them.
ESOL Accommodation
A.B.: Student will have a conversation with the teacher to clear any misconceptions on
any unknown words during the activity.
Other Accommodations

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

D.O.: Student will be given multiple direction cues to be guided back on task. The
strategies utilized will be pointing to the assignment, redirection through asking the
student a question on the material and, using this students name as an example when
appropriate.
Cube Question Worksheet (Question Stems)
Differentiated question cubes leveled by IRLA level
Pencils
3,2,1 exit tickets
Teachers copy and class set of The Year of Miss Agnes and class set.
Teacher Aid (in this instance the teacher themselves)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Groups

Differentiated
Question Stems

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

Group 1Blue (1R): break up questions into smaller pieces. (knowledge)


Donnie, Demari, Evan , Triston (shared paper)
Group 2 1R (comprehension) Abdiel, Gianna, Trinity, Mac
Group 3 2R/White (Application) Sophia, Tobey, Aliyah,
Group 4 2R/White (Application) Makayla, Sebastian, Tatum, Emma
Group 5 Black (Analysis/evaluation) Allyssa, Julian , Peyton, Tyler.
*Highlighted students will not be in this activity because they will be pulled out for
ESE accommodations. However, if they were partaking in this activity, they would
be in these groups.
Chapter 1:
The Year of Miss Agnes Question Cube
KNOWLEDGE:

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

1. Who is the main character?


2. With your partner, make a list of character traits that the main character
has.
3. Which character was always laughing? What character traits does this action
show?
4. It was Sam White laughing, too. Sam thought nearly everything was funny
This is a citation from page 1. What is the best character trait to describe
Sam based on this citation?
5. The character trait that the old teacher has is mean. As the old teacher left
the Alaskan school yells a student and says You smell of fish! On page 3.
How does her insult to the students support her character trait?
6. How can a character trait move the plot? Turn and talk with your partner.
COMPREHENSION:
1. Give an example of when a character was mean. Cite your evidence and use
your citation to support your claim.
2. Which character was always laughing? What character traits does this action
show?
3. It was Sam White laughing, too. Sam thought nearly everything was funny
This is a citation from page 1. What is the best character trait to describe
Sam based on this citation?
4. The character trait that the old teacher has is mean. As the old teacher left
the Alaskan school yells a student and says You smell of fish! On page 3.
How does her insult to the students support her character trait?
5. What is the most important character trait that you think the main character
has? Talk to your group about why you think that trait is the most important.
Cite evidence why you chose this trait.
6. How can character traits move the plot of a story? Turn and talk with your
partner.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

APPLICATION:
1. Sam says This ones got a little mileage. You kids are not going to get away
with nothin! Explain to your group how you think this new teacher will
affect the main character (Frederika)?
2. Give an example of when a character was mean. Cite your evidence and use
your citation to support your claim.
3. How can a character trait move the plot? Turn and talk with your partner.
4. The character trait that the old teacher has is mean. As the old teacher left
the Alaskan school yells a student and says You smell of fish! On page 3.
How does her insult to the students support her character trait?
5. What questions would you ask about the new teacher who is coming? Share
your questions with the group.
6. Predict what you think this new teacher will change in the classroom. Will it
be for better, or for worse? Share your predictions with the group.
Analysis/evaluation:
1. On page 5 Sam says This ones got a little mileage. You kids are not going
to get away with nothin! Explain to your group how you think this new
teacher will affect the main character (Frederika)?
2. Viewing what the old teacher said to Plasker on page 3, What character
traits do you think the old teacher has? Do you think these are good or bad
character traits?
3. It was Sam White laughing, too. Sam thought nearly everything was funny
This is a citation from page 1. Based on the character traits that Sam has,
can you think of any T.V., movie or, book characters that have similar
character traits? Share with your group.
4. Talk with your group about how Fredrikas mother feels about school. How do
you think the moms attitude about school will affect the plot?
5. How can a character trait move the plot? Turn and talk with your partner.
6. On page 4 Fredrika says it was always the ones who smiled all the time and
pretended to like everything who didnt last. What character traits do all of

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
Third Grade
English Language Arts

Group
Size:
3-4 per
group

Name: Ellyn Foster


Date of Lesson:
11/14/2016

the teachers who left based on this citation share?