Springfield College

Lesson Plan Template

Teacher: Amanda Upchurch Date: Sept. 21, 2015

Subject: Morning Meeting, Writing, Math, ELA Grade Level: 3
Title of Lesson: Lesson Length:15, 45, 90, 30

Overview of the Lesson

Lesson Summary:
My objective for each of the lessons today is to have students work collaboratively, and to
discover the new topics for each content area by using manipulatives and graphic organizers.

Lesson Objectives: The students will be able to

- define ideas and organization
- solve two-step word problems using the four operations
- identify the main idea in a text and supporting details

Materials/Equipment to be Used in Teaching the Lesson:

Morning Meeting: easel with message
Writing : chart paper, writers notebooks, Writing Models Chart (Lead 21)
Math: computer, student workbooks, center activity, times table cards, white boards,
manipulatives
ELA: worksheets, article, chart paper, white boards
Massachusetts Framework Standards: - Common Core Standards?
Writing Standard: 3.W.5CCSS.ELA-Literacy.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
Math Standard: 3.OA.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including rounding.
Reading Standard: 3.RF.4, RI.3.2; 3.RI.10; 3.RI.1
- Read with sufficient accuracy and fluency to support comprehension.
- Determine the main idea of a text; recount the key details and explain how they support the
main idea.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
- By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 2-3 text complexity band
independently and proficiently.
Enduring Understandings:
Big Ideas: The students will understand that
- good writers can organize their thoughts and ideas through text
- good mathematicians use a combination of operations to solve a problem (relate to
the inverse operation - zipper)
Concepts:
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Lesson Plan Template
- organizing (for future essays)/sequencing
- Multi-step
- Main idea
- detail/evidence

Essential Questions:
Why do good writers need to organizer their ideas? How do they organize their ideas?
How do good mathematicians solve multi-step problems?
Why do good readers identify the main idea and support their ideas with evidence?

Content
Factual Content:
Sequencing organization of own writing, identifying the main idea, and supporting answers
with details/evidence, The use of mathematical operations
Vocabulary:
Ideas, Organization, Multi-step, operations, how many more, key details, key word, main idea,
determined, supporting
Tier 1:

Tier 2:
Ideas, organization (?) determined, supporting
Tier 3:
Organization(?), Multi-step, operations, how many more, key details, key work, main idea
Critical Thinking Skills (Reading, Writing, Speech, Listening)
The students will:
- turn and talk(accountable talk) - Discuss
- participate in discussions with the whole group on main idea etc. to explain their
thinking (strategies for math and for how they find the main idea) - Explain/Reason
- complete worksheets for both math and ELA that test their mastery of the content -
Idenity

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Writing
- informal - what did they share, and what is in their writers notebooks
Math
- formal - quiz
ELA
- skill work - handed in ice cream cone sheet and contributions to the group discussion

Resources used in creating this lesson and/or for use during the lesson instruction:
Lead 21
Ready Common Core
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Lesson Plan Template
Modified lesson plan from Mrs. James
Brain breaks found from various sites online and past experiences

Action/Instructional Procedures

Subject Activities Time

Morning Meeting:
- Greet: Cross Circle Greeting-close eyes and when you open them the first person you saw
greet them
- Share: Read morning message on the easel - already written. Check out the news for the
week and remind the students to take home all papers in their cubbies at the end of the
day.
- Activity: Cooper Says- similar to Simon says but no-one is out in this game. Start with 1
direction at a time and as the week goes on add more directions to do (in a row).

Writing:
Crafting 15 min (9:05 - 9:20)
WHAT: Good writers use the writing traits to create and develop their writing.
HOW: Show students the Models Chart p.2 to discuss the details used to keep readers
interested and the way the writing is organized.
Specific details on topic
Clear beginning
Events in order
Clear ending
Students turn and talk about some ideas that they could write about in their writers
notebook.
Composing Meaning 20min (9:20 - 9:40)
Students will collect some ideas that they could write about in their writers notebook.
Hand out index cards for what they will write in their notebooks - How Tos - how would
you explain this task to someone who has never experienced it before (make extra cards for
students desks who have been moved away from the clusters) how to make a sandwich, how
to brush your teeth, how to buy lunch at school-a one group challenge if they seem to get the
concept, how to make an ice cream sundae - give this one to students who tend to not be
engaged).

They could practice writing the order of how to make a peanut butter and jelly sandwich
(logical order - you cannot put down the jelly before the bread) in the practice section of their
notebooks. Ask them to tell me about their day yesterday (time order or chronological order).
Examples for extra help - when explaining/share out to the class.
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Lesson Plan Template

Reflection 5min (9:40-9:45)

Have at least 3 students share their ideas and how was their writing organized (sequence)
Tell them there are other types of organization well learn this year.

Last minute adjustments: The prompt ended up being If I were President of the United
States, I would change . the students were required to think of four changes and explain
why. The students shared what they wrote (quick write for 7 minutes) and I shared one thing
that I wrote as well.

BRAIN BREAK

Math:
Teacher Guided Instruction 20 min (9:45 - 10:00)
What: Good mathematicians solve multi-step word problems.
How: Teacher models solving a multi-step word problem by :
underlining key details
write an equation to match the problem
solve the problem
show my work
What does multi mean? So what do you think a multi-step problem would be?
Real life example - I need to pay my rent this month, so I need to figure out how much will I
have to first save for my other expenses (gas, food, Internet/cable) - should I use this as an
example instead?
Example multi-step problem - Model this on the chart paper as a think aloud but ask the students
along the way if they think that they know what the next step is. Also as I go circle the important
numbers, underline the important information and cross out any extra information. Ask them
why did I do this?

real world example - Ms. Upchurchs rent, I will work with them to first determine the total
amount of my bills and next find out how much money I need to save from my bank account
to pay off those bills.
- talk about how we will need to use different operations
- talk about how different strategies apply
- keep adding information so they are doing a multi-step problem but in sections
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Lesson Plan Template
Steven is reading a book that has 260 pages. He read 35 pages on Monday night, and 40 pages on
Tuesday night. How many pages does he have left to read?
260 pages tells you the total pages to be read.
35 pages is the amount read on Monday.
40 pages is the amount read on Tuesday.
How many pages does he have left to read? is the question you are being asked.
Most students recognize that they need to add together 35 + 40 to get the pages read so far. The
danger is you might think you can stop there.

Adding 35 + 40 will tell you that Steven has read 75 pages so far, but if you go back to check the
question you are being asked, you will see that your answer does not match what you are being
asked. You will have to take another step to get there.

Steven has read 75 pages so far, but you are being asked what he has left to read, not what he has
already read. To get your final answer, you must subtract what he has read from the total pages
to be read: 260 75. Steven has 185 pages left to read.
260 75 = 185

Its important to clearly show that you understand what your answer means. Instead of just
writing 185, write:
Steven has 185 pages left to read.

Ask yourself does this make sense?

Whenever you finish a math problem of any kind, always go back to the original
problem. Think: What is the question I am being asked? Make sure that your final
answer is a reasonable answer for the question you are being asked.
I was asked, How many pages does he have left to read? My answer is: Steven has 185
pages left to read.
My answer is reasonable because it tells how many pages Steven still needs to read. I
added together 35 and 40 to find out the total pages he had already read, and subtracted
from the total pages in the book. The number he has left should be less than the total in
the book, since hes already read some. 185 is smaller than 260, so my answer makes
sense.
Guided Practice 25 min (10:00 - 10:25)
Students complete sheet 6-9 and the teacher confers with the groups. For the front side, each
group will be given one of the three questions (highlighted) and they will do their work out
(using the manipulative handed out by the teacher) to then copy down their work on a white
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Lesson Plan Template
board and share out to the class. Each group will need to have two scribes, two speakers and two
presenters (hold the white board). - tell them that this is what we will work up to.
Remind me: just because we are mathematicians/teachers, does that mean we are not going to
write down our names, the date, show our work and write the answer?
After 7 minutes each group with share out and the audience will need to write down that groups
strategy on their work sheet.
- Ask them to remind me what math should look and sound like and then talk to them
about using the items to help them solve the problem.
- Highlight on student copies or write on an index card and envelope with manipulative
What steps (sequence - writing) helped you to solve the problem? Was it one step or multi-step?
What is a pair (socks group)?
What is a row (sticky notes group)?
What is a set (push ups group)?
Ask each group why I gave them the number of sticky notes, etc. that I did?
Could we have used anything to represent the numbers in the problem? or did we need to use
sticky notes and socks? (a question for the push up group)
Assessment 10 min (10:25 - 10:30)
Already printed, one question quick check
Reflection 5 min (10:30 - 10:35)
What other strategies help good mathematicians solve problems? Number Talks?
Intervention 10 min (11:00)
www.sheppardsoftware.com (will not be used this time)
Mrs. Dixson will facilitate the math game with the students (it should still be capture five)
and I will work on the first two rounding problems with the students, they will show their
work on the paper but we will use white boards as well so that they do not feel like they are
missing out on the game. Each day we will work on two problems and on Friday, we will re-
test with four questions (both the worksheet and the assessment will come from Ready 21) to
check for growth.

ELA:
Fluency 5 min (12:00 - 12:05)
Poem Its Time
I do, we do, you do model
Crafting 20 min ( 12:05 - 12:20)
What- Good readers can identify the Main Idea and supporting details in a selection.
Introduce text by activating schema: ask students to turn and talk about going to a fair. 2 students
share responses.
Read aloud A Century of Progress p. 70-71 Finish Line.
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Lesson Plan Template
How- Identify the main idea of 1 paragraph.
Add onto the anchor chart:
- Ask the students these questions and add their answers to the anchor chart
Re-read the text.
Ask what is the paragraph mainly about?
What important details support the main idea?
Use a graphic organizer.
What is the topic of the selection?
Where is the main idea located in selection?
I modeled and talked with them about being an active reader. Thinking aloud about definitions,
making connections and underlining when reading (we went over an article that was later used
for an ice cream scoop graphic organizer on main idea and detail). I want to use this same text
with them over time so that they would grasp the ideas.
Composing Meaning 20 min (12:05 - 12:20)
?Teach during skill work? with ice cream scoop image/worksheet?
Someone tell me how to make an ice cream cone? Draw model on the chart paper - explain the
main idea as the base and the scoops as evidence. Make an extra copy and fill out the ice cream
cone On our readings when we think we found a main idea we will mark it with a cone, and
details with scoops so that we can easily go back to fill in the graphic organizer. Explain that
today we are going to use the ice cream cone but tomorrow we will start by using (show
example) the main idea and detail graphic organizer.
Students will use the graphic organizer to identify the main idea and key details of another
paragraph using the selection from Craft.
To do this I will use the ice cream scoop model - the main idea is the base, or the foundation and
the ice cream scoops or toppings add to the main idea to help good readers better understand the
story. Ask them why is it important that good readers identify the main idea?
- understand the authors message
- learn from the text
- know if it is a just right book - if you do not know what the story is about, then you might
need to re-read or the book might be a read in the future book
- enjoy the text
- make connections
Reflection 10 min (12:20- 12:30)
2 students share their recording sheet

BRIAN BREAK
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Lesson Plan Template
12:30 - 1:30 Small groups, rotate every 20 minutes
Word Work - Mrs. Dixson (potentially observe if the students in
independent reading read and fill out their logs on their own)
Skill Work - Independent Reading and complete daily logs
Guided Reading - Mrs. James left two articles with questions for
the students to complete.