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USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes

Grade Level Being Taught: 3rd Subject/Content: ELA/Character Group Size: Date of Lesson: 2/6/18
Actions and How They Effect a 21
Story

Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.3.RL.1.3: Describe the relationship between a series of historical events, scientific ideas or concepts,
(You should include ALL applicable or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
standards. Rarely do teachers use LAFS.3.RL.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text
just one: they’d never get through to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
them all.) LAFS.3.RL.3.9: Compare and contrast the most important points and key details presented in two texts on
the same topic.

Essential Understanding Students will understand how different characters and their actions affect events in a story. They will be
(What is the big idea or essential able to text code to find evidence with a purpose in mind using techniques that have been introduced
question that you want students to throughout the year.
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 will be able to text code to find evidence that shows characters’ actions effect the storyline, to be
students know and be able to do used at a later date.
after this lesson? Include the
ABCD’s 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-
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Character Group Size: Date of Lesson: 2/6/18
Actions and How They Effect a 21
Story

write the sentence in 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: I am teaching this objective because it is the next in the planning guide, and is relevant to the performance
 Why are you teaching this task at the end of the week. This is day one with this story, and sets the foundation for the next two weeks
objective? of lessons. I am teaching it in this way because it is a way that students are familiar with, and are good at
 Where does this lesson fit for the most part. It is important for students to learn this concept because they need to know that stories
within a larger plan? don’t just happen, and that characters and what they do drive narratives.
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?

Evaluation Plan- How will you Formative Assessment-Note taking sheets divided into four squares with the back for the character notes
know students have mastered Summative Assessment-(at end of week) Students will write to answer a prompt talking about the
your objectives? characters’ actions and how they effected the story

Address the following:


 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Character Group Size: Date of Lesson: 2/6/18
Actions and How They Effect a 21
Story

What Content Knowledge is


necessary for a teacher to teach Teachers need to know the story, and what the characters do and how that effects the story. They need to
this material? know the vocabulary, and have the end goal in mind. They also need to know how students normally text
code, and what evidence the students need to get down. They need to know how to explain the sequence
of events, and how to look for it.

What background knowledge is Students need to know about the definition of sequence of events, and how to text code. They already
necessary for a student to know how to text code as they have been doing it all year, they just need to know what the sequence of
successfully meet these events is and how they can find it and how characters can effect this.
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 their
readiness for this content?

What misconceptions might


students have about this content?

Students might not understand what sequence of events means. They might not understand how
characters can effect a story.

Lesson Implementation
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Character Group Size: Date of Lesson: 2/6/18
Actions and How They Effect a 21
Story

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

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
Start Teacher Start by having students take out their Journeys books, and explain that we will
Where applicable, be sure to be reading a new story today. Introduce Judy Moody, and ask if anyone knows
address the following: about sequence of events. Explain that sequence of events is what happens in a
 What Higher Order Thinking story, where there is a beginning, a middle, and an end. Talk about how our
(H.O.T.) questions will you ask? actions effect the world around us, ask them to give examples of cause and effect.
 How will materials be Just like their actions effect their lives, these characters effect their story, Tell
distributed? them that today we are going to be reading this story, and they will be text
 Who will work together in coding, looking for words they don’t know, questions they have,
groups and how will you preview/predicting, and summarizing the story. On the back of the paper, they
determine the grouping? will put a spot to write down character actions. Don’t tell them who the
 How will students transition characters they are looking for are though. Pass out the piece of paper, and have
between activities? them fold the paper to make four squares. Have them number and mark the
 What will you as the teacher do? squares, with one being preview/predict, two being words they don’t know,
 What will the students do? three being questions they might have, and four being a summary. Have them
 What student data will be mark the back with character actions.
collected during each phase?
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Character Group Size: Date of Lesson: 2/6/18
Actions and How They Effect a 21
Story

 What are other adults in the Students Students will then text code, and be given time to process the story. Teacher will
room doing? How are they circulate, helping where needed and allowing students to find their own way
supporting students’ learning? through the story.
 What model of co-teaching are
you using? After they seem to have read the story once themselves, tell them that you will be
reading it to them again to allow for them to take more detailed notes. Tell them
Teacher not to worry about anything else but listening and taking notes. Reread the story,
stopping to ask if students are noticing actions. Once done, have students put it
in work folder so that they can easily retrieve it the next day.
What will you do if… …a student struggles with the content?

If a student struggles with something, there are two teachers on hand to help explain it. We will also be
going over this more than just this day, so they will have plenty of time to understand.

What will you do if… …a student masters the content quickly?


If they maser content quickly, the students will be asked to make a summary and then go back and really
try to find everything they can about the characters and their actions.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

My students seem to really enjoy talking about conservation and recycling, and they love the Judy Moody
series. They are very excited to do this reading.

If applicable, how does this lesson connect to/reflect the local community?

Conservation efforts are important to all of us. Our world is in danger, and the students should be
knowledgeable about what is happening in the world.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Character Group Size: Date of Lesson: 2/6/18
Actions and How They Effect a 21
Story

Students who need enrichment will be asked to go further in depth and think through what might have
happened if the characters had acted differently in the story.

How will you differentiate instruction for students who need additional language support?

Students who need language support will have it from the two teachers in the room. They can have things
read to them and explained deeper.

Accommodations (If needed) I, J, S, D-ESE-Extra time, stuff read/explained deeper to them


(What students need specific J, R-Redirections
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials Journeys Books


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