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

Grade Level Being Taught: 3rd Subject/Content: ELA/Using Group Size: Date of Lesson: 4/2/18
text features to answer 21
questions on text

Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.3.RL.2.4- Determine the meaning of general academic and domain-specific words and phrases in a
(You should include ALL applicable text relevant to a grade 3 topic or subject area.
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.)

Essential Understanding Students will understand that they can use text features, in this case a timeline, to figure out important
(What is the big idea or essential information to understand a text better.
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 will be able to use a timeline to answer questions in a group setting based on a specific passage.
students know and be able to do The teacher will know a student has mastered this when they are able to tell what time period this
after this lesson? Include the timeline shows and how they know.
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-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Using Group Size: Date of Lesson: 4/2/18
text features to answer 21
questions on text

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 to help them understand
 Why are you teaching this how important timelines are and how much information you can get from one. It also fits in as they will be
objective? answering a question later that compares this text and the story of the week, Oliver K. Woodman.
 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?

Evaluation Plan- How will you Formative Assessment- Anecdotal notes while circulating hearing discussion
know students have mastered
your objectives?

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?

What Content Knowledge is


necessary for a teacher to teach Teachers need to know the story, and the questions that need to be asked. Teacher needs to know what
this material? the timeline says and the era it covers.
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Using Group Size: Date of Lesson: 4/2/18
text features to answer 21
questions on text

What background knowledge is Students need to know what a timeline is. They have been over this before as other texts we’ve read has
necessary for a student to used timelines.
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 their
readiness for this content?

What misconceptions might


students have about this content?

Students might not understand what a timeline is. They might struggle to red this passage.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples Individual reading/group discussion
include guided release, 5 Es, direct
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Using Group Size: Date of Lesson: 4/2/18
text features to answer 21
questions on text

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 Have students take out their Journeys books and go to the section “Moving in the
Where applicable, be sure to US Mail”. Go over the learning targets for the week on the sheet printed out.
address the following: Introduce the text, start by having them identify which genre this text is
 What Higher Order Thinking (Informational). Ask students about text features, and if they see any. There
(H.O.T.) questions will you ask? should be pictures, titles, timelines, etc. Then tell them that this is the
 How will materials be introduction to our story this week, and it gives us some information about the
distributed? US Postal Service. Pass out sheets of paper, have them fold twice so the paper is
 Who will work together in divided into fourths and label one box Preview/Predict, one box Questions and
groups and how will you Answers, one Unknown Words, and one Summary. On the back, have them
determine the grouping? answer what era the timeline. Give Students about fifteen minutes to read the
 How will students transition text individually. Bring everyone back together, read over text and ask questions
between activities? in PST, including “How did the Pony Express get its name? Did the name have a
 What will you as the teacher do? literal or figurative meaning? Explain.”, “What does the author mean by the
 What will the students do? phrase on page 302, that the mail was delayed by love?”, What era does this
 What student data will be timeline cover?”, “What factual information does this timeline provide?”, and
collected during each phase? “How do the text and timeline describe the changes that have taken place with
 What are other adults in the the U.S. Postal Service over the years?” Wrap up the lesson by connecting it to the
room doing? How are they real world by bringing up how timelines can show all sorts of things, including
supporting students’ learning? your own lives. Once that is done, have them put the Journeys books away and go
 What model of co-teaching are over the vocabulary for the story this week, using the cards with the words on
you using?
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Using Group Size: Date of Lesson: 4/2/18
text features to answer 21
questions on text

them. Have students do some of the activities on the back of the cards, which
discuss which words match with this one and things like that.

What will you do if… …a student struggles with the content?

Some questions you could ask:


What do we look at first when looking at a timeline?
What year does this timeline begin? When does it end?
How can we tell when it begins and ends?
What topic does this timeline cover?
What will you do if… …a student masters the content quickly?

If a student masters the content quickly, they will be asked to write a quick summary of the text and then
reread the text to work on their fluency.

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 love informational texts, and this text goes deeper into the history of the U.S. Postal Services.

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

The local community uses the Post Office every day.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

If they need additional challenges, they will be asked to create a timeline of their own life while they wait.

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

Students who need additional language support will have teacher help one on one. In addition, these
students will take part in the conversation with the teacher helping out their group.
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Using Group Size: Date of Lesson: 4/2/18
text features to answer 21
questions on text

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 R-504-Extra Time
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!)