Teacher Education Lesson Plan Template

Teacher: Joanne Van Zyl Date: 2/11/19 Day 1

Title of Lesson: City Green Read-Aloud Cooperating Teacher: Pamela Crichton

Core Components
Subject, Content Area, or Topic
Language Arts, Reading
Student Population
3rd Grade

Learning Objectives
ELA.3.1.1 The student will communicate effectively during discussions and group settings
ELA.3.4.4 The student will use context to clarify meaning of unfamiliar words
ELA.3.5.4 The student will make, confirm, or revise predictions.
ELA.3.5.6 The student will ask and answer questions about what is read.
ELA.3.5.13 The student will summarize a story, using signal words for sequencing and focusing on
story elements, setting, central goal or conflict, important characters and events.

Virginia Essential Knowledge and Skills (SOL)

2.1 The student will use effective communication skills in a variety of settings.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
City Green by DyAnne Disalvo-Ryan
Student Process Logs
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
 Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set

TTW will show the students the book City Green, and ask the students can predict
the story is going to be about based on the title and the picture. TTW also discuss
why we make predictions in TTW ask students to make a T Chart in their process
logs with one side representing their predictions, and the other side representing
what actually happens in the story.

*State the Objectives (grade-level terms)

I will be able to discuss with my partner the story elements in City Green.
I will use context clues to understand words I don’t know in the story.
I will make predictions about what will happen next in the story and compare them
to what actually takes place.
I will be able to form questions about what we read and use the story to answer my
questions.
I will be able to summarize what the whole story is about.
I will identify the the main idea or conflict in the story.
I will be able to recognize the setting, main characters, and main events in the
story.

*Instructional Input or Procedure

TTW read City Green to the students. TTW pause to discuss idioms such as “hard as
nails” and what we can predict about Old Man Hammer. TTW write in their process logs
their predictions.
TTW continue to read the story and pause in the middle of page 8. TTW ask the students
to discuss with their reading buddy what their prediction of what Miss Rosa and Marcy will
do next after talking to Old Man Hammer and record this down in their process logs.
TTW pause briefly to ask the class what Mama means by “sour grapes”.
TTW pause and have reading buddies predict why they think Old Man Hammer is so
miserable and record what they think in their process logs.
(might do this the next day for inferencing his character) TTW pause and have students
discuss with their reading buddy what they can infer about the pictures on Old Man
Hammer’s nightstand.
TTW finish the story and ask students to identify the main characters, conflict, and
resolution of the story.
TTW go over each prediction the students have and compare them to what actually
happened in the story. In the right hand column of their process logs, the students will
right the stories’ events.

*Modeling
TTW go over how to use story elements to make predictions of what will happen in the
story.
 *Check for Understanding
TTW have students compare their predictions to the actual events of the story with their
reading buddies.

*Guided Practice
TTW read City Green to the students. TTW pause to discuss idioms such as “hard as
nails” and what we can predict about Old Man Hammer. TTW write in their process logs
their predictions.
TTW continue to read the story and pause in the middle of page 8. TTW ask the students
to discuss with their reading buddy what their prediction of what Miss Rosa and Marcy will
do next after talking to Old Man Hammer and record this down in their process logs.
TTW pause briefly to ask the class what Mama means by “sour grapes”.
TTW pause and have reading buddies predict why they think Old Man Hammer is so
miserable and record what they think in their process logs.
(might do this the next day for inferencing his character) TTW pause and have students
discuss with their reading buddy what they can infer about the pictures on Old Man
Hammer’s nightstand.
TTW finish the story and ask students to identify the main characters, conflict, and
resolution of the story.
TTW go over each prediction the students have and compare them to what actually
happened in the story. In the right hand column of their process logs, the students will
right the stories’ events. ed Practice

*Independent Practice
TSW discuss with their reading buddies predictions they have about The City Green.
TSW create a T chart with their predictions in the left column and the actual events in the
right column.
TSW compare their predictions in the story to the actual events.
Assessment
none

*Closure

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date