Rutherford, Heather – EDSE 444 – Lesson Plan – Sentence Match - 1

Lesson Plan
Teacher Candidate: Heather Rutherford
Title of Lesson: Sentence Match
Grade Level(s): 3rd Grade
Subject Area: Literacy
Location of the lesson (specify if in general or special education class): ILC Classroom
Grouping (highlight: 1:1, small group, large group)

Preparing for the Lesson
1. Lesson Topic: What are the “big ideas?” How does this relate to what students are
currently learning in general education?
 The students will learn to match a simple sentence to an illustration.
2. What are your learning targets for the lesson (i.e., what are your primary and supporting
objective of instruction)? What do you want the student(s) to learn and be able to do at
the end of the lesson?
 When given a simple sentence, the students will be able to match the sentence to the
correct illustration.
3. What Content Standards(s) and/or EEO’s will this lesson address? How does this lesson
relate to the 21st Century skills?
 Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for all Purposes
1. Strategies are needed to make meaning of various types of literary genres
EEO III. Match a simple sentence to an illustration

This lesson relates to the 21st Century Skills by allowing the student to understand
how pictures relate to words.

4. List specific IEP goals that will be addressed during lesson:
 Given targeted, focused, intensive instruction, the students will improve their
functional reading skills as measured by the ILC Reading Rubric.
5. Describe Specific Strategies to be taught/modeled during the lesson. How will you
incorporate the strategies, which have been taught/modeled into the students’ content
courses (math, literacy, behavior).
 I will be using prompting, both verbal and physical.
 I will be using explicit instruction.
 I will be using visual story manipulatives
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Rutherford, Heather – EDSE 444 – Lesson Plan – Sentence Match - 2

These strategies are used in all of the students’ content courses.

6. What background (prior) knowledge do the students need to have to be successful? If the
students do not have this knowledge how will they get it?
 The students have prior knowledge of the relationship of words and pictures from
books and other instructional materials.
7. How will you address classroom and behavior management/grouping issues during the
 The students will be in a small group with the teacher during calendar time.
 I will be using token boards to reinforce positive behavior.
8. Materials and Resources (What do you need? How/where will you get it??)
 Leveled book
 Pictures from book
 Simple sentences from book

Teaching the Lesson
1. Anticipatory Set –
a. How will you get the student(s)’ attention?
o I will ask the students to join me on the rug. I will show the students the book.
b. Review and relate prior learning/lessons.
o I will ask the students to help me go on a “picture walk” with the book.
2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight.
a. What are the specific steps you will follow when teaching this lesson. Be sure to
include the following:
i. what the teacher will teach or model,
 I will show the pictures and sentences
 I will point to the picture and the sentence that matches the picture
 I will explain how the words in the sentence match to the picture
 I will point to another picture and hold up two sentences
 I will choose the correct sentence and explain how it relates to the
ii. how the students will be engaged in the lesson, and
 I will show the pictures and sentences
 I will have the student hold a picture
 I will show/read to the student two sentences
 I will have the student choose which sentence he/she thinks is correct
 I will help the student to explain how the sentence relates to the
iii. how the students will demonstrate their learning (Guided Practice)?
 The students will move to a table.
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Rutherford, Heather – EDSE 444 – Lesson Plan – Sentence Match - 3

Each student will be given a set of pictures and sentences
The students will match the correct sentences to the pictures.

3. What, if any, scaffolding and/or additional accommodations/modifications are needed for
specific student(s)?
 The students in this group have been identified as having a speech/language, autism,
and intellectual disability. Verbal language processing is an issue with this group
and I will have to use prompting and wait time as needed. The students can become
unfocused and off-task very easily. I will have to be cognizant of this and be
prepared to redirect/refocus the students often. The students will each have a token
board. During the lesson the students will earn tokens for being on task. When they
receive all 5 tokens, they will earn a preferred choice.
4. Checking for Understanding- How will you check for understanding? Using Bloom’s
Taxonomy, what questions might you ask your students?
 Knowledge
o What do you see in the picture?
 Comprehend
o What does the sentence mean?
 Apply
 Analyze
o What other parts of the sentence could be in the picture?
 Synthesize
 Evaluate
5. Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
 I will have to see how the students respond to the lesson. I will then reflect on what
worked, and what did not work. With that information I can decide how I would reteach the lesson.
6. How/where will students integrate (generalize) this learning into future
lessons/activities? This is your PURPOSE (how will this relate to real life?).
 In real life the students will need to understand how a picture relates to the word
around it. This is a skill that will be used when trying to understand directions, and
various other written materials that include pictures.
7. Closure:
a. How will you review the content covered during the lesson so students can
demonstrate learning of the lesson concepts (this should be tied to the main
o The students will come back as a group and we will discuss how their pictures
matched the sentences.

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Rutherford, Heather – EDSE 444 – Lesson Plan – Sentence Match - 4
b. How will you formally END the lesson (e.g., Students show/tell what they
learned, answer an “exit” question as their “ticket out the door”, “list 2 things you
learned, and one question you still have”).
o The students will have earned their 5th token at the end of our group
discussion. This will be their time to transition to a preferred activity.
8. Independent Practice: What will this look like? Is there homework? Completion of a
product? Practice a skill learned in class?
o The students are at various independent levels. I will provide worksheets for
the students that can be independent. The other students will be prompted to
show me pictures that match to sentences in the books they read throughout
the day.
9. Evaluation: How will you evaluate/assess student learning (this must be more than
completing classroom work)?
o The next day, during calendar time, I will review the pictures and sentences
we discussed the previous day to see if the students can still match the pictures
and sentences.

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