Lesson Plan

Teachers Name: Giselle Mendieta

Lesson Title: Dragons

Subject Area: ELA Grade Level: Third

Allotment: 1 hour

Description of Lesson: Students will use technology to support reading

comprehension.
Standards:
CCSS.R.L.3.1 - Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as basis for the answers.
CCSS.RL.3.5 - Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza.
Writing CCSS.ELA---Literacy.CCRA.W.6
With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.
ISTE Standard: Global Collaborator, 7c: Students contribute constructively to
project teams, assuming various roles and responsibilities to work effectively
toward a common goal.
Lesson Objectives: Students will be able to cite evidence from the text and utilize
technology to show their understanding.

Lesson Materials and Resources:

Display Reading Selection On Smartboard: Raising Dragons
Smartboard: Bookmark depth and complexity chart
Dry erase white board markers
White board
Batteries for smart board, remote control
Rug for students to sit on
 Students will have student copy of depth and complexity chart to complete
at desks
Students will have individual mini white erase boards with marker
Readworks, NEWSELA (news english language arts has to do with
expository, non fiction articles for free)
Random student picker application on smartboard.
LEXILE chart. Grade range reading level.
Rubric

RUBRIC- Feedback for Students

Red Yellow Green

1 2 3
1. CCSS.R.L.3.1

How do you know? What does the text say?

2. CCSS.RL.3.5

Prove it! Where does it say that?

3. CCRA.W.6

Did you use Technology to answer questions?

4. ISTE 7c

Did you use technology with a partner?

Introductory Activities: Setting the stage by instructing students they are word
detectives and to find keyword that the author uses to describe characters or
situations in the story. For example, the author may not state that a character is
happy but may say the character had a smile from ear to ear. These will be the
clues that students will search for as word detectives. Also, we will count how
many paragraphs are on the page and number them. We will count how many lines
are in each paragraph so students can become familiar identifying paragraph three,
line two, to use as evidence to prove their point.
Direct Instruction: Display paragraph on smartboard from Raising Dragons text.
Ask students questions about the character mentioned in the paragraph. Ask
students to identify line in the paragraph where they found a clue or an answer.
Show them how to count lines within a paragraph to identify where their clue or
answer is located within the paragraph. Underline it on the smartboard and then
write paragraph one, line three ( P1,L3).
Check for Understanding: Asks students another question about that paragraph
and have them respond with appropriate paragraph number and line number on
their whiteboards.
Guided Instruction: Put up another paragraph have students come up to the the
smartboard and underline the words or sentence that provides an answer or clue to
the question asked. Repeat this activity 4-5 times. Next, display depth and
complexity chart on the smartboard. Have students add their answers to the chart
on the smartboard.
Checking for Understanding: Use of hand-held whiteboards; student responses;
Independent Instruction: Students have the depth and complexity charts at their
desk and need to complete with one-hundred percent accuracy.
Differentiation: Students requiring additional support will rotate with me or the
aide at the kidney table in a small group for review and additional support.
Questions will be differentiated as well as their product. They may not need to
answer as many questions but the two they may need to work on will be completed
with support from the teacher and/or aide. They will use Chromebook to respond
to questions on Kahoot.
Integration of technology: Smartboard, class Dojo (class behavior management
system), Chrome book: Random student picker, Kahoot.
Technology used: Students will interact with a Smartboard to respond to questions
from the story and will refer to specific page numbers and paragraphs to
substantiate their responses with 100% accuracy.
Assessment
1.Teacher observation (hand-held whiteboards), and correct responses when called
to the smartboard.
2. successful completion of depth and complexity chart.
3. Students will respond to questions on Kahoot using their chrome books.
Kahoot Quiz:
Reading: Read each question. Choose the best answer. For answers 2 through 5,
list the paragraph and line where you found your evidence.
1. This story is best described as a. a biography c. nonfiction b. a fantasy d. a
folktale
2. Who is telling this story? a. Ma c. Hank b. Pa d. the girl
3. Which word best describes Pa at the end of the story? a. angry c. sad b. proud d.
worried
4. Why does the girl decide to take Hank to the dragon-shaped island? a. His fiery
breath is too dangerous on the farm. b. She thinks hes annoying. c. Too many
people wanted dragon-grown food. d. She didnt like the popcorn he made.
5. How does Hank feel about the girl in the story? a. He trusts her. b. He thinks she
is a good friend. c. He is thankful to her for raising him. d. All of the above

Feedback to students: A rubric will be used listing the common core state
standards addressed in this lesson that shows student progress on a scale from 1-3.
Adaptations for Special Learners
Special Needs: A passage containing the same information but at a lower
LEXILE level will be provided. (LEXILE refers to the level of difficulty of a
passage or readability and it usually is focused upon the words and the complexity
of the passage) an educational tool which a framework is provided to read and
comprehend at each student level so that the aide and or teacher can provide
additional support. The student may be asked to focus on one paragraph of the
passage rather than the whole page.
English Learners: If they are beginners, they are working with a teacher or aide
on vocabulary that is pertinent to the story along with visuals, pictures, and using
of internet to find pictures matching the terms. If intermediate, the student is paired
with a native english speaker and has sentenced stems that they complete with
assistance from their partner and support from teacher. If student is advanced,
student is also paired with a native english speaker and sentence frames are more
complex. All students would benefit from a copy of the same passage at varying
LEXILE levels.
Re-teaching: Students will work in small groups with teacher to review each
standard/concept for 20 minutes throughout the week.
Enrichment and Extension: Being Global Collaborators: Students will be asked
to cite evidence on a nonfiction article of their choice from either readworks (free
online website) or (News ELA) that provide free online articles that have to do
with reptiles or dinosaurs or caring for pets. Students can then create their own
presentation with a partner using powerpoint or google slides providing
information they learned along with images.