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Version of UMF Unit-Wide Lesson Plan Template

Name: Jennifer Pinkelman Program: Student Teaching Course: EDU 450

Lesson Topic/Title: Yonder Mountain (ELA/Reading)

Lesson Date: 2/1/17 Lesson Length: 90 min Grade/Age: 3rd

Learning Objectives (Targets):
1. Students will identify the vocabulary words and use them correctly in a sentence.
2. Students will compare and contrast characters from a story using a worksheet.

1. I can define the vocabulary words and use them correctly in a sentence.
2. I can compare and contrast characters from a story using a worksheet.

Content Standards: Content Standards Alignment & Justification:
CCSS.ELA-LITERACY.L.3.4.A Students will review the weekly vocabulary
Use sentence-level context as a clue to the words with the teacher. The teacher will cold
meaning of a word or phrase. call on students to ask for the definitions and
to put the words into sentences orally.
Compare and contrast the themes, settings, and
plots of stories written by the same author about Students will practice comparing and
the same or similar characters (e.g., in books contrasting characters on page 171 in their
from a series) work notebooks.

Assessment: Pre-Assessment/Formative Assessment (Data & Student Feedback):

Pre-Assessment: The teacher will ask students if Pre-Assessment: The pre-assessment is done in a
they know what a homograph or homophone are. whole group setting. Students have many
The teacher will ask for the definition and opportunities to respond.
examples, before she explains the two topics and
gives examples of each.

Formative: Students will complete a compare and The teacher will use formative assessment when
contrast worksheet on page 171 in their she checks over the students compare and
workbooks. The teacher will look over their work contrast worksheet in their work notebooks. The
done in their work notebook and review any
teacher will make a note if students can identify
errors with the student. The teacher will also use
formative assessment during group discussions. the vocabulary correctly and use the words in a
The teacher will call on different students to sentence.
identify the vocabulary words and put the words
Revised 07/16
into sentences.

Integration of Other Content Areas: (If appropriate)
There is no integration of other content areas.

Instructional Strategies to Differentiate Whole Class Instruction:

Cold Call. The teacher will cold call on students to identify vocabulary words and to put
the words into sentences.
Whole group. The teacher will use whole group instruction and discussion to allow
more peer collaboration.
Media. The teacher will play a six-minute video of a Native American Legend being
Wait time. The teacher will provide wait time when asking students to identify
vocabulary words and to put them into sentences.

Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

C, I, and A: These students have difficulty sitting next to each other on the rug in a whole
group setting. I will make sure that they are seated in an area that is not distracting to them or
others on the rug.

S: She takes longer to process information and write down her thoughts. She will not be
expected to complete the entire worksheet in the workbook.

Technology Integration: (if appropriate)

Six-minute video The Reading Rainbow: The Legend of the Paintbrush

Materials and Resources for Lesson Plan Development
-Laptop (for video)
-Purple notebook (pg. 171)
-Subject-verb agreement sentences
-Homograph/Homophone examples

Teaching & Learning Sequence:

Revised 07/16
Vocabulary Review
The teacher will pick will four vocabulary words for students to act out. The students who are
not acting out the vocabulary words will write down the answer on mini white boards. The
teacher will use the mini white boards for the rest of the vocabulary review. The teacher will
ask students to write a sentence using the vocabulary words and draw visuals using the mini
white boards.
Homograph/Homophone Introduction
Homograph: The teacher will read the definition of homograph:
A group or pair of words that are spelled the same way but have different meanings.
The teacher will then give examples:
Bat winged animal / what you use to play baseball
Fan fan that blows air / fan like a cheering fan
Park park a car / park that you play in
Saw seeing with your eyes (past tense) / a tool for cutting wood

Homophone: The teacher will read the definition of homophone:
Words that are spelled differently but sound or pronounced the same.
The teacher will make a T-chart on the board. She will write the words one, hole, here, and
there on the left column. The teacher will take volunteers to write the pair that sounds the
same but is spelt differently and has a different meaning.

Students will then return to their desks and complete page 179 in their notebooks on
homographs and homophones. They will have no more then 10 minutes to complete this page.

Subject-Verb Agreement Review
The teacher will use the previous nights homework to review subject-verb agreement.
Students will get their homework back and the teacher will have students raise their hands to
go over a sentence of their choice. The teacher will review five sentences. This is to help them
correct their own work and to review subject-verb agreement too.

Compare/Contrast Worksheet
The teacher will review compare and contrasting with characters. The teacher will review the
double bubble chart that students created with partners the previous day. The teacher will
point out a good detail from each partner and share it. Students will complete the worksheet
on page 171 in their workbooks. They will have no more than 10 minutes to complete this

Video Reading Rainbow: The Legend of the Indian Paintbrush
The teacher will play the six-minute video of the Legend of the Indian Paintbrush and lead a
discussion about what students think Yonder Mountain will be about.

Content Knowledge Notes: (if applicable/instructor discretion)

No content notes are needed for this lesson.

Revised 07/16

Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching
Standard #5 Innovative Applications of Content The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical/creative thinking and collaborative
problem solving related to authentic local and global issues.
5 (p) Knows where and how to access resources to build global awareness and understanding, and
how to integrate them into the curriculum.

Alignment/Justification: The teacher will introduce the Native American culture to students
and engage students in conversation related to awareness of differing cultures around the
globe. The teacher will show students a six-minute video about a Native American Legend that
is related to the book they will be reading the following day.

Standard #8 Instructional Strategies The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to access and appropriately apply information.
8 (b) Continuously monitors student learning, engages learners in assessing their progress, and
adjusts instruction in response to student learning needs.

Alignment/Justification: The teacher will use a variety of resources and instructional
strategies to teach students the content and develop deep understanding. The teacher will
build connections with the introduction of homographs and homophones, subject-verb
agreement, comparing and contrasting characters, and the Native American culture. The
teacher will use formative assessment to monitor the progress of students and to adjust

Post-Lesson Reflection:

Today, the lesson went fairly well. My students were really engaged when they were up and
moving. The first activity was acting out the vocabulary words, and that was really
entertaining for them. I will use this information in my future planning to make sure that I
have enough movement in my instruction. I ended up not using the mini-white boards
because it would have been too much of a hassle getting them out and putting them back
again. I decided to have students raise their hand if they knew the answer and then I would
call on them.

Teaching homographs and homophones went smoothly when I began by asking them what
they knew about the two terms and to give me examples of each. The visuals I made (posters)
I think helped some students get a better picture about the differences between homophones
and homographs. There were some people who still needed a review, so I will keep practicing
with them until they are confident with the difference and can distinguish the two. We did not
get to page 179, instead I had them complete a compare and contrast worksheet in their

I continued the lesson with looking over their previous nights subject-verb agreement
homework. This section of the lesson could have gone a little smoother, but I think that going
over a couple of the questions with the whole group made the concept a little clearer for some
people. After looking back over their homework, I did find that the following lesson should
focus mostly on subject-verb agreement.
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I reviewed another target of the week: compare and contrast. I read aloud some of the
characteristics that students wrote on their double bubble charts. I pointed out that when
comparing and contrasting characters, it could be about many things, not just what they like
to do, look like, their family, favorite hobby, personality, but a combination of everything.

Lastly, I showed the video, the Legend of the Indian Paintbrush. I was surprised that this was
the first time that my students were introduced to Native American culture. I had thought that
they learned about Native Americans in previous years. Since they do not know much about
the Native American culture, I really want to be sure that I give them enough information and
detail while they read Yonder Mountain from the Journey book this week.

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