Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name:

Grade Level: 3rd Grade
Subject:
Date:
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

• RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.
• RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
• RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
• SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
• Students will be able to identify the difference between Frank and frank, depending on the context and
other clues within the text.
• The students will be able to explain and talk about the book after I read it, and they will be able to tell me
who the main character is throughout the story and what the big overall problem is that he was having.
• The students will be able to fully understand what a compliment is by telling one of their classmates
something that they like about them after we have finished reading the story.

List the materials/resources you will need to teach the lesson.

“Being Frank” by Donna W. Ernhardt

Illustrated by Andrea Castellani

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

• Working with these students before-hand has given me an idea that there is a big diversity and education
levels throughout the classroom.
• I have been given the chance to work with these students during an in-class activity that allowed
for me to see how third graders work and what keeps their attention.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.

I will talk to the students before beginning the book about the importance of looking at me while I am reading so
that they do not miss out on any important details that may come in handy later in the story. I will also be stopping
at two or three different times throughout the story to ask them to talk to their table mates and discuss what is
happening at that exact time. By doing that, I will be using all-inclusive teaching that will allow for the students to
stay engaged and continue thinking about what else is to come in the story.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

• I will walk into the classroom excited about reading them this book.
• I will begin by telling the class that my name is Miss Wieseler and that I am currently in the process
of becoming a teacher and hope to someday teach third grade.
• After telling them my name and a little about me, I will tell them that I am in their classroom this
morning to read them a very important story that will help them become even better students in
their classroom.
• I will tell them that the name of the book is “Being Frank” and ask if the students to raise their hand
if they have ever read this story before.
• After seeing if any students have read the book, I will tell them that they have to pay close
attention to all of the details, so they do not miss out on anything important.
• I will begin reading the book and stop after page 1.
• I will ask the students to turn to their table mates and talk about what they think it means when
the book says, “Frank was always frank”.
• I will allow approximately 30-45 seconds for the students to talk and give ideas about what they
think that sentence in the book means. During this time, I will give them a 15 second prompt before
their time is up and we have to regroup.
• I will then tell the students that the sentence means that Frank is always being upfront about
everything he says. I will talk about how important it is to be honest, but that there are many
different ways to be honest and helpful while still being nice.
• I will continue to read the book until I finish the page that states, “Everyone was upset, and now
Frank wasn’t so happy either.”
• I will ask the students to once again talk to their table mates about why everyone might be upset
about what Frank is telling them.
• I will once again give them about 45-30 seconds to talk to their table mates about the issue. I will
also be sure to give them a 15 second prompt before regrouping once again.
• After regrouping, I will ask the students to raise their hand if they think there are better ways to
talk to their friends, family members, teachers, and other adults.
• After everyone raises their hand, I will tell them that there are other ways to talk nicely and be
honest towards people and that hopefully Frank figures out some ways to be nice.
• I will finish reading the story to the students and proceed by telling them that we now see that
there are so many different ways that we are able to be honest and nice to people while also telling
the truth.
• I will tell the students that to finish off my time with them, I would like them to go around in a circle
with their table mates and tell each person at their table something that they like about the person
to their right.
• I will help make these directions clear by using a table up in the front as an example to make sure
the students fully understand the directions.
• Before I leave, I will regroup the students and thank them for having me in their classroom.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

We will be reading this book as a class to learn the importance of honesty and how to portray themselves
towards other students and their teachers when telling them the truth. We will talk about different ways
that the students could continue to be honest and respectful. We will work together as a class to being
open to new ideas and compliments. While we are reading the story, we will get into small groups (based
on the groups their desks are already in) and talk two times. The first time, the groups will talk about the
sentence “Frank is always frank.” The second time, the students will talk about why people are so upset
with Frank and what he could do differently. We will finish our time together by getting into our groups
once more and talking about compliments and giving someone else a compliment.