Lesson Plan Template

Name: Emily Richter Grade Level: 3rd Grade

Target Content/Lesson Topic: ELA Date: 10/4/2020
Planning
Essential Question Why is it important to refer to specific information within a text?
What is the essential question that this
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards CCSS.ELA-LITERACY.RL.3.1
Identify relevant grade level standards Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
and Learning Outcomes from the State as the basis for the answers.
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives I can ask/answer questions using information from the text to show I understand the story and vocabulary
What should the students know or be within it.
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be Students will work in pairs practicing how to gather meaning from unfamiliar words that they come across.
divided into groups, if applicable Then, they will read a short story individually to fill out a graphic organizer for words that were unfamiliar to
(homogeneous, heterogenous, random / them. After they complete the reading and graphic organizer, we will come together as a whole group to
based on ability, interest, social review some common unknown words. Then, students will regroup with their partners to complete the ice
purposes, etc.) cream cone graphic organizer pertaining to the main idea and key details of the short story.
Co-Teaching Strategy
How did you collaborate with your co- (Partners, individual, whole group, partners)

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 teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching
Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment
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Co-Teaching Strategy
N/A
Content: Students may have access to the short story either as a hard copy, or can be viewed online. Students
who need it read aloud to them may listen to the audio reading of the story. Short stories can be differentiated
as well with different passages to accommodate student reading levels.
Process: The teacher can discuss the short story with a student and ask them to talk about the words they find
unfamiliar, which the teacher could record for them.
Product: Students will fill out an unknown vocabulary word graphic organizer. Students, if needed, may be
allowed to draw pictures to represent their ideas/vocabulary words. They will also fill out a “main idea”
graphic organizer with their partner to recall details within the story.
Environment: Students will be able to see how to find the main idea and key details within a story, and how
to comprehend unfamiliar words within the text by watching the teacher demonstrate the strategy up on the
board. Students will also have the opportunity to listen to the audible version of the story if needed. They will
have a graphic organizer that serves as a visual for building their vocabulary skills and reading
comprehension strategies.
Assessment
Students will be filling out a graphic organizer based on words that were unfamiliar to them within a short
story. As they read, the teacher will observe who may need additional support, and check in with students as
they are working. The graphic organizers will be graded using a holistic rubric to ensure that they are asking
the questions they need in order to determine the meanings of unfamiliar words. They will not, however, be
graded on if their familiar words listed are correct or not, because the focus of the lesson is only applying the
strategy through practice.
Rubric:
 How will students demonstrate mastery Holistic Rubric
of the standard? Note: This assessment
does not have to occur during/after this Students will continue to use the vocabulary they are unfamiliar with because they are using a skill that
lesson but in upcoming lessons. groups/associates them with familiar words. The words will also be added to a classroom word wall for all
Evaluation Criteria students to see. The more genuine interactions students have with the words they are unfamiliar with, the
What material(s) will you use to
more they feel comfortable using it because they can associate it with known/common words.
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Procedures (Teacher[s] will…, Students will…)
Describe the presentation of the overall Students will be revisiting (from a previous lesson), how to determine the main idea of a story and identify key
lesson. details and do a short review with the teacher.
Introduction and Connection to
Previous Learning Students will watch a BrainPOP video about main ideas and key details to refresh their memory.
● Anticipatory Activity (Hook) Main Idea BrainPOP
● Activate prior knowledge.
● Be sure students understand Teacher will read a short paragraph, thinking aloud about how they determine the main idea and key details:
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!

Teacher will have this paragraph on the board, and will do a think-aloud as they read. They will underline the
main idea in one color (Hm, I think the main idea might be the sentence: “The warm weather allows me to play
outside,” because it is at the top of the paragraph), followed by 3 supporting details in another color (I think
the supporting details might come after the main idea: 1. I play under the sprinkler with my brother, 2. At
night, I play hide and seek with my friends, 3. I love it when the weather is warm. Based on these sentences, I
think they all support the main idea I picked out!) and then emphasizing that all of the details listed support

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 the main idea of how warm weather allows the main character to play outside. Students will use the ice cream
cone graphic organizer below to portray the main ideas of their text after they have read, and will fill it out
with a partner. This graphic organizer will be used as a simple way to continue practicing their skills in finding
this information, giving them a fun visual to help them view stories in a different way.

Students will fill out an unknown vocabulary graphic organizer as they read to create meanings of words that
are unfamiliar to them. Before they begin, the teacher will model the strategy by using an example from the
short paragraph they discussed earlier. The teacher will read the paragraph, thinking aloud as they come
across an unfamiliar word. The teacher will also have a copy of the graphic organizer at the front of the room
for the whole class to see as it is being filled out. The paragraph will be displayed on the board at the front of
the room, and the teacher will underline words that they mention as they model the strategy: “. . . We run
through the water and scream each time! I am unsure on what the word “scream” might mean. I will ask
myself, (1) is the word positive or negative? and look at the surrounding words to see if that will help me
find out. I see the words “play” and “friends” in nearby sentences, so I think the word “scream” is used in a
positive context. Next, I need to ask myself “ (2) what is another word that could mean the same as
“scream?” I think a word that might be the same as “scream” could be “shout,” because I know that when I
play with my friends I may shout in excitement, so I am going to put “shout” in my graphic organizer. Now that
I have a word that I know, I am going to ask myself (3) what are some similar words related to “shout?” I
think “yell,” or “cheer” mean the same, so I am going to list those below “shout” in my graphic organizer. This
may be repeated a few more times with different words so that students get the jist of using this strategy.
After the teacher has modeled the strategy, they will ask students to pair up with a partner to practice finding

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During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
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meaning to words that are unfamiliar to them. There will be 2 sentences up on the board with an unfamiliar
bolded word. Partners will have to ask themselves the same questions that the teacher modeled (and has
written on the board).
Example: Sentence on the board- “My muscles ached after hiking on the tough, rocky trails all day.”
Students should then ask themselves:
1. Is this word positive or negative, based on the surrounding words?
a. Students might say “I see the word “tough,” so I think the word could mean something negative
because it’s talking about something that is hard.
2. What is another word that would fit in the context?
a. Students might say “If I were hiking on rocky trails all day, I would be tired. It talks about
muscles at the beginning of the sentence, so I think it means that their muscles were tired.”
3. Now that I have a word that I know, what are a few more related words?
a. Now that I have the word “tired,” a few more words related to that could be “exhausted,”
“drained,” or maybe “sore.”
Then, since students have grouped the unfamiliar words with more familiar words to understand the context
of the sentence, they would be able to move on in their reading. Students will know that they understand the
strategy if the familiar words that they listed fit the context of the sentence. If not, they may need to revisit and
try looking at surrounding information again.
Students will be given a short reading passage to try this strategy individually. Once they have completed their
unknown vocabulary graphic organizer, some unknown words will be shared with the class as a whole group,
and then students will pair back up with their partners to complete the ice cream cone graphic organizer.
Vocabulary Graphic Organizer
Students will be reading the short story during the lesson and filling out information about unknown
vocabulary words.
Teacher will provide appropriate support by monitoring student progress and providing questions that
prompt their thinking if they are hung up on a word. The teacher will remind them of the questions they need
to be asking themselves if they find a word that is unfamiliar.
Students will engage in using academic language by building their vocabulary by grouping unknown words
that are familiar to words that they do know.
If the teacher notices that students are having a hard time, then they can regroup as a whole class and work on
5
 ● Provide worthwhile extensions. words together to determine what words the unknown words may be related to by following the 3 questions
● Provide opportunities for to prompt their thinking.
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension After students have completed their vocabulary graphic organizer, they will come back together as a whole
This is where you have students talk group to provide feedback on what they found to be easy and difficult while doing this assignment. Then, they
about their thinking and share strategies will move on to volunteer any words that were unfamiliar to them to add to the classroom word wall for
with the whole class. It’s important to others to see. After, they will get together with their partners to fill out the ice cream cone graphic organizer
name strategies and use academic pertaining to the main idea and details as a short review.
vocabulary here, extending the lesson to
broader ideas.
Teacher will review main ideas and key details, and why it is an important skill to stop and think about
● Promote a community of
learners
unknown vocabulary words as they read, because they are key elements in adding to the meaning of the story.
● Listen actively and probe The teacher needs to emphasize that students should not ever skip over a word that they do not know,
thinking without evaluating or because it could be an important detail in understanding the story.
telling them how you would do
it. Ask for any questions, or have students write down questions as an exit ticket.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, BrainPOP Video
Equipment and Technology Short Story: Amy's Halloween Secret (Can use other short stories catered to student reading levels)
Attach a copy of ALL materials the Main Idea Ice Cream Graphic Organizer
teacher and students will use during the ● Scissors
lesson; e.g., handouts, questions to ● Colored Pencils/Crayons
answer, overheads, PowerPoint slides, Unfamiliar Vocabulary Words Graphic Organizer
worksheets. List equipment or
Holistic Rubric: Unfamiliar Vocabulary Strategy
technology that needs to be available.

September 1, 2020