Level 3- CT Observation #2
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
What misconceptions might
1
Name: _Sydney Dowling_
Subject/Content: Inquiry Group Size: Date of Lesson: 11/12/20
26/ 17
Part 1: Lesson Content
“Yo! Yes?” Exploring Variations in Vernacular Through Literature
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of the students in the class in the fact
that they communicate with other students and people in their everyday lives where different
vernacular is used.
How does this lesson connect to/reflect the local community?
This lesson is reflective of the local community, seeing as there are students and people in the area
that come from all different types of backgrounds.
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in
daily activities.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
WL. K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to
practices in the cultures studied.
This is a K12 standard, but this may be students’ first-time hearing about vernacular, or the different
ways people can speak even the same language. Students may have experienced this before and will
most likely know what the terms “yo” and “yes” mean but discussing the difference may be an aspect
being built upon at this age.
Trace the standard to the next grade level. What will students learn next related to this standard?
WL.K12.IM.6.2: Use practices and characteristics of the target cultures for daily activities among
peers and adults.
This is a K12 standard, but students may build upon vernacular and move forward into understanding
how other aspects of communication and interaction may vary among cultures.
Students may have the misconception that one way of speaking or one vernacular is more correct than
Level 3- CT Observation #2
Grade Level Being Taught: 3rd
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
2
Name: _Sydney Dowling_
Subject/Content: Inquiry Group Size: Date of Lesson: 11/12/20
26/ 17
another.
Students may have the misconception about what certain words mean.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
- Students will be able to identify the fact that different vernaculars are being used among the
characters.
- Based on the reading, students will be able to demonstrate cultural differences within the
characters, as well as in their own lives in a respectful manner.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? _Applying Conceptual Knowledge_
Which level(s) of thinking is/are called for in your objective? _Applying Conceptual Knowledge_
Why did you choose this level(s) of thinking?
I chose this level of thinking because students should be able to demonstrate their awareness and
appreciation for these cultural differences in language and be able to apply this conceptual knowledge
to their everyday lives.
Describe your assessment plan:
Students will be completing a discussion board before the class meeting on the next day. In the
Level 3- CT Observation #2
Grade Level Being Taught: 3rd
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student the story.
work? If you’re using a rubric,
include your rubric here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
3
Name: _Sydney Dowling_
Subject/Content: Inquiry Group Size: Date of Lesson: 11/12/20
26/ 17
discussion board and in class discussion, students will share an aspect of the story they remember and
share it on the discussion board and then some will share during class time. Students will then be
asked to compare them to the other stories we have done in the past. Students will not be scored but
the assessment is essentially measuring their ability to find the central message of the story and share
an aspect that was important to or stood out to them.
Is your assessment formative or summative? Why did you make that assessment decision?
Since the students will be coming back at the end of the quarter to review these drawings they have
made, this assessment will be formative. I chose to have the students complete a formative assessment
because they are referencing one story and sharing their thoughts and what they viewed as important
to the story.
How does it align with your objective?
This aligns with my objective seeing as it is allowing the students to explore and demonstrate what
they found important about the story, but also hopefully coming upon the fact that vernacular and
culture are major themes.
There is no rubric for this assignment but the criteria the students should meet is posting in the
discussion board and sharing in some form with the class, what they drew and found important about
Part 2: Lesson Implementation
 We will be meeting over Zoom. Therefore, the students will all be coming on to the Zoom
meeting space, with their cameras on, microphones muted, and ready with materials on hand.
 I will be using a student led process, where I will ask students my prepared questions using a
similar format to a “me-then-three” style, then call on students who wish to share. If students
would like to share their drawings with the class, they can hold them up to the camera so all
can see. I will explain these as we reach each stage. For example, “can I have three friends
share stood out to them from the story?”.
 The expectations for our class Zoom sessions are that students will keep their cameras on for
the entirety of the meeting, stay muted until called on, and have materials ready for class.
Level 3- CT Observation #2
Grade Level Being Taught: 3rd
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
4
Name: _Sydney Dowling_
Subject/Content: Inquiry Group Size: Date of Lesson: 11/12/20
26/ 17
Students should know these expectations but will be reminded when they will need specific
materials.
 If students do not keep their cameras on or are calling out during class, positive reinforcement
will be given to those that ARE following the rules. If the student(s) continue to turn off their
camera or call-out, they will be reminded of the class expectations either over chat or directly.
For some students who require a more extensive management plan, they may have to be muted
by the teacher or be reminded of their own plan or goal for managing their behaviors.
 Since this is a group discussion that students have already completed the task, no students
should necessarily be completing the task quickly.
The students, a laptop, the Canvas module/ resources provided, and students’ notebook or paper with
their drawing on it.
I chose these materials because they are necessary to the success of the lesson, for both the students to
be able to complete it and share their work.
Some of the resources from the module are the resources from the building background section, where
students learned about vernacular and how it varies among cultures, as well as a read-aloud of the
book “Yo! Yes?” by Chris Raschka.
Level 3- CT Observation #2
Grade Level Being Taught: 3rd
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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Name: _Sydney Dowling_
Subject/Content: Inquiry Group Size: Date of Lesson: 11/12/20
26/ 17
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will differentiate the process for students who need more support linguistically or for other reasons.
For example, I will allow students to message in the chat if they are nervous to speak out in class or
speak out loud when students are unable to type or spell. For students who need differentiation in
product, they are welcome to show their work by holding up their drawing for the class to see rather
than sharing out verbally. For students who need more support in general, there is an aide that comes
in and works with these students in a break-out group. Students can also stay after class time to
receive extra support when needed.
Which specific students will benefit, and why?
Process: HW, NC/ PC, TS
Product: SP/ LG
Readiness: HR, BJ/ MC
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level:
 Early Production Level: HR- Works with an aide, but also can be given extra time for sharing
her work.
 Speech Emergence Level:
 Intermediate Fluency Level: NC- Modifications of communication (can speak instead of type).
What accommodations will you make for students who have an IEP or 504 plans?
N/A- An aide works with these students.
What accommodations will you make for students identified as gifted and have an EP
(education plan)?
Level 3- CT Observation #2
Grade Level Being Taught: 3rd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
6
Name: _Sydney Dowling_
Subject/Content: Inquiry Group Size: Date of Lesson: 11/12/20
26/ 17
N/A- all gifted students are in a different class at this time.
“The child-development point of view begins with recognizing and accepting the uniqueness of
childhood. Children are not miniature adults but individuals with their own needs, interests, and
capabilities, all of which change overtime and at varying rates” (Huck, Kiefer, & Tyson, 2014, p.33).
This reference inspired this lesson/ my entire inquiry idea in the sense that it puts into perspective
children’s ability to understand the world around them, especially through literature.
1. What is the content area for this lesson? _Reading_
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) _Guided/ Student-Led Discussion_
3. Step-by-step plan:
*** add specific question to how this connects to their own lives? And adding this to the discussion.
Time: Action Steps:
30 seconds- I will introduce the book they should have read in their module for the week.
Teacher Talk: “We are going to start our class discussion for our weekly reading, make sure to have
out your drawings, please! This week you should have completed the weekly reading module with the
story, “Yo! Yes?” by Chris Raschka. Do I have any friends that would like to share their drawings of what
stood out to them or what they found important from the story?”
3 mins- Depending on time, I will call on about three students to share their drawings, hopefully more if time
allows.
3 mins- If many students have not completed the module, I read the book aloud in class.
30 seconds- I will then ask the students what they noticed was different about each of their drawings
or if they saw a common theme among them.
Teacher Talk: “Having seen a few of our friends’ drawings now, what do we notice about them? Do
we see any specific differences or common similarities or themes among them?”
3 mins- Depending on time, I will have three friends share what they noticed.
30 seconds- I will then ask the students how they can compare what they read in the story to what
they learned in the building background section of their module. As well as how their answers
Level 3- CT Observation #2
Grade Level Being Taught: 3rd
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: _Sydney Dowling_
Subject/Content: Inquiry Group Size: Date of Lesson: 11/12/20
26/ 17
compare to other students’.
2 mins- I will call on two or three students based on how much time is left. Hopefully they will notice
that even though there were few words, and the characters were using different words, they were able
to understand what the other character was saying and appreciate their friendship despite their
difference in vernacular or ways of communicating. Hopefully they will also notice how other
students interpreted the reading differently or similarly to them.
20 seconds- In these last twenty seconds, I will remind students to post their drawings to the
discussion board if they have not already, and if possible, comment on a friend’s post with how it was
similar or different to their own.
Teacher Talk: “Thank you for this great discussion today! Remember, if you have not posted your
drawing or a description of your drawing in the discussion board to do so. If you would like to, feel
free to also go back onto the board and comment on a classmate’s post with how it was similar or
different from your own!”