ITEC Lesson Plan Format

Teacher: Madison Subject Area: Grade Level: 3

Bryson Reading 

Necessary Links: (Add active links to any resources needed for your lesson plan)
https://app.bookcreator.com/library/-MT6o-
LiyPZyQhfzUJZJ/2oUzaOQjiGNLsXn5X5SHswBgB8A3/EBOVWfG1TaqI4c9u94ef0Q/gEyea8weT4GZutr what we will
use as a class to make a book. 

CCSS.ELA-LITERACY.W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences

Learning Target (For the student's benefit, explain what students will be able to do by the end of the lesson):
I can… 
I can create a 6 page book on dinosaurs  using good detail and order of which things happen. 

Anticipatory Set (First activity to excite and focus students on the lesson for the day):
Creating your own book. It can be in your imagination or it can be based on real life. 

Model (How will the teacher demonstrating the skill or competence):

Teacher will log on to the book creator as well and show students how to properly use the book creator and all the
things you can do on it. 

Guided Practice (List activities which will be used to guide student practice and include a 
time frame for completing this practice.):
The guided practice will be: 
3:30-3:45- read aloud and snack
3:45-4:10- go over how to put things in a sequence (discuss what a sequence means), the difference between fiction
and nonfiction and how to make a story flow. Have students stand up and give each one a role such as: in order to
clean the house you have to do the dishes. One person has to clear the table, one has to wash the dishes, one has to
rinse the dishes, one has to put away the dishes. Split into groups of four. Each group would get a piece of paper
with the task on it to figure out which comes first and stand in that order. Kinesthetic
4:10-4:20- go over how to use book creators and show them all the different tools that they can use to create their
book.  Visual https://app.bookcreator.com/library/-MT6o-
LiyPZyQhfzUJZJ/2oUzaOQjiGNLsXn5X5SHswBgB8A3/EBOVWfG1TaqI4c9u94ef0Q/gEyea8weT4GZutr
4:20-5:00- independent work. Once their book is done have them find a quiet spot in the classroom and read aloud
their book to make sure that it makes sense and they completed the task they were asked to do. auditory
Independent Practice (How will students be applying this knowledge or practicing this skill independently): by
creating their book and then sending them to the teacher to go over. 

Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.):
Sending in a book teacher will be able to read and see if they understand how to put the storyline in an ordered
sequence or if they struggle with this. 

Closure (What method of review and evaluation will be used to complete the lesson?) 
sequences/ description - Google Forms

Differentiation
High:  the students in the “blue” group will be on their own with little to no help.
Low: the students in the “yellow” group will be at a table with me working with more hands on learning and help
where needed. 
Special Needs:  for my student who has Epilepsy will be put in the yellow group i will help explain directions as many
times as needed, help redirect when needed, and help with cues to boost memory.