“Interactions” LA Unit Introduction

Lesson Plan for Grade 3, Language Arts

Prepared by Ms.Ocampo

EDUCATION STANDARDS

RL.7: Integrate and evaluate content presented in diverse formats and media,
including print and digital resources.

ELD.PI.3.6.EM: Reading closely literary and informational texts and viewing

multimedia to determine how meaning is conveyed explicitly and implicitly
through language.

OBJECTIVES
● Students will interact with sources in a meaningful way such as note taking
● Students will discuss a text orally with a partner

MATERIALS NEEDED Accommodations

1. My View Literacy Textbook
2. Language Arts notebooks
3. Pencils
4. Color pencils/markers
Joshua will work with John. I am
specifically pairing him up with this
student because I know they are good
friends and John is one of the strongest
learners in the class. I know that this
activity requires a lot of discussion and
active participation, therefore, I think
pairing him up with someone he likes and
knows will help Joshua stay focused and
be an active participant in this lesson.

I am doing the same with Ian. Ian will be

paired with Yool who is actively engaged
during lessons. I think pairing Ian with
Yool will help Ian stay focused during the
lesson.

1
 I know Ian has trouble not fidgeting in
class, therefore, when students work
together in pairs I will open up the
classroom to all. Students can move
around, sit somewhere else in the class,
stand up etc. I think this freedom might
help Ian focus better on the lesson.

VERIFICATION

Steps to check for student understanding

1. By asking assessment questions as I walk around while students are working in

their pairs such as: ·

How do plants help animals survive?

What do the facts in the infographic tell us about the importance of camouflage?

2. I will look over students' work and writing in their notebooks. The information I
gather from this lesson will help me know if students have grasped the topic of
this unit and the essential question.

ACTIVITY

Introduction:
We will begin by looking at the cover page for the unit. This will introduce to the students
the theme of the unit and the essential question ( “How do plants and animals live
together?” ), we will be relating this question to every story we read in the unit. I will define
what the word interact means.

I will have students read the essential question and think about what kind of stories we
might be reading in this unit.

We will watch a short video to introduce the topic of the unit. I will play it twice: The first
time I will ask students to watch it and make mental notes of how animals and plants
interact. The second time students should write down things they notice about interactions
in their notebooks.

We will share the different things that students noticed after watching the video.

2
Main Activity:

Now that students know the theme of the unit, students will explore that theme further as
we prepare to read the first story in the unit. We will do so by exploring an infographic in
their textbooks. I will explain that this is an infographic that will provide us with
information.

I will explain the purpose of this activity: is for students to interact with the text in this case
the infographic by reading, discussing, and jotting down clues to deepen our understanding
of the unit theme “interactions”.

Before reading I will have important vocabulary already written on the board: nature,
animals, plants, patterns, blend

I will preview these words: hide,, camouflage, interactions, depend

I will pair students up and students will read the infographic in their pairs. They will read
all the sections and then discuss how the plants and animals in that infographic interact
with each other. I will point out the word interact again, as we will use it a lot during this
unit. After reading and discussing their next task will be to choose an animal that
camouflages from their infographic or the other three I provide them with on the projector.
They will come up with and write down clues they can give to their fellow classmates and
their classmates will have to guess what animal it is.

As students work together I will walk around listening to students read and listen and
facilitate student discussions when needed.

I will have students come up in pairs and read their clues to their classmates. I will call on
the pairs that I saw work together nicely.

Conclusion:

We will end by doing an art activity: students will do a step-by-step drawing of a

chameleon.