GENEVA COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

NAME: ALYSSA YOUNG DATE: ___11/18/2022___

COURSE: ___EDU 321______ GRADE LEVEL: ________3RD___________

I. TOPIC AND GENERAL GOAL

SEQUENCING OF EVENTS: THE STUDENTS WILL RECOGNIZE THE BASIC CONCEPTS OF READING AND APPLY THOSE
SKILLS TO FIND MAIN IDEAS AND KEY DETAILS.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

A. STANDARD: CC.1.2.3.A – DETERMINE THE MAIN IDEA OF A TEXT; RECOUNT THE KEY DETAILS AND
EXPLAIN HOW THEY SUPPORT THE MAIN IDEA.

III. LESSON OBJECTIVES –

1. TSWBAT ORALLY STATE THE MAIN IDEA OF A TEXT.

2. TSWBAT LOCATE KEY DETAILS IN THE TEXT TO SUPPORT THE MAIN IDEA.

IV. MATERIALS
O ON GRADE LEVEL BOOK – CHARLOTTE’S WEB
O BELOW LEVEL BOOK - MAGIC TREE HOUSE
O ABOVE LEVEL BOOK CLEMENTINE

V. LESSON DEVELOPMENT

TO START THE LESSON, THE TEACHER WILL BEGIN BY REVIEWING WITH THE WHOLE CLASS BEFORE
THEY BREAK UP ABOUT THE TERMS “MAIN IDEA”, “KEY DETAILS”, “CONTEXT” AND
“CHARACTERISTICS”. THEN, SHE WILL BE WALKING AROUND TO THE OTHER GROUPS WHEN SHE
GIVES THEM TIME TO WORK INDEPENDENTLY.

**NOTE- BELOW I PROVIDED QUESTIONS OF ALL TYPES REGARDING THE QAR CATEGORIES. WE
SPOKE ABOUT THIS THIS MORNING, AND I DID THIS BECAUSE IT IS A HYPOTHETICAL CLASSROOM
AND I DO NOT KNOW THEIR WEAKNESSES TO USE JUST ONE SPECIFIC CATEGORY. YOU JUST TOLD
ME TO KEEP THEM IN HERE FOR GOOD PRACTICE J

1. SMALL GROUP #1—ON GRADE LEVEL GROUP WITH A LEVELED TEXT – CHARLOTTE’S WEB
 DURING THIS ACTIVITY, THE TEACHER WILL START BY INTRODUCING THE BOOK AND WILL ASK STUDENTS
TO STATE THE TITLE AND AUTHOR'S NAME. ONE THE CORRECT ANSWER AS BEEN GIVEN, THE TEACHER
WILL THEN ASK STUDENTS “BASED ON ONLY THE COVER PAGE OF THE BOOK, WHAT DO YOU THINK THIS
STORY WILL BE ABOUT?” THE STUDENTS WILL THEN BEGIN READING WITH A PARTNER AND THE
TEACHER WILL STOP AT CERTAIN POINTS TO ASK THE FOLLOWING QUESTIONS:

- **THE TEACHER WILL GIVE STUDENTS EACH A BOOK TO HOLD AND LOOK AT TO ANSWER THE
FOLLOWING QUESTIONS**
A. BEFORE READING – (ON YOUR OWN)
I. BY LOOKING AT THE COVER, DO YOU THINK THE PIG AND SPIDER ARE
GOING TO BE FRIENDS?
1. POSSIBLE ANSWERS: YES OR NO
II. WHAT DO YOU THINK WHEN YOU SEE SPIDERS?
1. POSSIBLE ANSWERS: I LIKE THEM, I DO NOT LIKE THEM, THEY
SCARE ME
III. DO YOU EVER THINK THAT ANIMALS AND INSECTS HAVE SECRET
RELATIONSHIPS THAT HUMANS CAN’T SEE?
1. POSSIBLE ANSWERS: YES OR NO
- **THE TEACHER WILL ASK STUDENTS THESE QUESTIONS IMMEDIATELY AFTER THEY READ THE
INFORMATION NEEDED TO ANSWER THEM**
B. DURING READING – (THINK AND SEARCH)
I. WHAT ARE THE CHARACTER TRAITS YOU SEE IN THE MAIN
CHARACTER?
1. POSSIBLE ANSWERS: PLAYFUL, HAPPY, NICE, SWEET
II. WHAT CLUES IN THE TEXT HELP US UNDERSTAND THAT WILBUR IS IN
DANGER OF BEING KILLED BY THE FARMER?
1. POSSIBLE ANSWERS: THE GOOSES THOUGHTS
C. DURING READING – (RIGHT THERE)
I. WHY DID CHARLOTTE LIKE WILBUR SO MUCH?
1. POSSIBLE ANSWERS: SHE IS CARING, SHE PUTS OTHERS FIRST,
SHE WANTED TO HELP HIM, SHE DID NOT WANT HIM TO BE
IN DANGER, SHE SAW A BETTER FUTURE FOR HIM
II. IS TEMPLETON THE RAT A HERO OR A VILLAIN IN THE STORY?
1. POSSIBLE ANSWERS: YES OR NO
- **THE TEACHER WILL BEGIN BY ASKING STUDENTS THEIR THOUGHTS ABOUT THE BOOK AND IF THEY
LIKED OR DISLIKED IT. THEN WILL MOVE INTO THE FOLLOWING QUESTIONS**

D. AFTER READING – (AUTHOR AND ME)

I. WHAT WAS THE MOST SURPRISING PART OF THE BOOK?
1. POSSIBLE ANSWERS: ANSWERS WILL VARY
II. IF YOU COULD CHANGE A PART OF THE BOOK, WHAT WOULD IT BE
AND WHY?
1. POSSIBLE ANSWERS: ANSWERS WILL VARY
 2. SMALL GROUP #2—BELOW GRADE-LEVEL GROUP WITH A LEVELED TEXT – MAGIC TREE HOUSE
DINOSAURS BEFORE DARK
- DURING THIS GROUP, THE TEACHER WILL BEGIN BY ASKING STUDENTS TO STATE THE TITLE AND
AUTHOR'S NAME OF THE BOOK. ONCE THE ANSWER HAS BEEN GIVEN, THE STUDENTS WILL THEN BE
ASKED THE QUESTION “WHAT DO YOU THINK THE BOOK IS GOING TO BE ABOUT?” STUDENTS WILL BE
READING AS A GROUP DURING THIS TIME AND WILL WORK AT A CONSTANT PACE. WHILE THE STUDENTS
READ, THEY WILL BE REQUIRED TO FIND AT LEAST ONE WORD THAT THEY ARE EITHER UNSURE OF OR
COULD USE TO HELP UNDERSTAND BETTER. ONCE THEY ARE FINISHED READING, STUDENTS WILL TAKE
TURNS SHARING THEIR WORDS, WHAT THEY THINK IT MEANS AND THE TEACHER WILL EXPLAIN WHETHER
THEY ARE RIGHT OR WRONG AND WHY. WHILE STUDENTS ARE READING, THE TEACHER WILL STOP AT
VARIOUS POINTS AND ASK THE FOLLOWING QUESTIONS:

A. BEFORE READING (ON MY OWN)

1. WHAT EMOTIONS DO YOU THINK THE CHARACTERS ON THE COVER ARE FEELING?
A. POSSIBLE ANSWERS: SCARED, SHOCKED, NERVOUS
2. WHAT DO YOU THINK THE SETTING OF THIS BOOK IS? WHAT ENVIRONMENT ARE
THEY IN?
A. POSSIBLE ANSWERS: THE JUNGLE/FOREST
B. DURING READING – (THINK AND SEARCH)
1. WHICH CHARACTER IN THE STORY IS BRAVE? HOW CAN YOU PROVE THAT? – TALK
ABOUT CHARACTERISTICS THAT DEFINE THE WORD BRAVE
A. POSSIBLE ANSWERS: JACK OR ANNIE (PROOF WILL VARY)
2. WHAT IS THE SETTING OF THIS STORY? – STOP AND TALK ABOUT WHAT SETTING
MEANS
A. POSSIBLE ANSWERS: A TREEHOUSE IN PENNSYLVANIA, BACK IN TIME
3. WHAT IS THE MAIN IDEA OF THIS STORY? HOW DO YOU KNOW?
A. POSSIBLE ANSWERS: JACK WANTING TO LEARN MORE, BEING LOYAL TO
SIBLINGS
C. DURING READING – (RIGHT THERE)
1. WHAT IS THE RELATIONSHIP BETWEEN JACK AND ANNIE?
A. POSSIBLE ANSWERS: BROTHER AND SISTER, THEY ARE SIBLINGS
2. WHERE ARE JACK AND ANNIE TRAVELING TO?
A. POSSIBLE ANSWERS: THEY TRAVELED BACK IN TIME
D. AFTER READING – (AUTHOR AND ME) – AGAIN, DISCUSS THE LIKENESS OF THE BOOK
BEFORE ASKING THE FOLLOWING QUESTIONS
1. DO YOU HAVE ANY QUESTIONS THAT WERE NOT ANSWERED IN THE STORY?
A. POSSIBLE ANSWERS: ANSWERS WILL VARY
2. WHY DID THE AUTHOR MAKE THE STORY ABOUT TRAVELING BACK IN TIME WHEN
TALKING ABOUT DINOSAURS?
A. POSSIBLE ANSWERS: DINOSAURS ARE EXTINCT NOW, SO THEY HAD TO
TRAVEL BACK IN TIME TO WHEN THEY WERE ON EARTH

3. SMALL GROUP #3—ABOVE GRADE-LEVEL GROUP WITH A LEVELED TEXT – CLEMENTINE

 - **THIS STORY WILL BE READ SILENTLY, AS IT IS THE ABOVE GRADE LEVEL
GROUP** THE TEACHER WILL INTRODUCE THE BOOK THAT STUDENTS WILL
BE READING AND ASK THEM TO STATE THE AUTHOR AND TITLE OF THE
BOOK. NEXT, STUDENTS WILL BE ASKED THE QUESTION “BASED ON THE
TITLE AND COVER OF THE BOOK, WHAT DO YOU THINK THIS STORY IS GOING
TO BE ABOUT?” WHILE STUDENTS ARE READING, THE TEACHER WILL STOP
AT VARIOUS POINTS AND ASK THE FOLLOWING QUESTIONS:

2. BEFORE READING – (ON MY OWN) – BEFORE THEY BEGIN, THE TEACHER WILL HOLD UP ONE BOOK FOR
ALL OF THE STUDENTS IN THE GROUP TO LOOK AT WHILE ASKING THE FOLLOWING QUESTIONS
A. HAVE YOU EVER HEARD OF THE WORD CLEMENTINE BEFORE?
- POSSIBLE ANSWERS: YES OR NO
B. DOES THE CHARACTER ON THE COVER LOOK OUTGOING OR SHY? HOW CAN YOU TELL?
- POSSIBLE ANSWERS: OUTGOING BECAUSE SHE IS DOING A HANDSTAND, HER
FACIAL EXPRESSIONS DO NOT LOOK SHY
3. DURING READING – (THINK AND SEARCH)
A. WHAT IS ONE EXAMPLE OF SOMETHING THAT CLEMENTINE PAYS ATTENTION TO OTHER THAN
HER TEACHER? *ASK STUDENTS TO SHOW THE PAGE THEIR EXAMPLE IS FROM*
- POSSIBLE ANSWERS: ANSWERS WILL VARY
B. WHAT IS THE REAL REASON CLEMENTINE IS SKIPPING SCHOOL? HOW DO YOU KNOW THAT?
-
4. DURING READING – (RIGHT THERE) – AFTER ALL STUDENTS HAVE READ THE MAIN IDEAS OF THE PLOT,
ASK THE FOLLOWING QUESTIONS
A. IS CLEMENTINE A QUIET AND WELL-BEHAVED STUDENT?
- POSSIBLE ANSWERS: YES OR NO
B. WHAT HAPPENED TO CLEMENTINE’S LEG?
- POSSIBLE ANSWERS: SHE WAS ATTACKED BY A DOG, A DOG BIT HER
5. AFTER READING – (AUTHOR AND ME) – AGAIN, PRIOR TO ASKING THE FOLLOWING QUESTIONS, DISCUSS
THE BOOK WITH ALL OF THE STUDENTS IN THE GROUP. ( LIKE OR DISLIKE )
A. IF YOU COULD ADD, TAKEAWAY, OR CHANGE SOMETHING ABOUT THIS STORY WHAT WOULD IT
BE AND WHY?
- POSSIBLE ANSWERS: ANSWERS WILL VARY
B. WHAT WAS THE MOST SURPRISING PART OF THE BOOK?
- POSSIBLE ANSWERS: ANSWERS WILL VARY

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, LEARNING ENVIRONMENT)

O CHOOSE ONE OR TWO AREAS TO DIFFERENTIATE. EXAMPLES WILL BE ON ELEARNING.

1. CONTENT: THE TEACHER WILL EXPLICITLY TEACH DEFINITIONS OF GRADE-LEVEL VOCABULARY WORDS BEFORE
READING THE STORY.
2. LEARNING ENVIRONMENT: THE TEACHER WILL TAKE STRETCH BREAKS AND/OR PLAY PHYSICAL GAMES DURING
TRANSITIONS.

D. CLOSURE (SUMMARY)
VI. ASSESSMENT/EVALUATION—HOW WILL YOU MEASURE THE OBJECTIVES (OBSERVATION, DISCUSSION
AND QUESTIONING)
ABOVE LEVEL GROUP: THE TEACHER WILL ASK STUDENTS COMPLEX BUT KNOWN QUESTIONS REGARDING
THE MAIN IDEA OF THE STORY AND THE STUDENTS MUST ANSWER THE QUESTIONS AS WELL AS PROVIDE AT LEAST
TWO PIECES OF EVIDENCE FROM THE STORY TO PROVIDE THEIR ANSWER.
ON GRADE LEVEL GROUP: THE TEACHER WILL OBSERVE STUDENTS TO ENSURE THEY ARE ALL READING AT
WITH APPROPRIATE RATE AND FLUENCY.
BELOW GRADE LEVEL GROUP THE TEACHER WILL ASK STUDENTS TO RECALL MAIN POINTS ABOUT THE
PLOT OF THE STORY. (THESE ARE QUESTIONS THAT DESCRIBE THE STORY AS A WHOLE)

VII. MODIFICATIONS AND/OR ACCOMMODATIONS—

ACCOMMODATION: IF A NON-READER IS INCLUDED IN THE CLASS, THE TEACHER WILL PAIR HIM/HER WITH THE
BEST ORAL READER(S) IN THE CLASS.

MODIFICATION: THE TEACHER WILL REDUCE THE AMOUNT OF READING REQUIRED (STUDENT READS THE
SUMMARY THREE TIMES WHILE THE CLASS READS THE ENTIRE CHAPTER).

VIII. INTERDISCIPLINARY CONNECTIONS—IF YOU CHOSE A TEXT THAT CONNECTS TO ANOTHER CONTENT
AREA/ARTS AREA YOU CAN LIST THAT HERE.

IX. SELF-EVALUATION—YOU DO NOT NEED TO DO THIS SINCE YOU ARE NOT ACTUALLY TEACHING THE
LESSON.

Some additional helps and items to consider!

Introduce the text:

◆ Engage student interest.
◆ Establish the overall meaning of the text.
◆ Talk about the meaning.
◆ Introduce new language structures.
◆ Call attention to a few new and important words if needed.
◆ Point out aspects that are new or may cause confusion.

Students read the text:

◆ Notice the behaviors of individual readers.
◆ Prompt for problem solving actions.

Discuss and Revisit the Text:

◆ Begin in an open-ended way.
◆ Have students talk about their thinking (within, beyond, and about the text).
◆ Revisit to clarify, locate information, or provide evidence for statements.

Teaching Points:
◆ Teach for one or two aspects of the reading process— within, beyond, about the text.
◆ Ground teaching in text.

Work with Letters/Words:

◆ Provide 2-3 minutes active, inquiry-based word work.
◆ Focus on any aspect of word solving.
◆ Help readers develop quick recognition and flexibility

Write About Reading:

◆ Talk/write about the text.
◆ Use interactive, shared, independent, or dictated writing.

Source: file:///Users/michalwargo/Downloads/Guided%20Reading%20Planning.pdf