LESSON PLAN

Name: Christa Davey Date: Lesson Start and End

Time:
12/05/22

Academic Area: English/Language Arts Grade Level: Co-op initials with

date:
3

Pre-
Instruction
Planning

Topic The Nativity Story

PA C.1.3.3.B—Ask and answer questions about the text and make inferences
Anchor/St from text; refer to text to support responses.
andard or CC.1.3.3.C-
Eligible Describe characters in a story and explain how their actions contribute to the
Content sequence of events.
CC.1.4.3.F-
Demonstrate a grade-appropriate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.3.C-
Develop the topic with facts, definitions, details, and illustrations, as
appropriate.
CC.1.4.3.A-
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CC.1.4.3.J-
Create an organizational structure that includes reasons linked in a logical
order with a concluding statement or section.
CC.1.3.2.B - Ask and answer questions such as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
 Students are expected to make sense of broad questions and persevere in
Lesson answering them, construct viable theses and critique the reasoning of others,
Objectives model with example theses, look for and express regularity in repeated
reasoning, write a thesis statement based on information given in the text,
write a thesis statement based on questions, and construct an essay based on
the thesis statement

Notes packet, SMART Board, SMART Notebook Chapter 8 Lesson 3

(digital copy), Desktop computer, Nativity Story Book (teacher), Fill in the
Materials blank story sheet, Templates on plot, thesis, and narrative essay structure,
Conventions and vocab reference pages, Narrative Essay Prompt and
Rubric, Projector (teacher), Pencils

Differentiation: If time allows, we will complete additional examples at each

student’s comprehension level to other questions related to the Nativity
Planning for
Story. I will write a question on the SMART Board with a complexity level
Learners aligning to the student’s zone of proximal development. That student will
come to the SMART Board while other students complete the example as
independent work in their notes. I could ask students what their life is like as
a shepherd and have them use vocab related to plowing the fields and
tending to sheep. Other questions I could ask: What would you bring baby
Jesus as a gift if you were one of the wise men? Which of your favorite
things would you bring on a journey to a far place and why?

Modifications/Accommodations: Emmy has emotional needs as she is easily

overwhelmed. Emmy requires encouragement to persist in the class. We
are told that when she covers her eyes or puts her head down on the table
she is trying to get out of doing the assignment. If other poor behaviors start
to occur she can be asked to go see the counselor. In accordance with each
student’s IEP, this class will be permitted to use vocab indexes with
definitions in order to write vocab words in sentences. Students will also be
able to use vocab indexes to find the words that tie into the nativity story
and journeys and use them correctly in their essay. students will also be able
 to use templates on plot, thesis, and narrative essay structure along with
conventions. Students will receive guided notes as well. This class struggles
to follow along with note taking in other subject areas like Social Studies
due to students having poor handwriting and resultantly writing slower. A
few students are struggling with finding answers in texts and connecting oral
language to written language. These students are informally observed
throughout the day by the learning support staff to assist with any
discrepancies related to this struggle.

Lesson
Presentation

On Tuesday students will already have a sheet of paper on their desks when
they enter. They will fill in the blanks about details from the Nativity Story
Introduction that was read on Monday. I will go over those details and assess their
understanding by having them raise their hands to answer the blanks. I will
give them another paper with instructions on the assignment that is linked to
the Nativity scene. I will also give them a list of vocabulary words that are
mentioned in the story. They will link the journey of Mary and Joseph to
Bethlehem to their own journey to any place in the world.

Sequence 1. We will start by having students use vocabulary words from the story and
of words related to journeys in sentences.
activities 2. We will repeat this activity until all students have used the words in
including sentences correctly
assessmen 3. Students will relate the vocabulary words used to the part in the story
ts where they are used. Then I will explain that we are going to learn how to
write narratives, using the same vocabulary index, that incorporate sentences
similar to the ones we just did.
4. I will pass out the notes packet on conventions, basic sequence of events,
and plot structure, thesis, narratives, and point of view.
5. Using the second slide, I will explain to the class how to form funnel
introductions, supporting paragraphs, and inverse funnel conclusions.
6. On the third slide we will review questions and answer using supporting
evidence. I will then explain that we are going to use that information to
write a thesis statement that we can use to connect the details together into
one broad answer statement.
7. The students and I will complete the fourth slide through guided practice
in order to apply what I modeled on the third slide. We will answer
 questions about the nativity story that combine who, what, when, where,
why, into one broad thesis statement about the story.
8. I will briefly explain in the fifth slide that theses can be formed by picking
out details from multiple texts and coming them into one general claim or
theme.
9. I will explain in the sixth slide how details from a story can be substituted
into one general idea about a text. I will then explain to the students how to
use those separate details to create one statement that answers a question in
reference to an idea in or outside of a text. I will further explain that details
are combined in a coherent and sensible manner when forming a general
claim. 10. The students will complete the seventh slide as independent
practice in order to provide intervention for the students who are struggling
with the concept of stealing information from a text or from memory to form
a logical statement that answers a general question.
11. In the eighth slide I will model how to use the information given in a
question and a text to find answers based on the topic detailed in the
question.
12. The students and I will complete the ninth slide as guided practice in the
concept taught on the eighth slide. We will reference details from the
Nativity Story text in response to the question about the text.
13. On the tenth slide, the students will create their own narrative with their
own thesis through independent practice in order for me to provide
additional support to struggling students. In their narrative essay they will
respond to the question: Where would you want to travel on a journey and
why? Base your answer off of the journeys of the Wise Men and Mary and
Joseph. Have at least 3 supporting reasons. Answer how you would get there
in the intro. Develop body paragraphs with reasons and examples. Link
reasons in a logical order. Use vocabulary from the nativity story and
common vocab index. If not done by the end of class, students will finish
this assignment for homework. Cultural differences and backgrounds will
apply.

Assessment:
Diagnostic Assessment: Prior to the introduction of the lesson, students will
answer who, what, when, where, why and how regarding a specific topic or
short reading. This will enable me to determine if I need to revisit the skill
of answering the 5 Ws from a text or from memory prior to building off of
that skill in this lesson. If it does need to be revisited, the remainder of the
lesson will be completed on Friday as Thursday’s classes are consumed by
PSSA exams.
 Formative Assessment: I will use several forms of formative assessment
including observations and evaluating students’ independent practice work
for accuracy while circulating the room. I will use both of these
simultaneously to evaluate the pace of the lesson and ensure students are
understanding the concepts related to the lesson.

Summative Assessment: Students will complete the homework assignment

in order for me to evaluate if the students are able to apply their knowledge
from the lesson to the question while completing their work independently.
When they submit their work, I will give points based on completion, but I
will check their work to provide feedback and use this when reviewing for
the graded assignment and test.

The students and I will complete slide 11 together through guided practice
Lesson and by creating theses to questions that relate back to the nativity. Each
Wrap-up student will form their own answer. I could have the students write about an
act of giving to strengthen their understanding of Jesus as the gift in the
nativity.

Self- Students will rely on their previous instruction on writing with vocabulary,
language usage, and reading comprehension in ELA in order to make sense
Evaluation
of what information is given within a written story and write their own
answers and responses. I learned that this class especially struggles with this
application, so the majority of the text referenced Q/As and broad statements
will be completed through guided practice.