DANIELSON MODEL LESSON TEMPLATE

Class: Reading Block Date: March 23rd 2023

Unit: State Test Prep Lesson Title: Short response testing preparation

Content Standard Alignment:

3R1: Develop and answer questions to locate relevant and specific details in a text to support an answer
or inference

3R2: Determine a theme or central idea and explain how it is supported by key details; summarize
portions of a text

3R3: In literary texts, describe character traits, motivations, or feelings, drawing on specific details from
the text. In informational texts, describe the relationship among a series of events, ideas, concepts, or
steps in a text, using language that pertains to time, sequence, and cause/effect.

3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and
adults, expressing ideas clearly, and building on those of others.

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the
concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the
content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students
should be able to answer.

Students will be able to answer questions about a film using specific details to support their answers
Students will be able to collaborate and discuss events occurring within the text/film with peers
Students will be able to determine a main idea and provide two relevant details to support their claim
Students will be able to determine character traits that describe the main character, referencing
specific points in the story/film that relate to the given trait(s).
Students will be able to write a three-sentence response to a question based on character traits.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this
instructional sequence? How does this lesson support the next lesson in this instructional sequence?

This lesson is designed to reiterate the concepts taught throughout the school year in preparation for
the state test. This lesson relates to the 3rd Grade Reading Standards (Literary and Informational
Text) Unit one’s key ideas and details.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all
materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.

Students will need a pencil and post-it notes.

Teacher preparation materials needed are a writing outline, video summary, link to the video, and
smart board access to view the video. Poster board/large easel paper
Consult teacher will need sentence starters, highlighters, post-its, word bank, story summary/plot,
visual of prompts,a white board and expo marker, and Chromebook or laptop to re-watch/listen to the
film as per students' accommodations.

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Some misconceptions that are anticipated for this lesson is the student(s) choosing the wrong character
traits to describe pip, choosing irrelevant details to support their response, and inaccuracy with backing
up or supporting their claim with evidence.
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and
objectives of the lesson.
Setting- where the story/video is taking place
Main idea-what the story was about
Character traits- words that describe the character
Plot- events that occurred throughout the story
Introduction
Anticipatory Set:
Instructional Activities:
Includes questioning
techniques, grouping
strategies, pedagogical
approaches.
To begin the lesson the classroom teacher brings all the students to the
main carpet and will discuss the test preparation skill we are working on
for that day. She will introduce new vocabulary to the students that will
be essential for the lesson such as “suggest, reveal, and central
message” Students will be given time to think about these words and
what they may mean in regard to story reading. Students will then turn
and talk to discuss what they know about the words if they have ever
used them or any examples they can think of for the given words. Once
students have had a chance to share their ideas with a partner we will
come back as a whole group and discuss the words, and ensure
students have an understanding of the words as they’re essential for
today’s lesson.
The classroom teacher will give a brief summary of the video we will
watch. “Pip, a young puppy, goes to Canine University to learn to
become a guide dog. As we watch the film, pay attention to who the
characters are, the setting, and the plot. Use your post-it notes to jot
down information you learn while watching the short film.” The teacher
will then start the short film. After watching enough of the film to learn
the characters, setting, and plot, the teacher will stop the video and
discuss it. “The beginning of stories gives us information about story
elements, What do you know so far?” Expected answers are
Characters, Setting, and Plot. Students will turn and talk to a partner
and discuss what they have learned about who the characters are,
where the story is taking place, and the plot or events that are
occurring. (Student will be encouraged to jot down what they discuss
with a partner to share thoughts with the class.) We will come back to a
whole group and share what partners had come up with to determine
the characters, setting, and plot thus far in our film. Once discussed the
teacher will continue to play the film as a whole class. After we watch a
conflict arise the classroom teacher will pause the film again to discuss.
“We’re learning more about the conflict that has arisen in the film, what
is the conflict and what do you think about Pip’s actions? Turn and talk
to a different partner this time to discuss the conflict that is taking
place.”After giving the students time to discuss the conflict that is taking
place we will come back to the whole group and go over some of the
topics mentioned within the partner groups. The classroom teacher will
then ask the students an inferential question for deeper thinking on the
topic, “What do these details suggest about Pip?” Once we have some
thoughts and ideas, the classroom teacher will share some of the ideas
that were heard while walking around. Next the video will resume and
the students will watch the ending of the film. Once finished the
students will have a final chance to turn and talk to their partners about
how the story concluded/how the problem was resolved.
 Lastly, when prompted the students will go back to their desks and
complete a short response based off of the short film they just watched.
They will be asked “What does the author reveal about Pip? Use 2
details to support your answer.” The students will develop a claim or
thesis statement and use two relevant examples from the film to
support their answer.

Wrap Up To wrap the lesson up the students will be broken off into small groups
Synthesis/Closure: to discuss their writing. We will use a rally, trial 1, trial 2 trial 3 strategy
within the groups. The students will have learned that when writing a
short response to a reading or film there should always be a
claim/thesis and then two or more supporting details from the text.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of

Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.

● The video will be repeated multiple times.

● Sentence starters will be provided for the writing portion and the partner discussions
● Word bank and highlighted choices for character traits will be provided
● Post-its will be provided for turn and talk portions to write down information discussed to
promote participation
● Check-list to order the steps for short response questions
● Verbal prompting and visual prompting sheets will be accessible for the student during the
whole lesson.
● Simplification of the Language, it will be broken down and scaffolded for student
understanding
● Line marker for writing on post-its and on the writing portion if not already provided
● Suggestions/example responses will be provided for each turn and talk prompt
○ Multiple choice/options to choose for the turn and talk prompts
● Verbal repetition of the question and prompting to collaborate with a partner for turn and
talk portions

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning) May
indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.

Formative assessment will be based on the short response question they were
answering. Students will be assessed on accurately having a thesis statement and two
sentences to support their thesis.
Summative assessments will be derived from observation of participation within turn
and talk discussion.