Name: Bailey Duff Grade/Subject: 3rd ELA Date: 08/20/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

(8) Multiple genres: Listening, speaking, reading, writing, and thinking using multiple texts—literary elements. The
student recognizes and analyses literary elements within and across increasingly complex traditional, contemporary,
classical, and diverse literary texts. The student is expected to: © describe plot elements, including the main events,
problem, and the resolution, for texts read aloud and independently.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

The lesson presumes that learners have already read the novel and have a grasped its central theme. It is expected that the
learners would be able to recount the whole narrative, from beginning to conclusion.

3. SMART
Objective(s): (C3)
Essential Question:
After reading “A Bad Case of Stripes.” Learners may use the accompanying Central message
worksheet to reflect on the books overarching theme and consider how they could incorporate
its lessons into their own lives. Learners must score a 12 out of 16 points to the given rubric to
demonstrate proficiency.

4. Central Focus Students will be able to recognize literary elements within the text.
(C4)
How will this lesson link
with other lessons in the
unit?

Learning Targets
I CAN statements that I can state the plot in the text
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Conduct in-depth analysis and interpretation of the story events in order to grasp its most
of the discipline that important theme
students need to learn
and use to engage in the
content area in Vocabulary (words, phrases, and/or symbols that are used within disciplines):
meaningful ways.
 Distraction
There are 4 language  Contagious
demands to consider as  Ointment
you require students to  Fret
read, write, speak, listen,  Impress
demonstrate and perform.  Order
 Relieved
 Extraordinary
 Vanish
 Bizarre
 Swamped
 Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):

The learners will summarize , in their own words, the most important takeaway from the
narrative and support it with specific examples from the tale.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

The instructor will utilize the anchor chart and sharpie markers to create a visual organizer. The
educator will challenge learners with questions regarding the story’s beginning, middle, and
finish. Whole working on this together, students will grasp the story’s essential moral.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Word wall-The word wall serves as a visual reference during the unit of learning.
understand, use, and
practice the concepts and
language they need to 2. Frayer model- Frayer uses a four-square graphic organizer for students to write out the
learn within the definition, examples, or characteristics or an illustration.
discipline

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write: The learners will take notes while they observe, including the meanings of any new
terms they hear. The story will be read aloud to the class.

-Talk: Whole- class discussion, guided by the instructor, on a moment when learners lied about
disliking something in order to fit in with their classmates (peer). The students are expected to
answer and take part in the conversation with the whole class.

Syntax - (GO TO Page)

1. After listening to the read-aloud and participating in the important detail conversation using
the whole-class graphic organizer, students will use this knowledge to independently complete
the main idea worksheet.

2. Every learner will contribute to the discussion by sharing their work and addressing the
primary theme topic.

Making Content Comprehensible (R9)

I plan on having my English Learners (ELL’s) utilize a Frayer Model so that they may sketch
the term while simultaneously seeing its description and image. This allows them to make the
necessary connections.
7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative:
Assessment(s) must be Personalized assessments of each students’ progress coupled with instantaneous feedback that
aligned to the TEKS, may be used to improve future instruction. Exit tickets at the end of each class to gauge
and objectives. comprehension and determine whether or not the next day’s instruction has to be repeated.

Summative:
Graphic organizers will be observed at the end of each day.

Assessment of your language demands:

Formative:
The instructor will circulate the room during guided and individual practice, asking questions to
gauge whether or not the learners are grasping the materials and can properly identify the text’s
main idea.

Summative:
Final exam

8. Hook (C7) Hook activity (make connections to prior learning)

Using Props- A candle burning in the classroom to spark a discussion about inductive and
deductive reasoning
Closure (C7)
Closure Activity: (make connections to prior learning)
Whip around: students quickly and verbally share one thing they learned. You can have them
toss a ball from one to another or just have volunteers. (You have to have a safe, trusting
Student Assets (C7) environment- not where kids chose others based on their perception that the student won’t have
anything to say.)

Personal assets: The prior knowledge and experience that a student brings to the classroom. A
teacher may benefit from the student’s unique perspectives, which can come from a variety of
places, including their hobbies, expertise, daily experiences, family histories, and more.

Cultural assets: What learners bring to the classroom as a result of their own cultural traditions
and experiences. Things like customs, dialects, worldviews, literature, artistic expressions, and
more that a teacher may use to facilitate student understanding.

Community assets: The term “community” is used to describe the shared experiences,
resources, landmarks, events, and practices that the students and teachers share because of
where they reside.
9. Body of Lesson/
Teaching Strategies and I DO – (modeling, think aloud, explicit instruction, breaking the skill down) I will introduce
Learning Task(s) the story and ask learners to make estimates about the content based on the cover. Whole class
(C9) discussion, guided by the instructor, on a moment when learners lied about disliking
something in order to fit in with their classmates. The instructor will review the meaning
Be sure to include: of the following story related vocabulary. Words: distracted: infectious: appointment:
How will students learn fret: imprint: order: relieve: remarkable: disappear: weird: and overwhelmed. The book
and use academic will be shown on the Smart Board via document camera, and the instructor will utilize
language? the anchor, chart and sharpie markers to create a visual organizer. The instructor will
change learners with questions regarding the stories, beginning, middle, and finish.
 They’re reading a case of bad stripes, the instructor will hand out the main message
Three higher order worksheet, instructing the learner to fill it out by distinguishing and illustrating the main
thinking questions. idea, as well as applying to listen to their own life with a statement and example. The
instructor will circulate the classroom to check on the learners Progress.

Marzano Strategy

WE DO – The learners will take a note while they observe, including the meanings of
any new terms they here. The total will be read aloud to the class. The learners are
tasked with answering questions, pertaining to the stories, beginning, middle, and
conclusion. Growing in comprehension of the stories ever arching moral. After listening
to the radio out and participating in the important detail conversation, using the whole
class, graphic organizer, students will use this knowledge to independently complete
the main idea worksheet.

YOU DO – Each student will be responsible for answering their own questions on the
final exam, which will require them to summarize the stories, main point, and provide
an example of how that lesson was applied in real life. Both the core message and
personal application section of the work she asked students to compose paragraphs.
For this competency criterion, students need 12 out of a possible 16 points on the
provided rubric

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

Second Language learners / Cultural Diversity: teachers, my personalize, their lessons for
the English language Lanes by providing them with vocabulary flashcards that include
definitions in, but English and the students original language, as well as a picture to
illustrate the terms meaning. I’ll also give them a copy of the book translated into their
language.

Gifted / advanced learners: students that are gifted and talented will participate in the
same exercise, they will also be tasked with one pagers
o

Technology: -(GO TO page)

annotate, google
 Marzano Strategy - (GO TO page)
Graphic organizers, cues, and question

Higher Order Thinking Questions (GO TO page)

1. Why do you think Carmela got stripes?
2. What do you think will happen when Carmela goes to school?
3. What do you think could cure Carmela?

Grouping / Partnering Technique: (Hattie)

A groups formation should be deliberated, with a specific purpose, a plan, for how
members will be evaluated, and he sat responsibilities.
Groups of 3 to 5 students are ideal, however, projects may also be completed by
individuals or in smaller groups.
There is a specific function for each member of the group. People in the group have a
wide range of skills. Ability to work through issues independently of the instructor. They
know that being a part of a study group means they will either achieve their goals or
not, but they will do it as a team. Each member of the team is task for performing
certain duties for the benefit of the hole. There are interpersonal and small group skills
in frameworks in place such As.
 Communication
 Decision making
 Conflict resolution
 Time management

Potential misconceptions and your plan to address it:

it’s only natural that students would like to be placed in similar groups to those in which
they already have friends. To respond to this, I may state that I have chosen the groups
such that there is a wide range of skills and experiences, and then the participants.
Every one of us may pick up useful knowledge from the others.

10. Resources and  Desktop computer

materials needed (C9)  Chart paper
 Pencil
(E7)  Multiple Colored Markers
 Central Idea Worksheet for each learner
 Paper copy of “A Bad Case of Stripes

(How might you differentiate materials and resources for learners with various needs?)

Teachers may communicate with their students who have a hearing impairment via the use of a
radio aid, which is a micrpphone placed on the teachers clothing and linked to a student.
Students with a visual impairment can be given screen readers. A portable recorder, and even a
magnifier

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
Morning bell work. Providing students with independent warm-up tasks.
A timer will be in place for transition times. Students should be in place by the time the timer
goes off
Students will know the procedure for lining up with hands behind their back and a bubble in
their mouth.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. upload graphic organizer in google classroom, so students can type their findings
2. verbal responses will be accepted from students who are unable to put their thoughs
onto paper and a peer buddy can be their scribe
3. Word banks, a brick-and-mortar word wall, and sentence stems will be provided to help
students use complete sentences with academic language.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. A multiple-choice version of the graphic organizer can be provided for students with
modifications from short answer responses.
2. Provide simplified vocabulary to make academic language easier to understand
3. Provide picture supports throughout the experiments.
Strategies for ELLs (strategies that support language acquisition)
1. Provide a peer buddy
2. provide sentence stems
3. provide translation for academic language
4. Provide a vocabulary list with picture supports and translation.
5. Provide text to speech support with context ;anguage support while completing
computer work.