Rider Student Teaching Lesson Plan Format

Student Teacher: Angela Walter

Subject(s): Whole Group Reading
Unit: Theme 8-Weather
Lesson Title: Lesson 6
Grade: 3rd
1. Standards:
CCSS.ELA-Literacy.RI.3.1-Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.4-Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 3 topic or subject
area.
CCSS.ELA-Literacy.SL.3.2-Determine the main ideas and supporting details of a
text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
2. Objectives:
Students will be able to define vocabulary words that are related to the topic of
weather.
Students will be able to read the provided text and determine the important
information in the text.
Students will be able to summarize text.
Students will be able to recognize the meaning of the endings ed and -ing.
3. Materials:
Source Book
Reading Notebook
Pencils
Smartboard
4. Procedures:
o Introduction:

Before we read the story, the class will engage in a discussion about
the domain specific vocabulary words that will be in the text.
Readers, today we are going to read a story that discusses
weather. Before we start reading, it is important that we learn a few
new vocabulary words that will help us have a better understanding
of the story.
o Vocabulary Words will be written on the boards for the
students to copy into their notebooks.
Vocabulary: Accurate, Evaluate and forecast.

Rider Student Teaching Lesson Plan Format

After the introduction, the students will be briefly introduced to words

with endings.
o -ing- it is happening now
o -Ed- it happened in the past
The students will be told to look for words with these endings as
we read the story.

o Body:

As a class, we read the story.

o The story is found on Page 260 in the Source Book
Before we read the story , as a class, we will summarize what we remember
from reading the story on a previous day.
Together, we will determine the three most important ideas of the text.
o The students will record the three important ideas in their reading note
books.
o The class will discuss why the three ideas they selected were the
important ideas of the story.
o The students will discuss how they find the information that is
important.
Where are important ideas often located in the text?
Students will then answer questions related to the text. The questions will
include questions that are literal and questions that require the students to
make an inference
o Sample Questions:
Where did Jack, Patrick and Mom hide to escape the tornado?
Do you think being a storm chaser is dangerous? Why or why
not?
Why is it important for people to predict the weather?

o Closing:

To close the lesson, we will look at words with special ending. The
students will be told that the ending changes the meaning.
The students will be told the difference between the three endings.
o -ing- it is happening now
o -Ed- it happened in the past
The students will copy the chart we work on together on the board.
The students will name a word with a special ending and put the
word on the chart.
o The chart includes words that end ining and ed.
As an exit slip, the students will be asked to use a word with a special
ending in a sentence.
Students may also attempt to use a vocabulary word in that
sentence.

Rider Student Teaching Lesson Plan Format

5. Assessment:
The students will be assessed by their ability to answer the related comprehension
questions.
o Before we discuss the question as a class, they will start writing their answers
in their notebook.
As they write, I will walk around and look at what they are writing.
The exit slip will act as a form of assessment.
o If the students are able to properly use the word endings, I am able to see that
the students understood the concept.
o If the students struggle, the same concept must be the focus of a future lesson.
6. Accommodations, Differentiation, Management Issues, and Transitions:
Accommodations:
o Students who need hearing accommodations will be able to listen to a recording
of a reading of the story.
Differentiation:
o Students who cannot orally explain the difference between word endings will be
asked to write them.
Management Issues:
o If a student appears to not be following along to the reading of the passage,
the students will be asked to point to the line that is currently being read.
o To keep the students from being rowdy and calling out, only the students
who are silent and remaining in their seats will be called on to participate.
Transitions:
o The students will be asked to have out all necessary materials before the lesson
starts.
o The students must have a clear desk, facing forward and silent before their table
may line up for lunch.
Lesson Plan Chart:
PROCEDURE
S
INTRO

TEACHER DOES
Introduce the lesson

Introduce the new vocabulary

words
Explain
the
vocabulary
words for the theme while
engaging in a discussion

STUDENT DOES

EST.
TIME
Listen as the teacher introduces the 1 Minute
lesson
Listen as the teacher 9 Minutes
introduces the word
Copy the vocabulary word
and definition
Engage in a discussion about

Rider Student Teaching Lesson Plan Format

BODY

CLOSING

about the words with the

students
Introduce word endings
Read the first paragraph of
the story
Model
thinking
and
prompting students as they
determine importance
Discuss and summarize the
story

the vocabulary words while

attempting to use the word in
a sentence
Reading the passage or
following
along
to
a
classmate that is reading
Look for examples of the
word endings discussed
Referring to the text and
selecting the main ideas in
the story
Write down the three main
ideas of the story
Engage in a discussion about
the story
State questions related to the text
Think about and answer questions
related to the text
Briefly review word endings
Listen as the teacher discuss
word endings
Model thinking as a chart is
List examples of word
created for the words with
endings
endings
Pass out exit slip
Complete exit slip

15
Minutes

5 Minutes
7 Minutes

2 Minutes

Directions for chart:

For the lesson that I will observed, please fill out this chart. For all other lessons, you may use the part
before this chart, or continue to use this chart.
In the column The teacher is: you will write what you are doing and a teacher minute by
minute, for example: reading short story. Taking attendance, conferring, etc.
In the column, Students are , you will write what the students are doing minute by minute,
for example: listening to read aloud, reflecting upon writing, clapping out the syllables, etc.
Write an estimation of the time that you believe it will take to accomplish each of the tasks.
(This is very difficult to do when you are just starting out)
The concept here is that beginning teachers tend to plan for what they will do to present the
lesson to the students. They generally do not consider what the students are doing minute by
minute, in response to what they do. Likewise, beginning teachers need to plan for what they
will do when the students are engaged in learning. Teaching is a contact sport, everyone in the
room is engaged throughout the lesson.