USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being

Subject/Content:
Taught: 3rd
Reading/Read Aloud
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Group
Size: 19

Name: Elizabeth Sanchez

Date of Lesson:
November 2015

Lesson Content
LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.
LAFS.3.RL.2.6 Distinguish their own point of view from that of the narrator or those of the
characters.
SP.PK12.US.1.2cApply skills and strategies (scanning, predicting, paraphrasing/
summarizing, rereading, inferencing, retelling, self-questioning, note taking, outlining,
and interpreting text structure) to gain information from a variety of media sources and
instructional presentations.
LA.3.1.7.8 The student will use strategies to repair comprehension of grade-appropriate
text when self-monitoring indicates confusion, including but not limited to rereading,
checking context clues, predicting, summarizing, questioning, and clarifying by checking
other sources.
LA.3.1.7.In.a: Preview text features (e.g., title, headings, illustrations) and use prior
knowledge to make predictions of content of text.

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

When I conduct a read aloud of The Tale of Despereaux the students will be able to
identify character traits, predict, infer, make connections and summarize the story read.
We will know when we have these skills when we complete the book/readings and all
students demonstrate what they know and predict and answer the question correctly on
a post it provided.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 3rd
Reading/Read Aloud

Group
Size: 19

Name: Elizabeth Sanchez

Date of Lesson:
November 2015

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between

Evidence will be the discussions during the reading and also the post its filled out
correctly for the prediction exercise after. (Formative for this lesson)
In the upcoming lessons they will be asked to write a letter to Despereaux a letter of
advice throughout his journey which will be the summative evidence.

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
The first part of the read aloud:
The class will talk about the cover of The Tale of Despereaux and
predict what it will be about.
As students answer open conversation between students and
teacher will be demonstrated to talk about what they think the book
will be like.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 3rd
Reading/Read Aloud
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size: 19

Name: Elizabeth Sanchez

Date of Lesson:
November 2015

I will demonstrate what I predict and how I predicted so that

students are exposed to how to use the strategy.
The teacher will then ask (based on discussing the book will be
about an unlikely hero) the students what a hero is? Who is their
favorite hero? What does a hero do? And how do you think
Despereaux will be a hero? So that students are able to make text to
self and text to world connections.
We will continue to read the first two chapters. After the chapter the
teacher will ask what they predict will happening next using the
illustration in the book.
After that is discussed the teacher will ask what similarities they saw
in this book that was similar to our last read aloud book The
Miraculous Journey of Edward Tulane
The students will then be prompted by the teacher to write about a
character trait on a post it they will find on their desk previously
placed before the read aloud
The student will go to the desk to fill out the post it with a character
trait of their favorite character so far.
The second part of read aloud:
The students will go to the carpeted area of the classroom to signal
the teachers that they are ready for a read aloud.
I will go over and ask a student to summarize the book and what we
read so far
I will read a chapter
During the reading we will come across vocabulary words and
discuss what they mean
After reading we will engage in open conversation about what we
just read (how the character felt, why do you think this happened,
what will happen next, etc.)
They will transition to their seats where they will find a post it to do
the exercise
They will record theyre prediction on a post it (illustrations)

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 3rd
Reading/Read Aloud
Meeting your students
needs as people and as
learners

Group
Size: 19

Name: Elizabeth Sanchez

Date of Lesson:
November 2015

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
When we make the text to self-connections students will be interested in the
story when it is clear that it is about a hero. The class as a whole enjoy books
that have animals come to life and they will be able to make connections and
see similarities with this book to a previous class favorite book The
Miraculous Journey of Edward Tulane.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Because they are all different leveled readers the questions will prompt them
to think about what they read. Lower level readers are now exposed to upper
level reading and on grade or higher can enrich their reading skills by
predicting, identifying and summarizing within the lesson. The exercise after
the read aloud will be to illustrate which is an accommodation to ESE students
who feel better illustrating what was learned or what they predict. Students
who have trouble focusing will be given a book to follow along and keep them
engaged in the reading. Students are also encouraged to check out the book
form the library so that they can follow along and it has been observed that
the student in this class specifically are engaged more while following along
themselves (ESE, gifted)
The read aloud itself can be considered an accommodation for our VI students
because they will be listening to the story and not struggling to keep along
with textbook on their brailed books. One VI student is not as advanced so it is
harder for him to follow along.
Research that was taken into consideration while planning this lesson was respecting
attentional limits. Students in the classroom have short attention spans and can only sit
and listen for so long due to ESE students, ADHD etc. So for this read alouds are only
read by chapter so it does not take long and it can be combined with other lessons during
our reading block.
Also, at the end the students were asked to make predictions and write a character trait

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 3rd
Reading/Read Aloud

Group
Size: 19

Name: Elizabeth Sanchez

Date of Lesson:
November 2015

for a character we read about. They were also able to draw an illustration accompanied
by a sentence. In this I thought about the visual imagery. Students who understand or
can explain their thinking better with visuals and hands on were able to be successful in
this exercise and recalling character traits and predicting the story.
This also connects with the multiple intelligences because as students who processed
information better by reading they were given a book to read along, visual learners could
illustrate and audio were listening to the reading while talking about the book.
Students were also expected to recall what events happened in the previous chapters
before the reading.
Schema theory was also used in the first portion of the lesson when the students were
asked what is a hero?, who are your favorite heroes? And asked what similarities did they
notice within reading this text to the last read aloud book the class read.