3rd Grade Lesson Plans

Lesson Plan 1 Time: 60 min.

Literary Principle Focus: Listening, Writing, Visual Representing

Standard: CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

Goal:

Student will demonstrate an understanding of the text through answering

inference questions about the text.

Cognitive Objective:

1.1 After reading the text aloud to the class, Oh! The Places You Will Go! by Dr.
Seuss, students will demonstrate their understanding of the text by creating a
tri-fold answering questions using text as a basis for answers with a or better
on the rubric.
1.2 AfterreadingthetextOh!theplacesyouwillgo!byDr.Seussindividually,studentswill
demonstratethisunderstandingbycreatingatrifoldansweringquestionsusingthetextsasabasisfor
answerswith6/6ontherubric.

Affective Objective:

While discussing with the class the text, Oh! The Places You Will Go! by Dr. Seuss,
students will demonstrate respect for their peers by not interrupting their peers
with 4/4 on the checklist.

Materials:

-Childrens book Oh, the Places You Will Go! by Dr. Seuss

-PowerPoint with pictures from the book

-8.5x11 Cardstock for each student

-Markers/Colored Pencils/Pens

-Worksheet When I Grow Up..

Procedure:
Introduction (5 minutes)

-Welcome class and ask students to sit quietly in their seats.

Reading Circle and Discussion (30 minutes)

-Ask class to move QUIETLY to the front of the classroom forming a reading circle

-Have the powerpoint ready with the picture of the front cover of the book.

-Ask students:

What do you predict this story will be about?

Remember the story we read yesterday? This is about the Author who wrote that
story.

What do you think he will talk about?

-Begin reading the story, The Boy who grew up on Fairfield Street to the class.

Mini-Lesson: Inference Questions

-Introduction: Ask a student in the TAG program what they think an inference
question means. If they know the answer, have them explain to their peers what an
inference question is and how it can help the teacher to know that they understand
what is happening in the story. Ask students to pair up with partner (have TAG
students pair up with one another) and ask their partner inference questions.
Teacher will listen for examples of an inference questions (correcting each
suggestion on whether or not it is an example or non-example of an inference
question) Ask students to share an example of an inference question.

-Ask students to listen for inference questions I will ask during the reading of this
book.

-Read the story aloud to the students.

Discussion Questions:

-What does the author mean when he talks about bang-ups and hang-ups?
Do you think you can control these events, and does everyone have them?

Who do you think makes most of the decisions in your life?

Dr. Seuss says Do you dare to stay out? Do you dare to go in? How much can
you lose? How much can you win? And if you go in, should you turn left or
rightor right-and-three-quarters? Or, maybe, not quite? Or go around back and
 sneak in from behind? Do you think there is always a right answer to these
questions?

What do you think Dr. Seuss means when he compares life to a great balancing
act? What different things do you balance in your life

Activity (10 minutes)

-Handout 8.5x11 paper for each student and make sure each table has colored
pencils/markers.

-Explain the intructions of what to do with the tri-fold as follows:

-Instruct students that in the first section they will draw or write everyday choices or
challenges they face as well as their favorite activities or hobbies.

-In the middle section have students draw or write major challenges or slumps
they have had to overcome in the past.

-In the third section have students write what their goals are for the future (What
they want to be and do when they grow up.

Explainstudentscangoaheadandgetstartdunlesstheyneedhelpfoldingtheirpaperintothirdsthenkeep
theireyesuptowatchmedemonstrate.

Ask for students (make sure to ask atleast one student from the TAG program) to
volunteer to present their tri-fold brochures to the class that they have just created.

-Students will turn in their tri-folds and will be graded based on rubric below

Cognitive Objective Assessment:

Cognitive Objective 1.1:

After reading the text, Oh! The Places You Will Go! by Dr. Seuss, students will
demonstrate their understanding of the text by creating a tri-fold answering
questions using text as a basis for answers with a or better on the rubric.
2 1 0

Followed Student gave at least 2 Student gave one or Student did not
Directions examples for each less example for each complete
category of the tri-fold category. assignment

TAG student will give at TAG student only

 least 3 examples for each gave 2 or less TAG student only
category of the tri-fold examples for each gave one example
category. for each category

Book Examples corresponded Examples did not Student did not

Corresponden with the text and relate to the story give examples
ce demonstrate an
understanding
TAGstudentsattemptedto
referenceapagenumber TAG student did
TAGstudentsreferencedpage
butitwasincorrect not reference a
numberwiththeirslumpsand
triumph page number

Neatness Examples were well Tri-fold is not Student did not

thought out and effort is organized/ writing complete tri-fold
apparent can not be read

Affective Objective Checklist:

2 1 0

Remain Student stayed in their Student occasionally got Student did not remain
seated seat while other student out of their seat while seated during student
presented other student presented presentations

Tracked the Student maintained eye Student maintained eye Student did not track
speaker with contact throughout the contact occasionally speaker
their eyes entire presentation

Raised hand Student raised hand Student occasionally Student did not raise
when they wished to raised hand when their hand
speak wanting to speaker

Wrap-Up (5 minutes)

-Pass out worksheet for each student

-With the remaining time, students can draw a picture of what they want to be when
they grow up

-Teacher will collect and cut out to paste onto the classroom bulletin board

Modifications:
The students who are enrolled in the TAG program will be asked 2 days before the
start of this unit to take home a copy of Oh! The Places you will go or be given
the option to read it during their independent reading time during the last 15
minutes of the day a couple days in advance before we begin the career unit. The
rest of the class will be listening to the teacher read the book for the first time in
class.

TAG students will be called on specifically to answer questions regarding what is

an inference questions and be asked to share and teach what an inference
question means to their peers. This allows for peer-to-peer teaching which is
proven to increase achievement and understanding. (Rohrbeck, C & Ginsburg-
Block, D 2003).

References:

Arnett, S. & Fitzpatrick, M. & Neild, R. (2013) Foundations of special

education: Understanding students with exceptionalities. Kendall Hunt.
Dubuque IA.

Rohrbeck, Cynthia A.; Ginsburg-Block, Marika D.; Fantuzzo, John W.; Miller,
Traci R.( Jun 2003).Peer-assisted learning interventions with elementary
school students: A meta-analytic review.Journal of Educational Psychology,
Vol 95(2),240-257. http://dx.doi.org/10.1037/0022-0663.95.2.240