Lesson Plan Unit 3 Week 1

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do? How does the objective connect to your
achievement goal?
SWBAT My achievement goal is for students to become
Essential standard empowered through educational achievement
RL.3.3 Describe characters in a story (e.g., their traits, growth in Text Reading Comprehension and
motivations, or feelings) and explain how their Math benchmarks. Proficiency is the ultimate
actions contribute to the sequence of events (like goal.
problem and solution)
P
R
Supporting standards
E
RL.3.2 Recount stories, including fables, folktales, and
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myths from diverse cultures; determine the central
P
message, lesson, or moral and explain how it is
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conveyed through key details in the text.
A
L.3.4a Use sentence-level context as a clue to the
N
N meaning of a word or phrase.
I
N PREREQUISITE SKILLS DIAGNOSTIC
G What will your students need to know to master the How will you assess students mastery of these
grade-level objective? foundational skills?
Daily quick checks in the form of open response
Students will need to know: quick checks
1) Character: Setting, Plot, and character Rubric for assessment will also be used for quick
development (including who, what, why, checks.
where, and how) Assessment on Friday
2) What a problem and a solution is

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Lesson Plan Template 1
 END OF LESSON ASSESSMENT
How will you know whether your students have made progress toward the objective?
The grade level assessment will be a reading passage with 10 multiple choice questions and one open
response.
The approaching level assessment will have 4 multiple choice questions and an open response.
The beginners level assessment will have 10 multiple choice questions and who, what, when, why,
and where questions in open response format.
Rubric for open response:
100% Demonstrates full understanding of the material. Uses 2 or more examples from the text to cite
evidence. Articulates their opinion or makes inferences to demonstrate deeper understanding.
75% Demonstrates some understanding of the material. Uses one example from the text to cite
evidence. Somewhat articulates their opinion or makes inferences.
50% Demonstrates lack of understanding of the material. Does not use examples from the text to cite
evidence. Does not articulate an opinion or make inferences.
0% No response

The data will give information to the progress made toward the objective.

KEY POINTS
What three to five key points will you emphasize?
My key points are:
1) Problem and Solution: characters can influence the sequence of events based on their actions
2) Synonyms : different words with the same meaning
3) Antonyms: opposite meaning i.e. hot vs cold
4) Theme: a lesson we can learn from the story

L OPENING (_5_ min.) MATERIALS

E (Consider: How will you communicate what is about to happen?
How will you communicate how it will happen?
S
How will you communicate its importance?
S How will you communicate connections to previous lessons?
O How will you engage students and capture their interest?)

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Lesson Plan Template 2
 N
C Capture attention with previously learned skills:
Y TW review authors point of view from last week
C This week use what the author wrote to interpret the characters motivations
L
TW will announce this weeks readings and topic
E Topic Opener
Essential question: What makes different animals unique?
TW review I can statement: I can describe how character motivation creates problems
in the story.
TW play topic opener video

INTRODUCTION OF NEW MATERIAL (_10_ min.)

(Consider: What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate? Why will students be
engaged/interested?)

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Lesson Plan Template 3
 SW discuss essential question based on video
TW emphasize the characteristics of different animals and people can change the
sequence of events
TW review and emphasize this weeks genre: folktales

TW introduce and pronounce vocabulary using reading wonders interactive video

Introduce objective:
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events (like problem and solution)

TW Engage students by asking them about situations where peoples traits and motivations have
caused problems
TW model organizational skills
One way students can track problem and solution is using a graphic organizer

TW read aloud Inchworms Tale in reading wonders book using interactive reading
wonders technology

TW stop to model character motivation

TW play Flocabulary video about character motivation
SW discuss in groups character motivation using problem and solution graphic
organizer to chart results (from story)

TW read aloud Inchworms Tale in reading wonders book using interactive reading
wonders technology

TW stop to model synonyms and antonyms

TW play flocabulary video synonyms and antonyms
SW refer to foldable made in the previous week for discussion

TW read aloud Inchworms Tale in reading wonders book using interactive reading
wonders technology

TW stop to model steps to understand theme

SW think, pair, share the theme of the story using notes from interactive journal

TW finish reading the story

SW will work in groups to answer this question:
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Lesson Plan Template 4
 Reread p. 185 and summarize the problem the villagers are facing and the steps they
take to solve the problem. (remember: sequence is key, use graphic organizer)

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Lesson Plan Template 5
 Formative Assessment for this portion of the lesson: How do Inchworms actions
contribute to the solution?
GUIDED PRACTICE (_60_ min.)
(Consider: How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard? How will you monitor and
correct student performance? Why will students be engaged/interested?)
Centers! Theme
Lets practice what weve just learned and do some review of other subjects worksheet
Vocabulary
Expectations before centers activities
TW review with students the activities in each center -this weeks
(students are already familiar with the activities, the material just changes) vocabulary
Theme worksheet: SW read a short story and use a graphic organizer to describe the frayer model
theme and supporting details -this weeks
Vocabulary activities vocabulary
-this weeks vocabulary Frayer model: SW record on dry erase worksheets the choice board
definition, facts, non-examples, and examples of the vocabulary words on the board -fluency
-this weeks vocabulary choice board: SW pick one of nine activities using the activity
vocabulary on the board -decoding
-fluency activity: students will read sight words and time themselves for accuracy and activity
fluency, 1 minute each Writing
-decoding activity: SW use letter dice to create real words and made up words, prompt
illustrating the real from the fake
Writing prompt: SW select a prompt and write a narrative describing a problem and
how the characters come to a solution

Expectations during centers

15 minute rotations
Teacher will give feedback for each center by observing behaviors and narrating
working together, kind words, and hard work
TW take small groups to work on different skills and progress monitoring__________
Teacher will give feedback and modeling based on the following:
Problem and Solution- characters can influence the sequence of events based on their
actions
Synonyms - different words with the same meaning
Antonyms- opposite meaning i.e. hot vs cold

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Lesson Plan Template 6
 Formative Assessment for this portion of the lesson:
INDEPENDENT PRACTICE (_3_ min.)
(Consider: How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective? How will you provide opportunities for extension? Why will students be
engaged/interested?)

SW work independently to answer this question:

What do your characteristics/features help you to do?

Formative Assessment for this portion of the lesson: https://catalog.mcgraw- Differentiated

hill.com/repository/private_data/DOC/50000278/1/65.pdf#page=128 assessment:
(this assessment is only available through a Reading Wonders account, see assessment
below)

CLOSING (_10_ min.)

(Consider: How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?)
Summarize
Morning meditation
Trainer will instruct students
(classroom trainer: students have careers in the classroom that gives them different
job, one of them is a trainer who teaches yoga, meditation, visualizing, and breathing
exercises)
TW provide very little feedback as trainer instructs 2 yoga poses, 2 breathing
exercises, and visualizing the students individual goal for the day
Poses: Goddess pose and neck roll
Goal: visualize the answer to the question what do your characteristics/features help
you to do?

Significance
SW combine meditation to todays skill
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Lesson Plan Template 7
 Not only does it get the students moving, but encourages engagement

Notes, Handouts & Materials:

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Lesson Plan Template 8
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Lesson Plan Template 9