MISERICORDIA UNIVERSITY

THE TEACHER EDUCATION DEPARTMENT

LESSON PLAN FOR DIRECT INSTRUCTION OR GROUPS
TEACHER’S NAME: ​Miss Melissa Smith COURSE NAME/GRADE LEVEL: ​ELA/3​rd​ Grade
DATES OF DELIVERY: ​Tuesday, April 23, 2018
FROM ​ 10:05 TO 11:10
UNIT TITLE: ​Journey’s Unit 4, Lesson 16
STANDARD/S ADDRESSED ( _x_PA CORE: __ PA ACADEMIC STANDARDS)
CC.1.1.3.E​ ​Read with accuracy and fluency to support comprehension: • Read on-level text with purpose and
understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use
context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.1.2.3.B​ ​Ask and answer questions about the text and make inferences from text; refer to text to support responses.
CC.1.3.3.K​ ​Read and comprehend literary fiction on grade-level, reading independently and proficiently.
CC.1.2.3.A ​Determine the main idea of a text; recount the key details and explain how they support the main idea
CC.1.3.3.A​ ​Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.

LESSON TOPIC: ​Day 2- Dig Deeper

LESSON OBJECTIVE/S
AS A RESULT OF THIS LESSON, THE STUDENT/S WILL READ A STORY AND ANSWER COMPREHENSION QUESTIONS ABOUT THE TEXT.

STEPS OF PLANNED SEQUENCE ESTIMATED MATERIALS/TLA

DIRECT OF TEACHING/LEARNING ACTIVITIES TIME
INSTRUCTION PER TLA
(GAGNE)
**Tell students to bring their Reading Book to the carpet using Carpet, Carpet, -Reading Book
1, 2, 3!** (the skinny one)
-Flipchart
1 GAIN 1. This past weekend was Earth Day and yesterday we did a sticky note close 1-2 minutes
ATTENTION reading of ​Judy Moody Saves the World!​, a story about a girl who wants to
save the environment. Turn and discuss with a partner what ​you ​can do to
help the environment. Give students a few seconds to answer then call back
together. Tell the class that later, you will get to respond to a FlipGrid to share
what you can do to help the environment with the class.

2 STATE 2. Today we are going to dig deeper into the story by reading together and
OBJECTIVE stopping to answer comprehension questions about the characters, setting,
and plot of the story.

3 FACILITATE 3. Yesterday we discussed that our Judy Moody story is an example of 1-2 minutes
RECALL humorous fiction. Call on a student to tell you why. Then ask the class: What
did you think was humorous, or funny, while you were reading yesterday?

4 PRESENT 4. Story Structure Review: Fictional stories like ​Judy Moody Saves the World! 5 minutes
NEW have a story structure that includes characters, setting, and a plot. Review the
INFORMATION following using the Whole Brain strategies below:
● Characters​ are the people (make people with fingers and walk across
hand) in a story (make book with hands).
● The ​setting​ is where (hold up one hand) and when (hold up other
hand) a story takes place (make book with hands).
 ● The ​plot​ is the order of events (make 1, 2, 3 with fingers) in which
characters solve a problem (silent cheer with hands/arms)-- The plot
includes a beginning (touch head), middle (touch stomach), and end
(touch toes).

The author of a story communicates the theme, or the overall main idea or
lesson of the story, through these parts of the story. The theme is something
important that the author wants you to take away with you after reading.
● Whole Brain: The ​theme​ is the overall (move arms around in a big
circle- without hitting anyone!), main idea (lightbulb moment
motions) or lesson (wave finger) in a story. You keep it with you (pat
heart) when you are done reading!

As we reread ​Judy Moody Saves the World!​ today, think about the story’s
theme and what the author wants you to learn and to take away from the
story.

5 PROVIDE 5. Begin the second reading of the story with students through a teacher read 20-30
GUIDED aloud. Use the comprehension questions on pages T24-T34 in the Journey’s minutes
PRACTICE Teaching Manual as stopping points during the reading-- pick popsicle sticks to
choose students to answer the questions.

**May not get to 2nd Rotation until ELA this afternoon**

6 PROVIDE 6. ​FlipGrid and Retelling Cards: ​Use Class Dojo to divide the class into two 10 minutes
INDEPENDENT groups. Half of the class will record an answer to the FlipGrid question, while for each
PRACTICE the other half of the class quietly works in groups with the Retelling Cards. rotation, 20
Switch after 10 minutes. minutes
total -chromebooks
FlipGrid:​ Text to Self Connections- In ​Judy Moody Saves the World!​, Judy -whiteboards &
Moody reduces the use of rainforest products. Tell about something you might markers
do to help the environment. Use your whiteboard to write or draw about your
response.

Student should record their response and then listen to other responses that
have been posted. Students can use the emojis to “comment” on responses. -Anchor chart
paper with
Retelling Cards:​ Keep the other half of the class on the carpet. Give partners, questions
or groups of 3, a retelling card to look at the picture and discuss the “Talk prewritten
About It” questions. After partners/groups discuss, they will work together to -Markers
answer the questions on the anchor chart paper. ​Reiterate that each member
of the group ​must​ be included in writing answers (I should see everyone
participating)!!​ When all groups are finished after both rotations, students will
briefly present their information (in the order of the retelling cards) and a class
discussion will be held to retell the story.

**Because of time, this brief presentation will be done in the beginning of ELA
tomorrow as a review!**

7 PROVIDE 7. During the rotations, circulate around the room to monitor Flipgrid and
FEEDBACK/ offer help as needed as students record their responses. Give feedback and
DISCUSSION offer help as needed to the groups using the Retelling Cards. *Make sure that
groups are working together nicely and using a quiet voice level since students
are recording around the room.

8 CONDUCT 8. ​Formative Assessment:​ Flipgrid allows educators to provide feedback

ASSESSMENT directly to the students from each video that is submitted. I will use this to
assign a rating for each student’s performance and ideas (scale of 0-5 for each
category). I can also write comments with this rubric.
 Informal Assessment:​ I will informally assess through teacher observation
during the read aloud/answering questions and during the retelling cards
projects/presentations.

**Closure:​ Show a FlipGrid response or two and briefly discuss.

9 SCHEDULE 9. Tomorrow we will read another Judy Moody story called ​My Smelly Pet ​and
ELABORATION compare it to​ Judy Moody Saves the World!

ACCOMMODATIONS
STUDENTS ACCOMMODATION
H Encourage students to elaborate on answers during the read aloud questions. Encourage use of ​text evidence​!

A Lesson as is.

L Use prompting and additional guided questioning to help students answer comprehension questions when called
on. If needed, use the beginning of the answers to the questions in the Teacher manual as sentence starters if
students are struggling to answer a question when called on during the read aloud.

O (CW) Use points sheet at the end of the ELA block to monitor behavior goals. Monitor behavior closely on the carpet
and during independent and group activities.

SELF-CRITIQUE/REFLECTION (OVERLEAF OR ATTACHMENT)

*The Whole Brain motions were a hit with the students and made the lesson visibly more engaging and effective.
*Both Flipgrid and the Retelling Cards were successful ways for students to apply the story, based on my informal and
formal assessments.
*NOTE FOR FUTURE: Be sure to ask all the comprehension questions FIRST, and then choose a student’s popsicle stick to
ensure that all students are accountable for each question.