RDG 4313 Lesson Plan 1.

Grade Level /Content Area / Reading Strategy Teacher Candidate Name Date of Lesson
Teaching Technique
Third grade/Social Studies/Using Schema/”Think Ms. Picot 1/31/18
Sheet”

English Language Arts Common Core State Standards (InTASC 1. Learner Development)
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.
Learning Outcomes (InTASC 1. Learner Development)
Things to remember:
1. The student will be able to use her prior knowledge to make connections to a text.
2. The student will be able to identify the answers to her questions after reading the article.
3. The student will be able to apply her prior knowledge to write down any ideas or questions that she may have about the
article.

Important Concepts for the Lesson (InTASC 4. Content Knowledge)

The purpose of the lesson is for the student to be able to use her prior knowledge to create ideas or questions before reading the
article and to help her understand a text and to make text to self-connections.

Prerequisite Relationships to New Learning (InTASC 4. Content Knowledge)

1. The student needs to be able to generate questions and ideas about the text by looking at the pictures in the article.
2. The student needs to know what prior knowledge means.
Assessment (InTASC 6. Assessment)
1. Formative Assessments
 Think Aloud Pre-Assessment: I will have the student read the first half of “To the Zoo” and answer the questions orally
about the text afterwards in the beginning of the lesson.
 During the Lesson: I will observe the student as she is reading the article using the post it notes in an appropriate way.
2. Summative Assessment
 Think Aloud Post-Assessment: I will have the student read the last half of “To the Zoo” and answer the same questions
orally from the formative assessment again about the text.
o Differentiated Summative Assessment
 I will read the text aloud to the student and write her answers down.

Flexible and Responsive Instruction (InTASC 2. Learning Differences)

1. If the student is unable to generate questions about the text by using the pictures in the article I will help guide the student
to come up with questions about the text.
2. If the student has a hard time during the lesson I will assist her by either reading the text aloud to her or helping her read
the text aloud. I will help guide the student in coming up with ideas about the article and questions before reading the text,
if she is struggling.

Instructional Procedures (InTASC 2. Learning Differences / InTASC 6. Assessment / InTASC 7. Planning for Instruction / InTASC 8.
Instructional Strategies)
Formative Assessment:
I will gauge the student’s level of background knowledge of the important concepts by having the student read the first half of “To
the Zoo” and answer questions orally about the text afterwards.

Anticipatory Set
1. I will tell the student that the purpose of this lesson is to be able to use your prior knowledge to create ideas and questions
about the article we will be reading and to help have a better understanding of the text and to make text to self -
connections. In other words we are using our experiences that we have had to help us have a better understanding of the
text.
2. I will activate the student’s prior knowledge by asking her to come up with ideas and questions about the text by looking at
the pictures in the article.
Direct Instruction (“I” Learning Phase)

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 1. I will write the main topic of the article on the Think Sheet for the student to see. The main topic of the article is Walt
Disney.
2. I will then explain to the student that there are two columns on the sheet, on one side we have a lightbulb and on the other
side we have a question mark. On the lightbulb side we will write down any prior knowledge that we have on the topic and
on the question mark side we will write down any questions that we may have about the topic. I will demonstrate an
example of this to the student to go off of. On the lightbulb side I will write down that, I know Walt Disney created many
movies especially animation. On the question mark side I will write down, How old was Walt Disney when he started his
career?
Guided Practice (“We” and “With You” Learning Phases)
1. I will then have the student finish filling out the worksheet. On the side of the sheet with the lightbulb we will write down
any ideas that we have about the main topic of the article based off of our prior knowledge. We will then put down any
questions that we may have about the article on the other side of the sheet based on our prior knowledge as well.
2. Before we start reading the text we will go over what we wrote down on the worksheet. I will explain to the student that as
we are reading the article I want her to think about what we wrote down and if anything we wrote down is mentioned in
the article I want her to use post it noted to mark that spot. This will help us when we go back through the worksheet later
on in the lesson.
3. I will also ask the student if she has any questions before we start reading. We will then start reading the article.

Formative Assessment:

1. I will incorporate formative assessment throughout the lesson by observing the student when she is coming up with
questions and ideas about the text before reading the article. I will also observe the student when she is reading the text to
see if she is using post it notes in an appropriate way when we are reading.
2. If the student is unable to generate questions about the text by using the pictures in the article I will help guide the student
to come up with questions about the text.
3. If the student has a hard time during the lesson I will assist her by either reading the text aloud to her or helping her read
the text aloud. I will help guide the student in coming up with ideas about the article and questions before reading the text,
if she is struggling.

Closure (“By You” Learning Phase)

Wrap up of lesson:
1. When we are finished reading the article we will go back through and see where we placed the post it notes at I will have
the student locate any information that corresponds with our ideas and questions on the worksheet. I will have the student
write that information on the side of the idea or question it is related to, but in a different color.
Summative Assessment:
2. I will have the student read the last half of “To the Zoo” and answer the same questions orally from the formative
assessment again about the text.

a.I will then discuss with the student what we have learned today and what it means to her.
b.I will have the student discuss how she plans on using what she has learned in today’s lesson in the future and if
she finds what she has learned today helpful to her.
Independent Practice (optional)

Lesson Timeline (Summary of Instruction)

Anticipatory Set
 I will gauge the student’s level
of background knowledge of the
important concepts by having
the student read the first half of
“To the Zoo” and answer
questions orally about the text
afterwards.
Direct Instruction / Guided Practice
Direct Instruction:
 I will write down the main topic
of the text on the worksheet.
 I will also write down an idea
and question that I have to
demonstrate what we will be
doing.
Guided Practice:
Closure
 We will go back through the
worksheet and article to see if
what we wrote down was
mentioned in the article.
 We will write down the
information that corresponds
with our ideas or questions on
the worksheet.
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  I will tell the student the purpose  We will then finish filling out  I will have the student read the
of this lesson is to be able to use the worksheet using our prior last half of “To the Zoo” and
your prior knowledge to help knowledge. answer the same questions orally
have a better understanding of  Before we start reading the text from the formative assessment
the text and to make text to self we will go over what we wrote again about the text.
–connections. down on the worksheet.  I will then discuss with the
 I will activate the student’s prior  I will explain to the student that student what we have learned
knowledge by asking her to as we are reading the article I today and what it means to her.
come up with questions about want her to think about what we  I will have the student discuss
the text by looking at the wrote down and if anything we how she plans on using what she
pictures in the article. wrote down is mentioned in the has learned in today’s lesson in
article. I want her to use post it the future and if she finds what
notes to mark anything that we she has learned to be helpful.
wrote down and is mentioned in
the article.
 I will also ask the student if she
has any questions before we start
reading.
 I will then have the student read
the article.
Lesson Materials and Supplies (InTASC 2. Learning Differences)
Copies of the following:
1. The worksheet, article, “To the Zoo”, two copies of the questions that go with the “To the Zoo” story.
Supplies:
2. Post it notes, pencil and pen, and possibly a highlighter to use when going back through the article in the closure part of
the lesson.
Student Lexile Measure & Grade Range / Text Information (InTASC 2. Learning Differences)
 Students reading range independently is an N, which is 500-550 in Lexile.
 Her instructional reading level is an O, which is 575-625 in Lexile.
 The article that we are using in this lesson is a 600 Lexile level, which is a third grade reading level.

Text information:
Entrepreneur: Walt Disney. (2016, July 15). Biography.com Editors and A+E Networks. Retrieved January 24, 2018, from
https://newsela.com/read/bio-entrepreneur-walt-disney/id/18984/# (600L)