Mount Aloysius College

2018 Lesson Plan Format

________________________________________________________________

I. Heading

Lesson Title: ​Introduction: Mr. Putter & Tabby Walk the Dog
Teacher Name​: Ms. Alisa Barnes
Date Lesson is taught​: Monday, April 1st, 2019
Subject/Discipline​: Reading
Grade Level​: 3rd grade
Number of Students​: 20 Students
Allocated Instructional Time:​ 9-10:15
Multiple Intelligences Addressed: ​Visual/Spatial, Verbal/Linguistic, and
Bodily/Kinesthetic
Pennsylvania Common Core Standards or Early Learning Standards:
Standard - CC.1.2.3.F​- Determine the meaning of words and phrases as they are used
in the grade-level text, distinguishing literal from non-literal meaning as well as shades
of meaning among related words.
Standard - CC.1.2.3.K​-Determine or clarify the meaning of the unknown and
multiple-meaning word and phrases based on grade-level reading and content;
choosing flexibly from a range of strategies and tools
Standard - CC.1.3.3.C-​Describe characters in a story and explain how their actions
contribute to the sequence of events.
Standard - CC.1.2.3.E-​Use text structure to interpret information (e.g., chronology,
comparison, cause/effect, problem/ solution).

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The purpose of this lesson is to introduce the vocabulary that is used in the
new story we are about to read. Also, too identify the main problem in the story
and figure out how the characters in the story solved that problem.
 2. The students are familiar with the problem and solution and figuring out if the
character in the story has solved the problem.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

TLWBAT
1. Determine the meaning of unknown words or phrases with the use of
clarifying straggles. (​CC.1.2.3.F-CC.1.2.3.K)
2. Identify the main problem in the story and how it is solved (​CC.1.2.3.E)​.
3. Identify what each abbreviation means (​CC.1.2.3.K)

(III. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Teacher Material
1. Vocabulary Flipchart
2. Handout of the new vocabulary word
3. Handout of Reading packet
4. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

Student Material
5. Handout of the new vocabulary word
6. Handout of Reading packet
7. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and

Pedagogy) (Danielson 1e: Designing Coherent Instruction) (Danielson 3a:
Communicating with Students) (3b Using Questioning and Discussion
Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction and Motivation

1. The teacher will say "This cycle, we will read ​Mr. Putter & Tabby Walk the
Dog​ by Cynthia Rylant. As we read, will identify the main problem in the story
and how it is solved. Good readers identify the problem and solution in a story to
better understand the story and characters.”
B. Lesson Body
Introduction
● Have students do 15 minutes of Lexia
● Point out that the story is a ​narrative
● Talk about how a narrative has a character, setting, problem, events, and
solution
● Review how the text is not an expository text because that type of text is to
inform you: Ex. their health book

Teacher instruction
● Introduce the vocabulary (​Knowledge)
● Have students put a + if they know the word or a? if they do not the word
● Going over vocabulary words, definitions, and sentences

Guided Practice
● Introduce the skill, identify a problem and its solution, by reminding students
that every story has a problem that needs to be solved. (​Knowledge)
● Describe a problem to students. Use ​think-pair-share ​to have students
identify ways that the problem could be solved.
● Imagine that Maya comes home from school to find that she has lost
the keys to our front door, so she can't go inside. What are some
ways she can solve this problem?
● Students response
● Right. She can find a place to wait. She can ask a neighbor for help.
She can look for a window to climb through. Those are all the way
you can try to solve the problem.
● Have the students think back to Arthur's new puppy.
● Let's think about the main problem in the story we recently read. The
main problem in Arthur's new puppy is that Arthur ’s puppy needs to
be trained because he keeps ruining things inside the house. Is that
problem solved by the end, and if so, how?
● Students Response
● Right. The problem is solved. Arthur successfully trained his puppy.
● Remind that studying a story map can help them understand how
problems in the story can get worse as the story progresses, and how the
main problem or eventually solved.
● Remind students to think about the main problem and its solution as they
read ​Mr. Putter & Tabby Walk the Dog

Listening Comprehension
 ● Preview ​Mr. Putter & Tabby Feed the Fish W ​ ith the students, questioning
them about the title, the illustration throughout, and the summary.
● Point out that the main characters in the story, Mr. Putter and Tabby, are the
same as the main characters in the story students will read.
● Read pages 6 through 13 aloud
● As a whole group discuss the main problem in the story
● I know that most stories have a problem that the main character face.
In this story, the problem is Tabby, the cat, is too excited to have a
fish at home. This doesn't surprise me, because I know how cats feel
about fish. But I do wonder how Tabby will deal with this kind of
excitement.
● Display the story map. Fill out the “Title,” “Characters,” and “Setting”
● I know that using a story map can really help me understand a
problem and its solution. I know what problem in the story is, so I fill
out the section of the story map. I’ll write “ Tabby is too excited to
have a fish at home.”

Preview team talk

● Preview the team talk questions with the class. Pointing out that number #4
must be written individually and after they will discuss their answers with their
teams.
● Ask student's underline key words or phrases in the write on questions.

Team Work
● Read pages 3-9 all together in ​Mr. Putter & Tabby Walk the Dog​.
● If the student gets done early they may look over the Team Talk questions
● Focus on the right on question and do it as a whole group.

(Danielson 3e: Demonstrating Flexibility and Responsiveness

● Exceptional child: for a student who needed additional support they could either
have their partner help them if they are still struggling or I will be walking around
the room monitoring if the students are actually understanding

D. Closure/Conclusion

1. To close this activity the student and the teacher will both go over their
answers orally as a class
VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment)

(Danielson 3d: Using Assessment in Instruction)

1. To assess the student they will use their claying strategi​es to determine the
vocabulary words and their correct meaning (OBJ#1)
2. ​ To assess the student they will use the story map to help them identify the
main problem and how it is solved (OBJ#2).
 Mount Aloysius College
2018 Lesson Plan Format

________________________________________________________________

I. Heading

Lesson Title: ​Day 2: Mr. Putter & Tabby Walk the Dog
Teacher Name​: Ms. Alisa Barnes
Date Lesson is taught​: Tuesday, April 2nd, 2019
Subject/Discipline​: Reading
Grade Level​: 3rd grade
Number of Students​: 20 Students
Allocated Instructional Time:​ 9-10:15
Multiple Intelligences Addressed: ​Visual/Spatial, Verbal/Linguistic, and
Bodily/Kinesthetic
Pennsylvania Common Core Standards or Early Learning Standards:
Standard - CC.1.2.3.F​- Determine the meaning of words and phrases as they are used
in the grade-level text, distinguishing literal from non-literal meaning as well as shades
of meaning among related words.
Standard - CC.1.2.3.K​-Determine or clarify the meaning of the unknown and
multiple-meaning word and phrases based on grade-level reading and content;
choosing flexibly from a range of strategies and tools
Standard - CC.1.3.3.C-​Describe characters in a story and explain how their actions
contribute to the sequence of events.
Standard - CC.1.2.3.E-​Use text structure to interpret information (e.g., chronology,
comparison, cause/effect, problem/ solution).

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The purpose of this lesson is to use the story map when reading and identify
abbreviations and what they mean. Also, too identify the main problem in the
story and figure out how the characters in the story solved that problem.
 2. The students are familiar with the problem and solution and figuring out if the
character in the story has solved the problem.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

TLWBAT
1. Determine the meaning of unknown words or phrases with the use of
clarifying strategies . (​CC.1.2.3.F-CC.1.2.3.K)
2. Identify the main problem in the story and how it is solved (​CC.1.2.3.E)​.
3. Identify what each abbreviation means (​CC.1.2.3.K)

(III. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Teacher Material
8. Vocabulary Flipchart
9. Handout of the new vocabulary word
10. Handout of Reading packet
11. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

Student Material
12. Handout of the new vocabulary word
13. Handout of Reading packet
14. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and

Pedagogy) (Danielson 1e: Designing Coherent Instruction) (Danielson 3a:
Communicating with Students) (3b Using Questioning and Discussion
Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction and Motivation

1. The teacher will say "This cycle, we will read ​Mr. Putter & Tabby Walk the
Dog​ by Cynthia Rylant. As we read, will identify the main problem in the story
and how it is solved. Good readers identify the problem and solution in a story to
better understand the story and characters.”
B. Lesson Body
 Introduction
● Have students do 15 minutes of Lexia

Listening Comprehension
● Read pages 14 through 18 of ​Mr. Putter & Tabby Feed the Fish ​aloud​. U ​ se a
think-aloud to model identifying how the problem in the story gets worse.
● I know the main problem in this story is that Tabby is too excited to
have a fish at help. In this passage, it seems like this problem is
getting worse. Not only is Tabby really excited but now she can't
even sleep because of the fish! This is a real problem.
● Use a think-aloud to model putting this information in the event section on
the story map.
● I can write this information down in the “Events” section of the
story map. I can write “Tabby can't sleep because of the fish”
because it's an example of the main problem getting worse.
● Read pages 19 through 21 allowed. Use team huddle and random
reported having students identify a way Mr. putter tries to solve the main
problem in the story.
● Mr. putter covers the fish with a pillowcase. Why does he do this?
Give students time to respond. That's right, he did this so Tabby
won't see the fish. That way, she might not be so excited. This is an
example of a character trying to solve the main problem in the story.
● Remind students to think about the main problem and its solution as they
read ​Mr. Putter & Tabby Walk the Dog.
Preview team talk
● Preview the team talk questions with the class. Pointing out that number #3
must be written individually and after they will discuss their answers with their
teams.
● Ask student's underline key words or phrases in the write on questions.

Team Work
● Read pages 10-13 aloud with partners
● Read pages 14-16 silently
● If they finish they may look over the Team Talk questions
● Focus on the write on question and do it as a whole group.

Word Power
● Remind students that we use abbreviations to shorten words-- in this case,
Doctor, which is a person's title. Explain that we see abbreviations and our
 everyday lives in that many authors use abbreviations and their books, so it is
important to know what an abbreviation actually means.
● Write “DR.” in the deflated raft. Explain that this is an abbreviation for doctor. You
think pair share to have students compare the word and the raft and tell what
they notice about the two words.
● Underline each letter found in the word. Point out that some abbreviations are
made up of the first and last letter of the word.
● Point out that we shortened titles of people, the first letter is capitalized.
● Display the rafts again. Tell students that there are abbreviations in the book
their reading. You think pair share to have students identify one of the
abbreviations. Randomly select a few students to share.
● Tell students that they will practice knowing the meaning of the vocabulary
words in the word power skill in preparation for the test

(Danielson 3e: Demonstrating Flexibility and Responsiveness

● Exceptional child: for a student who needed additional support they could either
have their partner help them if they are still struggling or I will be walking around
the room monitoring if the students are actually understanding

D. Closure/Conclusion

1. To close this activity the student and the teacher will both go over their
answers orally as a class

VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment)

(Danielson 3d: Using Assessment in Instruction)

1. To assess the student they will use their claying strategi​es to determine the
vocabulary words and their correct meaning (OBJ#1)
2. ​ To assess the student they will use the story map to help them identify the
main problem and how it is solved (OBJ#2).
3. To assess the student they will correctly identify abbreviations for different
vocabulary words used in the book (OBJ#3)
 Mount Aloysius College
2018 Lesson Plan Format

________________________________________________________________

I. Heading

Lesson Title: ​Day 3: Mr. Putter & Tabby Walk the Dog
Teacher Name​: Ms. Alisa Barnes
Date Lesson is taught​:Thursday , April 4th, 2019
Subject/Discipline​: Reading
Grade Level​: 3rd grade
Number of Students​: 20 Students
Allocated Instructional Time:​ 9-10:15
Multiple Intelligences Addressed: ​Visual/Spatial, Verbal/Linguistic, and
Bodily/Kinesthetic
Pennsylvania Common Core Standards or Early Learning Standards:
Standard - CC.1.2.3.F​- Determine the meaning of words and phrases as they are used
in the grade-level text, distinguishing literal from non-literal meaning as well as shades
of meaning among related words.
Standard - CC.1.2.3.K​-Determine or clarify the meaning of the unknown and
multiple-meaning word and phrases based on grade-level reading and content;
choosing flexibly from a range of strategies and tools
Standard - CC.1.3.3.C-​Describe characters in a story and explain how their actions
contribute to the sequence of events.
Standard - CC.1.2.3.E-​Use text structure to interpret information (e.g., chronology,
comparison, cause/effect, problem/ solution).

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The purpose of this lesson is to use the story map when reading and identify
abbreviations and what they mean. Also, too identify the main problem in the
story and figure out how the characters in the story solved that problem.
 2. The students are familiar with the problem and solution and figuring out if the
character in the story has solved the problem.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

TLWBAT
1. Determine the meaning of unknown words or phrases with the use of
clarifying strategies . (​CC.1.2.3.F-CC.1.2.3.K)
2. Identify the main problem in the story and how it is solved (​CC.1.2.3.E)​.
3. Identify what each abbreviation means (​CC.1.2.3.K)

(III. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Teacher Material
15. Vocabulary Flipchart
16. Handout of the new vocabulary word
17. Handout of Reading packet
18. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

Student Material
19. Handout of the new vocabulary word
20. Handout of Reading packet
21. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and

Pedagogy) (Danielson 1e: Designing Coherent Instruction) (Danielson 3a:
Communicating with Students) (3b Using Questioning and Discussion
Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction and Motivation

1. The teacher will say "This cycle, we will read ​Mr. Putter & Tabby Walk the
Dog​ by Cynthia Rylant. As we read, will identify the main problem in the story
and how it is solved. Good readers identify the problem and solution in a story to
better understand the story and characters.”
B. Lesson Body
 Introduction
● Have students do 15 minutes of Lexia

Listening Comprehension
● Read pages 22 through 25 of ​Mr. Putter & Tabby Feed the Fish ​aloud​. U ​ se a
think-aloud to model identifying how the problem in the story gets worse.
● How is the main problem in the story getting worse In this passage?
Give students time to discuss. Use random reported to select students to
share. ​That's right. Tabby’s excitement has gotten so out of hand that
she won't even let a pillowcase stop her from going after the fish. We
can write this down on our story map.
● Read pages 26 through 31 aloud. Use team huddle and random reported
having students identify a way Mr. putter tries to solve the main problem in
the story.
● What does Mr. Putter do to solve the main problem in the story? G ​ ive
students time to discuss. Use random reported to select the students to
share​. That's right. He covers the fishbowl with a bucket, and then he
and Tabby go look at the birds. Both ways should help Tabby with
her excitement about the fish. She can't see the fish, so she
shouldn't think about them.
● Remind students to think about the main problem and its solution as they
read ​Mr. Putter & Tabby Walk the Dog.
Preview team talk
● Preview the team talk questions with the class. Pointing out that number #3
must be written individually and after they will discuss their answers with their
teams.
● Ask student's underline key words or phrases in the write on questions.

Team Work
● Read pages 17-19 aloud with partners
● Read pages 20-23 silently
● If they finish they may look over the Team Talk questions
● Focus on the write on question and do it as a whole group.

Word Power
● Remind students that we use abbreviations to shorten words-- in this case,
Doctor, which is a person's title. Explain that we see abbreviations and our
everyday lives in that many authors use abbreviations and their books, so it is
important to know what an abbreviation actually means.
● Use think pair share to have the students identify that abbreviation for ​February​.
● Confirm, and modeled the correct answer, and write “Feb.” on the deflated raft.
point out that some abbreviations are made up of the first three letters of the
word. Remind students that in abbreviations, the first letter is capitalized, in the
abbreviation ends with a.
● Display the rafts again. Tell students that there are abbreviations in the book
their reading. You think pair share to have students identify one of the
abbreviations. Randomly select a few students to share.
● Tell students that they will practice knowing the meaning of the vocabulary
words in the word power skill in preparation for the test

(Danielson 3e: Demonstrating Flexibility and Responsiveness

● Exceptional child: for a student who needed additional support they could either
have their partner help them if they are still struggling or I will be walking around
the room monitoring if the students are actually understanding

D. Closure/Conclusion

1. To close this activity the student and the teacher will both go over their
answers orally as a class

VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment)

(Danielson 3d: Using Assessment in Instruction)

1. To assess the student they will use their claying strategi​es to determine the
vocabulary words and their correct meaning (OBJ#1)
2. ​ To assess the student they will use the story map to help them identify the
main problem and how it is solved (OBJ#2).
3. To assess the student they will correctly identify abbreviations for different
vocabulary words used in the book (OBJ#3)
 Mount Aloysius College
2018 Lesson Plan Format

________________________________________________________________

I. Heading

Lesson Title: ​Day 4: Mr. Putter & Tabby Walk the Dog
Teacher Name​: Ms. Alisa Barnes
Date Lesson is taught​:Friday , April 4th, 2019
Subject/Discipline​: Reading
Grade Level​: 3rd grade
Number of Students​: 20 Students
Allocated Instructional Time:​ 9-10:15
Multiple Intelligences Addressed: ​Visual/Spatial, Verbal/Linguistic, and
Bodily/Kinesthetic
Pennsylvania Common Core Standards or Early Learning Standards:
Standard - CC.1.2.3.F​- Determine the meaning of words and phrases as they are used
in the grade-level text, distinguishing literal from non-literal meaning as well as shades
of meaning among related words.
Standard - CC.1.2.3.K​-Determine or clarify the meaning of the unknown and
multiple-meaning word and phrases based on grade-level reading and content;
choosing flexibly from a range of strategies and tools
Standard - CC.1.3.3.C-​Describe characters in a story and explain how their actions
contribute to the sequence of events.
Standard - CC.1.2.3.E-​Use text structure to interpret information (e.g., chronology,
comparison, cause/effect, problem/ solution).

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The purpose of this lesson is to use the story map when reading and identify
abbreviations and what they mean. Also, too identify the main problem in the
story and figure out how the characters in the story solved that problem.
 2. The students are familiar with the problem and solution and figuring out if the
character in the story has solved the problem.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

TLWBAT
1. Determine the meaning of unknown words or phrases with the use of
clarifying strategies . (​CC.1.2.3.F-CC.1.2.3.K)
2. Identify the main problem in the story and how it is solved (​CC.1.2.3.E)​.
3. Identify what each abbreviation means (​CC.1.2.3.K)

(III. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Teacher Material
22. Vocabulary Flipchart
23. Handout of the new vocabulary word
24. Handout of Reading packet
25. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

Student Material
26. Handout of the new vocabulary word
27. Handout of Reading packet
28. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and

Pedagogy) (Danielson 1e: Designing Coherent Instruction) (Danielson 3a:
Communicating with Students) (3b Using Questioning and Discussion
Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction and Motivation

1. The teacher will say "This cycle, we will read ​Mr. Putter & Tabby Walk the
Dog​ by Cynthia Rylant. As we read, will identify the main problem in the story
and how it is solved. Good readers identify the problem and solution in a story to
better understand the story and characters.”
B. Lesson Body
 Introduction
● Have the student do a characterization activity

Listening Comprehension
● Read pages 22 through 43 of ​Mr. Putter & Tabby Feed the Fish ​aloud​. U ​ se a
random reported have students tell whether the main problem in the story has
been solved, and if so, how?
● We know that the main problem in the story is. Tabby is overly
excited to have a fish at home. How has the problem been solved?
Give students time to discuss. Use random reported to select students to
share. ​That's right. It has. Mr. Putter has figured out a way to keep
Tabby from being too excited. He has given the fish to Mrs. Teaberry.
How has this solve the problem?.
● Give students time to discuss. Use random reported to select the students
to share​. That's right. Tabby doesn't get too excited anymore because
the fish isn't around all the time. Mr. Putter and Tabby can go visit
the fish whenever they want.
● Write the solution in the “ Solutions” section of the story map.
● Remind students to think about the main problem and its solution as they
read ​Mr. Putter & Tabby Walk the Dog.
Preview team talk
● Preview the team talk questions with the class. Pointing out that number #1
must be written individually and after they will discuss their answers with their
teams.
● Ask student's underline key words or phrases in the write on questions.

Team Work
● Read pages 24-26 aloud with partners
● Read pages 27-30 silently
● If they finish they may look over the Team Talk questions
● Focus on the write on question and do it as a whole group.

Word Power
● Remind students that we use abbreviations to shorten words-- in this case,
Doctor, which is a person's title. Explain that we see abbreviations and our
everyday lives in that many authors use abbreviations and their books, so it is
important to know what an abbreviation actually means.
● Tell students that abbreviations can also be shortened words in addresses.
● Direct students attention to the word power challenge. Point out the first
sentence has an underlined word in the second sentence has an underlined
abbreviation. Use think pair share to have students identified the abbreviation for
the first sentence and the word for the second sentence.
● Tell students that they will practice knowing the meaning of the vocabulary
words in the word power skill in preparation for the test

(Danielson 3e: Demonstrating Flexibility and Responsiveness

● Exceptional child: for a student who needed additional support they could either
have their partner help them if they are still struggling or I will be walking around
the room monitoring if the students are actually understanding

D. Closure/Conclusion

1. To close this activity the student and the teacher will both go over their
answers orally as a class

VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment)

(Danielson 3d: Using Assessment in Instruction)

1. To assess the student they will use their claying strategi​es to determine the
vocabulary words and their correct meaning (OBJ#1)
2. ​ To assess the student they will use the story map to help them identify the
main problem and how it is solved (OBJ#2).
3. To assess the student they will correctly identify abbreviations for different
vocabulary words used in the book (OBJ#3)
 Mount Aloysius College
2018 Lesson Plan Format

________________________________________________________________

I. Heading

Lesson Title: ​Day 5: Mr. Putter & Tabby Walk the Dog
Teacher Name​: Ms. Alisa Barnes
Date Lesson is taught​: Thursday, April 4th, 2019
Subject/Discipline​: Reading
Grade Level​: 3rd grade
Number of Students​: 20 Students
Allocated Instructional Time:​ 9-10:15
Multiple Intelligences Addressed: ​Visual/Spatial, Verbal/Linguistic, and
Bodily/Kinesthetic
Pennsylvania Common Core Standards or Early Learning Standards:
Standard - CC.1.2.3.F​- Determine the meaning of words and phrases as they are used
in the grade-level text, distinguishing literal from non-literal meaning as well as shades
of meaning among related words.
Standard - CC.1.2.3.K​-Determine or clarify the meaning of the unknown and
multiple-meaning word and phrases based on grade-level reading and content;
choosing flexibly from a range of strategies and tools
Standard - CC.1.3.3.C-​Describe characters in a story and explain how their actions
contribute to the sequence of events.
Standard - CC.1.2.3.E-​Use text structure to interpret information (e.g., chronology,
comparison, cause/effect, problem/ solution).

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The purpose of this lesson is to use the story map when reading and identify
abbreviations and what they mean. Also, too identify the main problem in the
story and figure out how the characters in the story solved that problem.
 2. The students are familiar with the problem and solution and figuring out if the
character in the story has solved the problem.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

TLWBAT
1. Determine the meaning of unknown words or phrases with the use of
clarifying strategies . (​CC.1.2.3.F-CC.1.2.3.K)
2. Identify the main problem in the story and how it is solved (​CC.1.2.3.E)​.
3. Identify what each abbreviation means (​CC.1.2.3.K)

(III. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Teacher Material
29. Vocabulary Flipchart
30. Handout of the new vocabulary word
31. Handout of Reading packet
32. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

Student Material
33. Handout of the new vocabulary word
34. Handout of Reading packet
35. Mr. Putter & Tabby Walk the Dog​ by Cynthia Rylant

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and

Pedagogy) (Danielson 1e: Designing Coherent Instruction) (Danielson 3a:
Communicating with Students) (3b Using Questioning and Discussion
Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction and Motivation

1. The teacher will say "This cycle, we will read ​Mr. Putter & Tabby Walk the
Dog​ by Cynthia Rylant. As we read, will identify the main problem in the story
and how it is solved. Good readers identify the problem and solution in a story to
better understand the story and characters.”
B. Lesson Body
 Introduction
● Have the students to 15 minutes of Lexia

Team Work
● H​ave the students review their vocabulary words.
● Work on meaningful sentences with each of the vocabulary words.
● Explain to them that they will have to write a meaningful sentence on the
word ​Deal​ on their tests.
● Call a few students up to share their meaningful story.

Word Power
● Remind students that we use abbreviations to shorten words-- in this case,
Doctor, which is a person's title. Explain that we see abbreviations and our
everyday lives in that many authors use abbreviations and their books, so it is
important to know what an abbreviation actually means.
● Tell students that abbreviations can also be shortened words in addresses.
● Direct students attention to the word power challenge. Point out the first
sentence has an underlined word in the second sentence has an underlined
abbreviation. Use think pair share to have students identified the abbreviation for
the first sentence and the word for the second sentence.
● Tell students that they will practice knowing the meaning of the vocabulary
words in the word power skill in preparation for the test

(Danielson 3e: Demonstrating Flexibility and Responsiveness

● Exceptional child: for a student who needed additional support they could either
have their partner help them if they are still struggling or I will be walking around
the room monitoring if the students are actually understanding

D. Closure/Conclusion

1. To close this activity the student and the teacher will both go over their
answers orally as a class

VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment)

(Danielson 3d: Using Assessment in Instruction)
1. To assess the student they will use their claying strategi​es to determine the
vocabulary words and their correct meaning (OBJ#1)
2. ​ To assess the student they will use the story map to help them identify the
main problem and how it is solved (OBJ#2).
3. To assess the student they will correctly identify abbreviations for different
vocabulary words used in the book (OBJ#3)