Lesson Plan Template

Name: Alissa Duensing Grade Level: 3​rd​ grade

Target Content/Lesson Topic: 11.4, Know the Word, Use the Word strategy p.
313 Date: 10/6/2020

Planning
Essential Question
What is the essential
question that this lesson
addresses? What is the core How can students use new vocabulary for speech and writing?
purpose of the lesson that
includes the strategies and
skills necessary to
accomplish the deeper
learning in the standard?
How does this lesson fit
into the larger unit of study?

State Learning
Standards CCSS.ELA-LITERACY.RF.3.4. A
Identify relevant grade level Read grade-level text with purpose and understanding.
standards and Learning
Outcomes from the State
Content Learning
Standards, Common Core
Standards, and school
learning outcomes.

Learning
Targets/Objectives Students will be able to understand new words in the text and use it
What should the students in their speech vocabulary.
know or be able to do after
the instruction? Use a
common format with a
measurable verb that
matches the cognitive
domain standard. This
should be a small piece of
the standard stated in
measurable terms.
Grouping Grouping
Describe how and why
students will be divided into Guided Reading Group based on reading abilities.
groups, if applicable The text is a Level O and Lexile level AD800L.
(homogeneous,
I’m choosing texts that are at their instructional levels.
heterogenous, random /
4 students in the group
based on ability, interest, Co-Teaching Strategy
social purposes, etc.) N/A
Co-Teaching Strategy
How did you collaborate
with your co-teacher to
plan, instruct, and assess
learning? What
Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation Content: I’ll be providing each student with a print book.

Respond to your students’
needs and adjust the
content, process, product,
and/or environment ​to reach
individual learners based on
their readiness, interests,
and learning preferences
(Tomlinson, 2014). Discuss
planned supports here.
Formative Assessment
How will you monitor
student learning throughout
the lesson? Be specific
about how your chosen
assessments connect with
the objectives above.
Does your formative
assessment have/need
evaluation criteria? If so,
attach a copy of your
evaluation criteria.
Process: I’ll interview students on their thinking while I write it for them
on their graphic organizer.
Product: Students can use pictures instead of words for their definitions.
Environment: I will give instructions orally and have it typed on the
graphic organizer. Based on the student's needs as a group I would have
the students work together on the strategy or individual.
Assessment
Strategy: 11.14, Know the Word, Use the Word. P. 313
Student’s in my guided reading group will be reading the text ​The Story of
Ruby Bridges​ by​ ​Robert Coles.
I’ll be handing out a graphic organizer with 5 key terms from the text and
have them write a definition of the word using the books glossary,
dictionary, or their chrome books, and write a new sentence for each key
term. I would have the students write the word in a sentence to develop
their understanding of the meaning of the word and how it can be used
within context.
I’ll also give them a challenge on how many times they use these new
words when talking or writing based on its definition and its context.

Holistic Rubric
Exceeded Met Below
Expectations: Expectations: Expectations:
5 points 3 points 1 point
 Students Students Students only
wrote wrote a wrote one
thoroughly complete short answer
and with sentence for 5 definition/or
detailed key term three
sentences for definitions/or drawings for 3
5 key term 5 drawings key term
definitions/or and used 2 definitions out
5 drawings key terms out of 5, and
and used all 5 of the 5 in a didn’t use any
key terms in a sentence. of the key
sentence. terms in a
sentence.

Summative Assessment I would know if the students demonstrated mastery of the standard is when
How will students the students use these 5 key terms from the text in their speech within
demonstrate mastery of the appropriate context and within their writing.
standard? Note: This A way that I can have these students continue to use these key terms
assessment does not have to
would be when we have history and use the 1950s time period and bring in
occur during/after this
text that relates to the same topic. Also, have students write about what
lesson but in upcoming
lessons.
their reading and have them incorporate these terms, another great way
Evaluation Criteria would be to choose a topic for the guided reading group and pick books
What material(s) will you that incorporate those same terms.
use to evaluate learning?
Please attach a copy of your
checklist, rubric,
observation criteria, or other
measure.
Procedures (Teacher[s] will…, Students will…)
Describe the presentation of
the overall lesson.
Introduction and
Connection to Previous
Learning
●​ ​Anticipatory
Activity (Hook)
●​ ​Activate prior
knowledge.
●​ ​Be sure students
understand
procedures and
instructions for
lessons.
●​ ​Establish clear
expectations.
●​ ​Model concept
The Introduction, During,
and Wrap-up groupings/
instruction/ lesson
progression might look
different!
During (Lesson
Progression)
In this portion of the lesson,
you will be letting go and
letting students engage in
productive struggle;
engaging in gradual release,
inquiry, or other learning
methods. Please write what
you are looking for in terms
of:
●​ ​Students’
thinking and how
they will start the
lesson
●​ ​Provide
appropriate
support (not
explaining how to
do it)
-Students would be pulled each day with their group of 4 based on their
reading abilities. (Details in Grouping Box for reading abilities) for guided
reading time.
-Over the course of the week I have been using non-fiction books to teach
the strategy of using text features to help with comprehension (glossary,
title, captions, index, author, table of contents etc.) Also, over the course
of a week I’m choosing non-fiction books that are under the same theme to
have the same vocabulary terms come up multiple times throughout the
texts for that week. This will help students activate their prior knowledge.
-To hook and set the purpose for the students on making connections to
the text I would tell the students while reading the text keep this question
in mind, if they were Ruby Bridges how would they feel and what would
they do during her situation? I would ask them this again after they read.
-I would hand out the graphic organizer to all 4 students, so they each had
their own copy to refer to while reading.
-I would give the instructions orally and I will also have the instructions
written on the graphic organizer for what is expected of them during their
reading.
-The graphic organizer will have the 5 key terms (crops, courage, mobs,
marshals, and race) and the students will have to write the definitions of
each term then use it in a sentence to demonstrate comprehension of each
term.
-I will tell them that these terms are directly from the text and will help
them define these terms while the students come across these words while
they read.
-I would hand out the book ​The Story of Ruby Bridges​ by​ R ​ obert Coles to
all four group numbers.
-Each student would read aloud while I listen in to each student read.
-I would re-ask the students, if they were Ruby Bridges how would they
feel and what would they do during her situation?
-I would then have the students look at their graphic organizer and read
over each key term.
-Each student would read aloud while I listen in to each student read.
-I would model the graphic organizer by doing the first term with them all
together.
-As the students read and come across their first key term (crops), we will
stop and look up the word, fill in the definition and use it in a sentence on
their graphic organizers.
-To find out the definition for crop there are three ways to do so, 1. I’ll
have the students look at the back of the book with me in the glossary to
see if they can find the definition. 2. I would show the students how to
look up the word crop in the dictionary to find its definition. 3. I would
use my computer to show the students how they would look up the word
 ●​ ​Provide
worthwhile
extensions.
●​ ​Provide
opportunities for
students to engage
in using the
academic
language.
This is where you will be
suggesting or modeling
specific strategies​ and
helping students choose
which strategy makes sense
to them. However, you must
make sure ideas come from
students.
Wrap-Up and
Extension
This is where you have
students talk about their
thinking and share
strategies with the whole
class. It’s important to name
strategies and use academic
vocabulary here, extending
the lesson to broader ideas.
●​ ​Promote a
community of
learners
●​ ​Listen actively
and probe thinking
without evaluating
or telling them
how you would do
it.
Summarize main ideas and
identify future problems
that they would be able to
solve using the thinking you
have discussed.
crop and find its definition, so they can use their chrome books to look up
definitions of the other key terms on their own.
-The students can use any of these three ways to aid them in looking up
the definitions for each key term.
-As the students read and come across their first key term (crops), we will
stop and look up the word, fill in the definition and use it in a sentence on
their graphic organizers.
-Students will also have the choice of drawing a picture for their
definitions.
-After modeling the strategy for the students for the first term, I’ll have the
next term that they come across while they are reading, done with pairs
using the strategy and the rest of the terms the students would do on their
own using the same strategies while they read and come across the terms
in the text.
-After the students were done writing in their definitions and sentences, I
would have the students share their definitions and what they wrote for
their sentences.
-I would have them explain how they knew what sentence they wanted to
use for each key term to have it make sense.
-If any student uses a key term out of context, I’ll ask the student based on
the definition why did you write the sentence they did.
-I would ask them to probe questions on their definitions and sentences to
make sure the students understand the meaning of the word to make
connections with it in other contexts.
-I would be using my formative assessment rubric to determine whether
the students understand the meaning of the vocabulary terms.
-It’s very important that these students comprehend these terms, because
the future lessons will have text with a lot of these same terms, because
they will be based on the same theme for the week.
-I would make sure the students had the correct definitions with correct
sentences within context, and have the students hold on to the graphic
organizer to refer back to when they come across these terms in different
texts.
-I would then dismiss the students back to their seats.
 Instructional Materials, -Graphic Organizer
Equipment and -The Book, ​The Story of Ruby Bridges​ by​ R
​ obert Coles.
Technology -Holistic Rubric
Attach a copy of ALL -pens/pencils
materials the teacher and
students will use during the
lesson; e.g., handouts,
questions to answer,
overheads, PowerPoint
slides, worksheets. List
equipment or technology
that needs to be available.

The Link to more information about this text.

https://www.scholastic.com/teachers/books/story-of-ruby-bridges-the-rev-by-robert-coles/