Lesson Plan Template

Name: Laura Siwula Grade Level: 3rd grade

Target Content/Lesson Topic: infer to figure it out Date: 10-6-20

Planning
Essential Question How can we use context clues within a reading text to figure out what a vocabulary word means?
What is the essential question that this
lesson addresses? What is the core
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.RI.3.7
Identify relevant grade level standards Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
and Learning Outcomes from the State
Content Learning Standards, Common demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Core Standards, and school learning
outcomes.

Learning Targets/Objectives Students will be able to…

What should the students know or be • Notice vocabulary words within the story.
able to do after the instruction? Use a • Use context clues to find out what a vocabulary word means.
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 groups, if applicable This will start off as a whole instruction lesson and work its way to being individual. We will go over the
(homogeneous, heterogenous, random / strategy as a whole group and then break off individually to make sure students are understanding the
based on ability, interest, social strategy.
purposes, etc.)
Co-Teaching Strategy Co-Teaching Strategy
How did you collaborate with your co-
teacher to plan, instruct, and assess No co-teaching will be going on unless one of the students need special education or ESL support.
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 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
Respond to your students’ needs and Teacher will provide ELL/IEP students with visual pictures next to the vocabulary words to help them understand
adjust the content, process, product, what each one is.
and/or environment to reach individual
learners based on their readiness, Teacher will provide ELL students with a bilingual textbook or a book in their L1 (if available)
interests, and learning preferences
(Tomlinson, 2014). Discuss planned Students could cut and paste vocabulary words in the graphic organizer instead of writing in it. Instead of writing the
supports here. words on the worksheet the students could tell the teacher what each word means.

The graphic organizer could be written in L1 so ELLs can understand.

Students who need the book read to them could be set up with an electronic that can read the pages to the student.

Students who need to speak into an electronic to get their ideas out will be given an electronic to do so.

Students who need to one do 2 vocabulary words instead of four will be given the opportunity to.

Teacher will do their best to find a video version of the book (if available)

Students will be given the option for flexible seating. If the teacher thinks this will be difficult for the student, she
will sit with them at a table.

Students who need it extra quite will be allowed to wear noise blocking headphones to focus.
Assessment

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 Formative Assessment For this lesson students will complete a graphic organizer. By doing this I will know what students believe the
How will you monitor student learning definition of the word is and how they came to this answer based off what they found in the story. The goal is
throughout the lesson? Be specific that the student is using the information they have (the book) in order to figure out what the word is. I want
about how your chosen assessments the student to be able to look at the page and find the vocabulary words. I want them to be able to read the
connect with the objectives above. sentence and think “what could this mean” then read it again “is this making sense?” “what is the whole
Does your formative assessment
sentence telling me?” by doing this the student should be able to come to a conclusion for what the meaning
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria. for the work is.

Yes, it does have an evaluation criterion.

I have a good I have a good I do not understand I do not understand I did not try at all.
understanding of understanding of what the word what the word
what the word what the word means. I am so close means. I made some
means. I used means. I used and used the mistakes and did
context clues to context clues to context clues just not use the context
figure it out and figure it out and not there yet. clues.
describe it. I can use describe it.
the word in a
sentence.

Summative Assessment The long-term goal of this strategy is for students to have it in their back pockets. If a student is reading on
How will students demonstrate mastery their own and they come across a word they don’t know then this would be a good strategy to use. The goal is
of the standard? Note: This assessment that when students are doing an assessment and/or reading and come across an unknown word, they are able
does not have to occur during/after this to use this strategy to figure it out. This strategy will help the students as they continue with this lesson and
lesson but in upcoming lessons. reading the story.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy

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 of your checklist, rubric, observation
criteria, or other measure.

Procedures (Teacher[s] will…, Students will…)

Describe the presentation of the overall Today we will be using our “My View” Book. Please take that book out and turn to page 238. As you can see on
lesson. this page it gives us a preview of the vocabulary words we will need to know when reading the story. The
Introduction and Connection to words are: “nature, patterns, sequence, repeat, and symmetry.” (teacher will write the words on the board as
Previous Learning she reads them.) For this lesson your job as the student will be to read with a partner and use context clues in
● Anticipatory Activity (Hook) order to figure out what the vocabulary words mean. “Does anyone know what context clues mean?” “context
● Activate prior knowledge. clues are when we use clues from the story to determine what a word means.” We want to think about how
● Be sure students understand the word fits in what the title of the book, what is happening and if it is a positive or negative word.
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression) Now, your job as the student will be to preview the story and then use the graphic organizer, I am about to
In this portion of the lesson, you will be give you to figure out what these vocabulary words mean. You can write the words on the graphic organizer
letting go and letting students engage in before you begin and then when you are looking through the story find the vocabulary word and stop. First, I
productive struggle; engaging in gradual want you to write in the graphic organizer what you think the word means. Think about if you have ever heard
release, inquiry, or other learning the word at home or in another story. Then in the second box write about what clues you used to find what the
methods. Please write what you are word meant. You should be looking in the story for clues on what the words mean. If you finish early, please go
looking for in terms of:
through the story and circle words that you don’t know.
● Students’ thinking and how they
will start the lesson
● Provide appropriate support The teacher will pass out the graphic organizer. Before we break out into flexible seating lets try to do one of
(not explaining how to do it) the words together. Everyone should be looking on page 268. What is the first one in the box? Can someone
● Provide worthwhile extensions. raise their hand and tell me? Yes, nature. Let’s write that word in the first box of our graphic organizer. Now
● Provide opportunities for the next box says what do you think the word means. Can anyone tell me? You can write what I have in your
students to engage in using the box too. Now can someone tell me where in the book it might give me a clue about what the word nature
academic language. means? Go ahead and take a minute to look through the book. Let’s read the sentence the word is in together.
This is where you will be suggesting or Can anyone tell me what the sentence is saying? Thank you for that answer, lets write it in.
modeling specific strategies and
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 helping students choose which strategy
makes sense to them. However, you There are four words left. I want you to try and do those four words on your own. You may find a flexible
must make sure ideas come from seating option around the room. They will be directed to use a clipboard to put their graphic organizer on. The
students. teacher will let the students know they have 30 minutes to work on this.

While the students are working the teacher will be walking around and encouraging the students to:
• Check the picture. What might it mean?
• Reread what comes before the word? Does that help?
• Read past the word. Can you figure out what it means now?
• Tell me what you think the clues are.
• Yes, what you wrote makes sense.
Wrap-Up and Extension The teacher will give the students a 5-minute warning to wrap up what they are writing and then they will
This is where you have students talk return to their seats.
about their thinking and share strategies
with the whole class. It’s important to Once students return to their desk the teacher will ask the students which words were the easiest to define
name strategies and use academic and which were the hardest. The teacher will go over each of these words to make sure each student knows
vocabulary here, extending the lesson to the definition. The students will be told that now that the terms have been define, we will be able to use this
broader ideas.
information when we read the story together tomorrow.
● Promote a community of
learners
● Listen actively and probe Finally, the teacher will have the students turn in their graphic organizer.
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.

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 Instructional Materials,
Equipment and Technology
Attach a copy of ALL 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. Word:

What I think the word means:

Clues that helped me:

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