Final Lesson Plan

Title of Lesson: Literacy Lesson

Name: Megan Hester            Course/Section: EED 509   Date: 4/19/16

School/Grade: Centre Elementary/ 3rd Grade

Date Lesson Taught: 4/19/16                       Estimated Time: 60-90 minutes

Alabama College and Career Ready Standards ACCRS: Reading Standards for Literature 3rd Grade: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1] ACCRS: Vocabulary Acquisition and Use 3rd Grade: 40. Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. [L.3.4] Technology Standards ·      Engage in learning activities with learners from multiple cultures through electronic means. ·      Find and evaluate information related to a current or historical person or event using digital resources.
Specific Lesson Objectives 3rd grade students will be able to comprehend and answer questions about the narrative passage “Bulbs to Blooms”. 3rd grade students will be able to identify meanings of selected unknown words that are located in the passage while performing a word sort and while reading the passage. 3rd grade students will write a description of the main character’s yard using the selected words and details from the story.
Materials List all the materials you will need throughout the lesson. Copies of “Bulbs to Blooms” passage (3) Selected unfamiliar vocabulary words for word sort and other known vocabulary words Writing paper Markers Written Student Friendly Objective Prerequisite Skills The students will be able to read the story aloud.  They also will have the knowledge about matching the words with their definitions.  They will also be able to identify the main character.
TWIRL: Talk: Students will talk to each other while sorting definitions and their corresponding words. Write: Students will write a description of the main character’s yard using the selected words from the story. Investigate: Students will analyze the selected words within the passage. Read: Students will read the passage, “Bulbs to Blooms”. Listen: Students will listen to each other during the reading, sorting and writing activities. View: Students will view the vocabulary word sort and use it to aid in their understanding of the passage.
Step by Step Lesson Outline BEFORE: The teacher will read the student friendly objective to the students. “Today, I will identify unknown vocabulary words and their meanings by doing a matching activity. I will read the story “Bulbs to Blooms” and look for these vocabulary words within the story to help me understand their meanings, and I will write a description of the main character’s yard using these specific words.” The teacher will say, “Remember how we have been growing vegetables in the garden outside? Turn to the person next to you and tell them what you know about the process that plants go through as they grow.” The teacher will now ask students to share their discussions. The teacher will display the word sort activity and have students match definitions to the chosen vocabulary words from the story. The teacher will say “Here we have some new vocabulary words, and we have some definitions that match these words. Work together, and see if you can match these words with their definitions.” The teacher will observe as students complete the word sort.  DURING: The teacher will say, “Today, we are going to read the story ‘Bulbs to Blooms’. This story has three of the same vocabulary words that you just sorted. As we are reading, really pay attention and see if you can identify our vocabulary words. Later, we will check our word sort to see if we still think that we sorted correctly. Tell the person next to you what you are supposed to be doing as you read this story.” The students will turn and tell each other to identify vocabulary words that they were just previously introduced to. The teacher will give each student a copy of the story. The teacher will say, “Let’s look at this first part of the story. Read it out loud with me. Ready? Read!.” The teacher will now stop students at a preselected place. “Look at this sentence with the word ‘bulbs’ in it. ‘Every fall Mr. Connor plants bulbs in his yard.’ After I read that sentence, I realized that bulbs are something gardeners plant down into soil. If I continue reading, I realize that bulbs do not have flowers on them, yet.” The teacher is modeling how to gather information about a word’s meaning by reading the text.  The teacher will say, “I want you to read the next part of our story to a friend that is beside you. So, (student name) you will read this part to (student name). I will tell you when to stop. Then, I will let (student name) read that same part back to (student name). Be sure to pay attention and see if you read about one of the new vocabulary words.” The teacher will stop the first students at a preselected place and swap readers. The teacher will say, “After reading this far, who is Mr. Connor? What does he do every fall?” Since it is a small group the teacher will allow for an open response without calling on students individually. The teacher will ask, “What does it mean when it says ‘It’s hard to imagine them sprouting roots and stems and becoming plants.’? What does that sentence tell us about the word ‘sprouting’? Think to yourself for a moment. Based on the paragraph you just read, was Mr. Connor’s yard usually a beautiful yard full of flowering plants? What part of that paragraph made you think this way?” The teacher will now say, “Tell the person next to why you do or do not think that Mr. Connor’s yard is usually filled with many beautiful plants.” The teacher will regain attention with the 3-2-1 method. After students respond, the teacher will make a point by saying, “If his plants are flowering, we know that his plants have bloomed and opened up. Blooming is also one of our key words to look for.” “Let’s look at the sentence with our vocabulary word ‘recognizing’. What is the meaning of this word in that sentence?” The teacher will allow for a group response. “Why was Mr. Connor’s yard recognized or identified and given an award?” The students will again answer in a choral manner.   The teacher will say, “At the end of that first column, the narrator says that he is glad that Mr. Connor has a sense of humor. When someone says they’re glad you have a sense of humor what are they meaning? Without reading ahead, why might you think that it is a good thing that Mr. Connor has a sense of humor? Make a prediction.” The teacher will allow group answers and response to peers. The teacher will say, “Now I want you to read the rest of the story to yourselves in a whisper voice. Ready? Read!” After students are finished reading, the teacher will now revisit that selected part. “What problem does Mr. Connor face with his next door neighbor’s dog? Our narrator is doing what when his dog causes a problem?” The teacher will say, “Turn and talk to your partner about these two questions.” After a short moment, the teacher will use the 3-2-1 method to gain student attention, again. After a discussion of that part, the teacher will say, “So now that you have read the problem Mr. Connor faced, do you also think that it was a good thing that Mr. Connor had a sense of humor? If he did not have one, how might have he reacted?” The students will discuss chorally. “Why don’t we look back at our sort? After reading our story we realize that we saw three of these words and discussed their meanings as we read along. Work with a partner and make sure you have sorted correctly. Apply what you learned from the story to help you in checking your work.” The teacher will assess students’ learning by monitoring this re-sort. AFTER: After the re-sort is completed the teacher will say, “Now, using some of our vocabulary words and using what you know about Mr. Connor and his yard, I want you to write a description of how his yard probably looks in the spring. What are his plants doing? After Max causes a problem, how might his yard look? Think about these things and write a good description. It does not have to be very long. When you are finished you can draw a picture that goes along with your description.” The teacher will look back at the objectives. “Let’s look back at our objectives for today. Did we read the passage “Bulbs to Blooms” and use the vocabulary words within the story to help us understand? Did we identify these vocabulary words and their meanings in a word sort and in the story? Did we write a description of Mr. Connor’s yard in the spring using these specific words?” The teacher will have the students to go on the quizziz website to have a post assessment.  The quiz will contain matching words from the story, comprehensive question, and True or False questions.
Assessment of Student Learning The teacher will listen for comprehension as students answer questions about the passage “Bulbs to Blooms.” The teacher will observe to see if students are matching the definitions of unknown words correctly during the word sort and will observe for understanding of these words during the reading. The teacher will assess the students’ writing for the use of the selected words in describing the main character’s yard based on details from the passage.
Differentiation to Meet the Needs of All Students (Must include SPED, Gifted, and ELL) SPED: The teacher will pair students in a well-thought out manner so that they are aided throughout the process. The teacher will provide more time for these students if needed. Gifted: The teacher will allow these students to write their own narrative stories about experiences with planting and gardening. ELL: The teacher will purposefully pair these students with an English speaking student and will provide pictures that represent the chosen unknown vocabulary words that are within the text.