Instructional Lesson Plan

Interns Name
Kayla Heinrich
Grade
3
rd
Grade
Class Size
30
Date / Time
November 25 20!3
Sub"ect
Language Arts
Sc#ool
C#urc# Lane $lementar%
&entor Initials
SD
I' Pur(ose o) t#e Lesson * What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will
the students say or do that will serve as evidence of learning?
Standard +,se &D State Core Curriculum-
CCSS.ELA-Literacy.L.3.1 Conventions of Standard English: Demonstrate command of the
conventions of standard English grammar and usage when writing or sea!ing.
a. E"lain the function of nouns# ronouns# ver$s# ad%ectives# and adver$s in general and
their functions in articular sentences.
d. &orm and use regular and irregular ver$s
CCSS.ELA-Literacy.L.3.3 'nowledge of Language: (se !nowledge of language and its
conventions when writing# sea!ing# reading# or listening.
a. Choose words and hrases for effect.
Lesson .b"ective
Students will $e a$le to identify strong and wea! ver$s $y using them in their own sentences
while using different means of technology.
/ormative 0ssessment )lanned for use in this lesson*
Students 1ill create a sentence in 2rou(s o) t#ree )or a 1ea3 verb' T#e% 1ill re(lace t#e
1ea3 verb 1it# t1o or t#ree ot#er stron2 verbs' +T1o 1ill be 2iven as matc#es )or t#e 1ea3
verb' Students 1ill be as3ed to come u( 1it# one or more ot#er stron2 verbs based o)) o)
t#eir 1ea3 verb and 1ill dis(la% t#eir in)ormation usin2 IPads and t#e Promet#ean board'-
II' Instructional Decision4&a3in2 * What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to
learning and/or build on students strengths?

5no1led2e o) Learners 6 6 6 Instructional Decisions based on
t#is 3no1led2e

Knowledge of Age-Level Characteristics
Physical: Students now have good large and
small muscle coordination. The girls are ahead
of the boys. Children can work diligently for
longer periods but can become impatient with
delays of their own slowness.
Students will need a few breaks during
instruction to keep focus and engagement.
Transitions and breaks will be briefly given.
Students will be given the opportunity to take a
quick bathroom break if needed. Students will
also work in a whole group and small group
while being encouraged to participate and
share their opinions and input in order to
maintain their attention and avoid impatience
Emotional: Students are experiencing the age
of teasing nicknames criticism and increased
verbal skills to vent anger. They are
developing a sense of fair play and a value
system of right and wrong. Some are searching
for their own identity.
Social: Students express the desire to have
status within the peer group and decreases the
dependence on adults.
Intellectual: Students are beginning to reali!e
that there may be other valid opinions. They
are becoming reasoning people and think in
terms of "the whole#. Students think more
conceptually and have a high level of
creativity.
with their own slowness.
Students will gain peer acceptance and support
when they share their answers and opinions
with their small group as they work together to
write and illustrate. Students will be given the
opportunity to share their opinions with the
class if time permits. $f any teasing or criticism
occurs the teacher will explain to the class that
everyone is allowed to have their own thoughts
and opinions. %o one has to be the same as
someone else.
Students will be encouraged to share their
ideas with their small groups. Students will
receive scaffolding from the teacher as needed.
Students will be able to collaborate create their
own opinions and defend them. Students will
be able to hear their peers& ideas think
critically and value others& opinions even if
they disagree as they work in groups. Students
will respect each other and their opinions and
ideas. $f someone disagrees students will
politely share their feedback without
personally attacking other students. Students
will volunteer their own ideas about sentences
to write and strong verbs to replace their weak
verb.
Knowledge of Academic Readiness !ased
on "re-assessment#
$he class does not understand that they can
re"lace wea% ver!s with stronger ver!s that
enhance the meaning of a sentence&
Students will !e "laying a matching game so
that they can see that wea% ver!s have
strong ver!s that can re"lace them& $hey
will write a sentence with the wea% ver!
from their matching game and use
illustrations to show that the wea% ver!s can
!e re"laced with matching strong ver!s&
Knowledge of Su!grou" or Individual
'eeds IEP accommodations( ELLs( )*$(
other strengths*needs#
Several students have $'(s.
). $saiah Kenny and *lai+ah leave the
room for pull,out special education
instruction.
-. Cameron and .raylen sit with a special
education teacher during whole,group
instruction.
There is one '// student in the class0
). $shkarangit is from $ndia and speaks
and writes 'nglish fluently. He loves
working with technology. $shkarangit
does not work well with other
classmates.
12T Students0
). The Tostitos reading group is the 12T
reading group. 3osi %ickolas 4ueen .riana
Kasim *iyana and /awrence do not need
extra time to complete assignments. They are
fluent readers that comprehend well.
.elow 5eading /evel Students0
). The 6oritos reading group is below,reading
level students. Keith .raylen Cameron
Tameira .lake and Tyla need extra time to
complete assignments and reading. They are in
need of ample modeling.
). These three students will not be present in
the classroom nor will they complete the
assignment when they come back to class.
-. The special education teacher will sit with
these students to help guide their learning and
focus throughout the lesson.
$shkaran will be paired with students that he is
familiar with. The teacher will monitor this
group&s behavior towards each other.
The Tostitos reading group will be grouped
with students from the lower reading groups so
that they can help the below,reading level
students with sentence fluency and word
recognition by having peer group assistance.
Knowledge of Interests and other
+otivational ,actors
Students are fond of team games comics
television movies adventure stories
collections. They are alert and friendly but also
noisy and argumentative. Students may be
sensitive to criticism. They are responsive to
group activities. The students need praise and
encouragement from adults as well as
reminders of their responsibilities.
This lesson will be a whole group and small
group activity where students will be able to
volunteer and give their own input to the class.
The teacher will encourage students to do so as
well as modeling and giving praise to students
as they work well as a whole group and in
small groups. The teacher will remind students
to keep the noise level down. The teacher will
be walking around the room to make sure
students are on task.
&ulticultural Considerations / $7uit% &easures 6 6 Im(lications )or t#is Lesson
Students may not be familiar with some of
the strong verbs that are on the matching
cards.
'// students are becoming fluent in the
'nglish language.
The harder verb cards will be given to the
upper level students who can read and
comprehend their meaning. The weak verb
cards will be given to the lower level
students so that they can easily read and
comprehend their meanings. Students will
work together to find their matches. The
teacher will help the students find their
matches as needed.
The '// student will work with a group to
hear the 'nglish language from his peer
group.
0cademic Lan2ua2e Demands + + + Sca))olds to su((ort lan2ua2e
develo(ment in t#is lesson
Students may not fully understand the
difference $etween strong and wea! ver$s.
To introduce t#e lesson t#e teac#er 1ill
e8(lain t#e di))erence bet1een 1ea3
and stron2 verbs'
*n analogy will be used to show the
students the difference.
7erbs will be related to hamburger
toppings.
8eak verbs represent the cheese.
Strong verbs represent the variety of other
toppings0 ketchup mustard lettuce
tomatoes onions pickles mayonnaise
bacon.
Strong verbs make sentences more
flavorful.
III' Instructional Procedures What instructional strategies and sequence will use to
ensure that every child is a successful learner?
Instructional &aterials and Tec#nolo2ies
, '/39
, Thirty :,piece matching game cards with different toppings of the back
to help them match up their cards ;one of them will have four that match
which will be used for the modeling piece of the lesson<
, := pieces of blank paper or Student 8riting >ournals ;will not need for
technology revamp lesson<
, (icture of a hamburger cheese ketchup mustard onions pickles
lettuce tomatoes and mayonnaise on (romethean board
, $pads ;6oodle .uddy *pp<
, *ctive 7otes
&ana2ement Considerations ),rocedures# -ransitions# .aterials# /ehavior*
-Students will $e given e"licit instructions.
- -he warm-u will $e comleted with the whole class sitting at their seats.
- -he 01 do2 ortion of the lesson will $e modeling the matching game and modeling the students3
%o$ of writing their own sentence using their wea! and strong ver$s.
- -eacher will ass out one word to each student and will direct them to loo! at their words and
then match their word with two artners.
- Students will find a lace in the classroom to wor! with their artners as they write a sentence
using the wea! ver$ and relace it with their strong ver$s and illustrate their wor!.
-Students will go $ac! to their seats and teacher will collect the matching cards as the students
share their ideas.
Instructional
Se7uence
0((ro8imate
Time
Procedure
,lanned /eginning
4arm-u
.otivation
/ridge
3 minutes -eacher introduces the lesson on strong ver$s versus wea! ver$s.
"Today we will be discussing strong and weak verbs. Can
someone tell me what a verb is? ;*n action word it
describes what you do< %ow imagine that verbs are
hamburger toppings toppings that give the hamburger lots
of flavor.#
Teacher displays pictures of a hamburger cheese and many
other toppings on (romethean board.
"%ow the hamburger represents the sentence and the
toppings represent the verbs. The cheese is a weak verb.
Sure it gives the hamburger some flavor but we want those
other toppings too because we want lots of flavor. The other
toppings the ketchup the mustard the pickles mayonnaise
bacon lettuce and tomatoes represent strong verbs. They
provide our sentences with much more flavor than weak
verbs do.#
15 minutes 1 do:
Develoment of the
6ew Learning
!"learly e#plain
instructional activities in
sequence$%
)-hin! 1 Do# 4e Do# 7ou
Do or .odeling# 8uided
,ractice# 1ndeendent
,ractice*
-eacher will introduce and model the activity to $e comleted.
-eacher will ass out matching cards to students.
01 have %ust assed out cards to each of you that has either a
strong or a wea! ver$ on it. Each word matches with two others
e"cet for mine# which matches with three. .y word is a wea!
ver$ that matches with three of your strong ver$s.2 )-he teacher3s
wea! ver$ matches with Cameron# /raylen# and /la!e3s strong
ver$s so that they will $e a$le to use my modeling e"amle.*
0.y wea! ver$ is 0fell2. 6ow 1 am loo!ing for three strong ver$s
that you could relace the word 0fell2 with. 4ho are my matches9
)tried# stum$led# and tum$led*
-eacher collects her matches from the three students.
06ow that 1 have my matches# 1 can match them together on the
romethean $oard and 1 can ta!e a closer loo! at my words. 1
!now that my wea! ver$ is 0fell2 $ecause it doesn3t add very much
flavor# does it9 -he other three words are 0tried2# 0stum$led2#
and 0tum$led2 which are very flavorful words: 1 am going to write a
sentence using my wea! ver$# and then 1 am going to write my
strong ver$s around it so that 1 will !now that 1 can always relace
my wea! ver$ with any of my strong ver$s. -he sentence that 13m
going to write is 0Sam fell out of the tree.22
-eacher writes sentence on aer and dislays it under the EL.;
for students to see.
01 am going to circle my wea! ver$ so that 1 can easily identify it in
my sentence. -hen# 1 am going to write my strong ver$s around
my wea! ver$. 13m not going to circle them# 1 am going to 0<ig<ag2
around them $ecause they are more e"citing and flavorful: -his
will remind me that 1 should use my strong ver$s instead of my
wea! and sometimes $oring ver$s. And then# 1 am going to come
u with another strong ver$ that can relace my wea! ver$. Does
anyone have any ideas for a strong ver$ that could relace the
word 0fell29 )rolled#...etc.* -hen if 1 have some e"tra time# 1 can
draw a icture for my sentence.2 )Students will comlete their
assignment either in their writing %ournals or on a searate sheet
of aer.* )Students will not use %ournals or aer for this
assignment= they will use the Doodle /uddy A on their 1ads
and the ,romethean $oard.*
-eacher draws a >uic! illustration reresenting the modeled
sentence using the EL.; to ro%ect the e"amle.
4e Do:
01n %ust a moment# you will get u and wal! around the room until
you find your other two artners. ?emem$er# one of you has a
wea! ver$# and two of you have a strong ver$. 4hen you find
each other# you will come u to the romethean $oard to match
your strong and wea! ver$s together. 7ou will wor! together as a
grou to come u with a sentence for your wea! ver$. &ollow the
model that is on the screen if you need a reference. Each grou
will come u with at least one more strong ver$ that could relace
the wea! ver$ on their aer.
Does anyone have any >uestions92
0;n the $ac! of each card is a icture of a certain toing. -his
will hel you match your wea! and strong ver$s together $ecause
the three cards in a grou have the same toing icture on the
$ac!. ;nce you find your artners and have matched the words
on the ,romethean $oard# find a lace in the room where you can
wor!. .rs. Dom$rows!i and 1 will $e around to hel you with
matching your word cards# writing your sentences using the
Doodle /uddy A# and thin!ing of new strong ver$s. Everyone
may find their artners.2
-eacher monitors grous while wal!ing around the room and
scaffolding students as needed.
7ou do:
After students have found their matches with the hel of the
teacher# students $ring their writing %ournals )1ads* to their
saces that they have chosen to wor! in the room and construct a
sentence using the wea! ver$. -hey follow the model for circling
the wea! ver$ and 0<ig<agging2 the strong ver$s. Students wor!
together to come u with new strong ver$s to relace the wea!
ver$s. Students illustrate their wor! if time ermits. As the teacher
wal!s around the room to hel the students and see what they3ve
done# she mentions how 0flavorful2 the students wor! is $ecause
of the strong ver$s.
-eacher calls the class $ac! to their seats either re>uesting for
students to share if time ermits or having the students ut their
writing %ournals )1ads* away $efore moving on to the reading
lesson.
Enrichment or
?emediation
(As appropriate to
lesson)
Students who finish early may write another sentence using their
wea! ver$ and come u with more strong ver$s to relace the
wea! ver$s# illustrate their sentence if they haven3t already# or %oin
another grou to share their ideas. Students will wal! around the
room to view other students3 wor! and ideas on the 1ads.
Planned
Ending
(Closure)
Summary
@omewor!
3 minutes Students may share their sentences and illustration if time
ermits.
Students may ta!e home their sentences and continue illustrating
them if they3d li!e.
Students will $e as!ed to come u to the ,romethean $oard to
draw their illustrations and write their strong ver$ versus wea!
ver$ sentences to share their learning with the rest of the class.
I9' 0nal%sis and :e)lection * &o what e#tent are my students learning? How can improve
their learning e#perience? How can improve my professional skills? !complete after
teaching%
Analysis:
What does the data from the
formative assessment indicate
about the extent to which
students acquired the intended
learning? (Cite specific numbers
or percentages of students.)
What trends or patterns do you
notice that indicate strengths
and/or areas of need for the
class as a whole subgroups or
individuals?
What will be your next steps
based on this analysis?
:e)lection +Plan to answer four-
five prompts)
!rompts to consider"
What is wor#ing? What is not?
$or whom? Why?
What multicultural
considerations emerged during
this lesson that you had not
anticipated? %ow would you
address those in the future?
%ow did you &thin# on your
feet' to ma#e instructional
decisions while you were
teaching the lesson? What
wor#ed or did not wor# about
these decisions?
What changes would you ma#e
to your instructional procedure
that would improve student
learning?
%ow effective were your
assessment tools in helping you
monitor student progress? What
modifications would you ma#e to
help students better demonstrate
their learning?
%ow did the oral or written
feedbac# you gave students help
address their needs in relation
to the instructional ob(ectives?
%ow did you /will you give
students an opportunity to use
this feedbac# to grow?
What was surprising or
challenging during this lesson?
What did you learn through it?
%ow does that impact your
future decision)ma#ing?
%ow does this lesson
demonstrate your growth as a
teacher in relation to one or
more of the *+,-.C principles?
;required for portfolio<