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SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Katherine Kenzevich
WIN (What I Need- group) Close Reading
Third Grade
Friday, March 13, 2015
E03.B-K.1.1.2: Determine the main idea of a text;
recount the key details and explain how they support
the main idea.
E03.A-K.1.1.1: Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Formal Evaluation
Students will complete a graphic organizer about the
article Spring.
Informal Evaluation
The teacher will circulate the room and observe the
students work.
The teacher converse with students and complete the
same worksheet as the students on the Smart Board,
with the aid of the students.

Objectives
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

CK

Fifteen third grade students will determine the main


idea of a text by recounting the key ideas that support
the main idea one out of one times.
Fifteen third grade students will ask and answer
questions in a premade graphic organizer,
demonstrating their understanding of the text Spring by
referring to the text for their answers three out of four
times.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Who knows what season we are about to enter into?
1. Spring
Who can tell me a little bit of what happens in the
springtime?
1. Student response
Who remembers what article we read with Mrs. Foust
yesterday?
1. Student response
Hook/Lead-In/Anticipatory Set

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

We will discuss reading the article the previous day with


Mrs. Foust.
Today we will be practicing our close reading skills.
You will be reading the same article as Mrs. Foust read to
you yesterday, but you will be reading it by yourself.
As you are reading, you need to pay close attention to
details.
Big Idea Statement
Comprehension requires and enhances critical thinking
and is constructed through the intentional interaction
between reader and text.
Essential Questions
How do we think while reading in order to understand
and respond?
Key Vocabulary
Adapt
Dormant
Thaws
Spring equinox
Inference
Pre-Assessment of Students
Who knows what season we are about to enter into?
1. Spring
Who can tell me a little bit of what happens in the
springtime?
1. Student response
Who remembers what article we read with Mrs. Foust
yesterday?
1. Student response
Modeling of the Concept
Today we will be doing something different. I will not be
reading the story to you.
You will be reading the story on your own.
Be sure to pay close attention to any details you may
feel are important.
Use the techniques we learned yesterday to mark
anything confusing or important.
1. Pencil reading
I will be walking around the classroom as you are
reading.
I will be placing a graphic organizer on your desk.
Once you are finished reading, read over the graphic
organizer and begin filling it out.
USE YOUR TEXT to find the answers!
Once everyone is finishing up their organizers about the
article, we will begin going over them on the smart
board. A copy of the organizer will be projected for our
use.

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and

In review of the lesson, we will collectively answer


complete the projected version of the students graphic
organizers on the smart board.

Transition
I will pass out the graphic organizers as the students are
reading.
Students will quietly begin working on their graphic
organizers after reading.
As students are finishing up, I will begin reviewing the
key ideas of the text on the projected version of the
graphic organizer, with the students help.
Guiding the Practice
The teacher will review the graphic organizer on the
smart board with the aid of the students.
Providing the Independent Practice
Students will read the article Spring individually.
Students will complete a graphic organizer based upon
the article.
Adaptations/Accommodations for Students with Special
Needs
The story has a word count of 179 and a Lexile of 560. It
was specifically chosen to meet the needs of this
particular group of students. There are no
accommodations needed because these students have
been tested on how many words they can read per
minute and have been specifically chosen to be in this
group per their results on the assessments.
15 copies of the story Spring
Smart Board
Desks
Chairs
Pencils
15 copies of key ideas graphic organizer
Summary & Review of the Learning
We will collectively answer complete the projected
version of the students graphic organizers on the smart
board.
Homework/Assignments
No Homework

signature
Teacher
Self-reflection
What
worked?
What would
you
change?