Rowad Al Khaleej International School

Daily Lesson Plan

Subject: Reading and Phonics
Teacher: Mrs. Alyssa VanBibber
Date (s): 2/7/16 2/11/16
Grade:3
Week/period :21
Objective: By the end of this lesson, students will be able to:

Academic Year:2015-2016

Apply knowledge of suffixes and use them in order to change the meaning of words they already know.
Understand new vocabulary and how to use it in a sentence.
Identify main idea, details, and climax in a story.
Understand and produce generalizations about the selection.
Expand the weekly concept.
Develop oral vocabulary.
Use Graphic sources to understand text and improve comprehension.
Develop students motor skills with different paper, hands-on activities that involve drawing, cutting, gluing, and using a stapler.

Standards

Learning Strategies
(Details below)

CCSS.ELA-Literacy.L.3.1.e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-Literacy.W.3.2.a: Introduce a topic and group related information together, include illustrations when useful to aiding
comprehension.
CCSS.ELA-Literacy.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea

Cooperative/
Collaborative

Active
Learning

Teaching
Instructions/strateg
ies
(Details below)
Assessment strategies
(Details below)

Informed
Learning

Experimental
Instruction

Direct
Instruction

Problem based
learning

Peer-led
Discussion

Case Study
Teaching

Formative (see graphic organizers and student

notebooks, paper projects)
S.E (Reading Street)
Readers and Writers
Phonics book

Teacher
prompted
Instruction

Interactive
Instruction

Indirect
Instructions

Others
(explain)

Group
project

Others
(explain)

Summative
Weekly Test on the 6th day

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Smart board

Technology

Internet search

Other

(Explain)

Although you will have times when your classroom is Teacher-centered the majority of your teaching activities and strategies
should be learner-centered. Learner-centered teaching means the student is at the center of learning. You assist the student in
assuming the responsibility for learning while you facilitate the learning. Thus, the power in the classroom shifts to the stude

Lesson
summary &
Flow of lesson

Warm-up/ice-breaker

Sunday

Students prepare themselves

with their Readers and
(Specify activity
Writers notebook and L.A
from choices above notebook (2mins).
& use time matrix
to stay on track)

Exploration/explanation

Assessment

Day 1: Inducing the story

Introduction to story with bookwalk

Student should think about the question of
the week and respond to the question in
notebooks
Group discuss what students wrote with
other students
Topic to Teach: Suffixes (use textbook to
teach what they are and how to identify
them) Write notes with students in
notebooks.
Watch video:
https://youtu.be/5uhgG37Pzi4
Students will create own picture of
something that shows an example of a
word ending in able. Example:

Blooms
Taxonomy/Depth of
Knowledge
Remembering,
Understanding,
Applying,
Analyzing,
Creating

Phonics page 113

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Monday:
Explain and discuss
Question of the week.
Relate it to the real life
scientific activities.

Day 2: Vocabulary

List the vocabulary words on the

board.

Play hangman using the new vocabulary

and have students write down each word
to form a list to study from in Language
notebooks.
Tip for hangman: Give students the
definition, type of word it is, synonym,
etc. to guess the word and have them write
that by the word in there notebook.
Teach Generalizing by talking about the
book walk you did yesterday. Have
student write down an opinion they have
about all the photos they saw in the book.
Compare these to the definition of a
generalization.
Work on page 212 in R&W.

Tuesday:

Day 3:Reading:

Recall,
Reproduce,
Strategic Thinking,
Extended Thinking

R&W pages 212

HW: Phonics
page 114

Review spelling words. Can play a

basketball trash game and have students
line up to make shots. Get the word right
and can make a shot. Wrong and its back
of the line and the next person gets to steal
for a shot to shoot a paper ball in the trash
can.
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Can play video on board to read the story:

https://youtu.be/yvHIX_vTr5I
Have students work in groups to write
down a summary of the story and the
events that led to a climax.
Present these if time allows and have
students rate the summaries 1 for perfect
through 5, which means they didnt get
what they read.

Wednesday:
Day 4-Phonics
Continue to explore suffixes and review
prefixes with the video:
https://youtu.be/H2Z4p0au1yk
Make the following list in students
notebooks:
Root word
Suffix and its
meaning
-ly: having
something the
same
-ful: full of
-ness: turns a
feeling into an
adjective
(describes a noun)
-less: does not
have
-able: can do
something
-ible: can get to
something
Have student fill in the chart with words
they know can have those endings or
create together (can work in small groups
for differentiation)

HW: Phonics
page 116

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Thursday:

Complete Phonics page 117 (graded) if

not in small group
Complete RW p. 211 (graded) as
individual assignment and finish as
homework if not completed at the end of
class
If time permits show the below video so
students understand that ly changes
words into adjectives:
https://youtu.be/b4KybdSi1Fc

Day 5 (Think Critically & Review)

Have the students work in pairs to

generalize what the climax of the story
was.
Next have the students accurately
describe the main topic and important
ideas and use key vocabulary in a
graphic organizer they can draw out on
paper.

Detail
Main
Idea
Detail

Detail

Students can continue to add different

shapes to add more details to form a
bigger picture (mine will form a whale
for the story which I will model on the
board)
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Week 21
Sunday

Discuss the questions under think

critically ate the end of the story in
students textbook.
Brainstorm ideas for the expected
question in the weekly test.
Review Comprehension Sheet and
Practice Test or Practice Spelling
Test

Day 6

Weekly test/Spelling Test

Please map your
lessons using Depth
of Knowledge with
Blooms Taxonomy
to guide your
classroom activities
and strategies for
higher order
thinking.

Blooms Taxonomyand Description

Remembering: Label, list, match, recall, select, state, underline
Understanding:Describe, explain, interpret, summarize, paraphrase
Applying:Complete, organize, solve, calculate, compute, use
Analyzing:Categorize, classify, find patterns and relationships, compare
Evaluating:Judge based on criteria, support, conclude
Creating:Compose, formulate, hypothesize, write

Depth of Knowledge
Recall and Reproduce, Skill and
Concepts, Strategic Thinking, Extended
Thinking
(See description and activities in attached
guide.)

Reflection

Below you will find information to help you make informative choices for your learning and teaching strategies. Its up to you to
get further information if you need it.

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