USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd

Name:
Group
Size: 18

Date of Lesson: 10/13/16

Lesson Content
What Standards (national
or state) relate to this
lesson?

LAFS.3.RL.1.1- Ask and answer questions to demonstrate understanding of key details.

LAFS.3.RL.1.2- Determine the central message or lesson and explain how it is conveyed
through key details in the text.
LAFS.3.RL.1.3- Describe characters in a story and explain how their actions contribute to
the sequence of events.
LAFS.3.RL.2.5- Refer to parts of stories, dramas, and poems, when writing or speaking
about a text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
LAFS.3.RL.3.7- Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story.
LAFS.3.SL.1.1 a-d- Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building
others ideas and expressing their own clearly.

Essential Understanding
In what ways do Amos and Boris begin to build a friendship?
Objectives- What are you
teaching?

Students will be able to use key details from the text to answer questions in a group
discussion.
Students will be able to describe characters using inferences they made from the text.
Students will be able to answer an essential question using information the text, and topics
talked about in class.

Rationale

The purpose of these objectives are to help students understand the text by analyzing
characters, characters actions, main events, details, etc. This lesson is a one-day lesson
from a week-long close reading lesson plan for the book Amos & Boris by William Steig.
The question being addressed during this lesson prepares the student for the performance
task at the end of the unit. Students will be asked to explain the theme of the text and
include details found in the book to support their answers.

USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd

Name:
Group
Size: 18

Date of Lesson: 10/13/16

The lesson is taught using whole-group instruction and collaborative groups. It is taught in
this manner because it allows students to use their text effectively to support their
thinking. Students need to work on the skill of reading sections of the text to analyze
characters and their actions. This will help them answer inquiring questions about the text
and text themes, which are included in the FSA testing for this grade level.
Evaluation Plan- How will
you know students have
mastered your
objectives?

Formative Assessment: Students will be assessed throughout the lesson by the teacher.
The teacher will circulate the classroom during group discussions to assess student
learning. The teacher will take notes on students thoughts and ideas, which will later be
used during the class discussion.
Summative Assessment: Students will also be assessed at the end of the lesson. Each
student will respond independently in their ELA notebook to the question In what ways do
Amos and Boris begin to build a friendship? Use our discussion from today and pages 1819 for support. These responses will be graded after the lesson, and used to assess
student learning.

What Content Knowledge

is necessary for a teacher
to teach this material?

The teacher should have read the text Amos and Boris by William Steig prior to starting the
unit. The teacher will also need to have knowledge of HOT questions to ask the students
throughout the unit. These questions should need text support and require students to
make inferences based on dialogue and graphics. They should also be familiar with the
standards and objectives for the lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd
What background
knowledge is necessary
for a student to
successfully meet these
objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Name:
Group
Size: 18

Date of Lesson: 10/13/16

1.
2.
3.
4.
5.

Determine the big idea and be able to summarize it into one sentence.
Analyze how specific word choice can better help a reader understand a text.
Analyze illustrations to build an understanding of the text.
Understand how characters are impacted by events in a story.
Use character dialogue (inner and outer thoughts) to better understand and make
inferences about a character.
6. Determine character actions/motivations and why those actions/motivations are
significant.
7. Use context clues and clarifying strategies to determine the meaning of unfamiliar
words.
8. Understand how characters actions/motivations reveal the theme of a text.
Students will be given questions to probe their thoughts and evolve their understanding of
the text. They will also have the opportunity to collaborate with their peers to explain their
understanding of the text.
Learners
Boys- 7
Girls- 11
ELLs- 2 (T.Z., K.A.) One student speaks Turkish, while the other speaks English and
Mandarin.
These students have already completed day one and two of this close-reading unit. They
have read the book completely and have discussed the main events of the text. They have
also completed a graphic organizer that asks students to list new vocabulary words.

What misconceptions
might students have
about this content?

Students might be confused about using examples from the text to support their
statements. This is something that this class has struggled with recently.
Lesson Implementation

Teaching Methods
Direct instruction

USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd

Name:
Group
Size: 18

Date of Lesson: 10/13/16

Shoulder-partners
Turn-and-talk
Table collaboration
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson?
Be thorough. Act as if you
needed a substitute to carry
out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during each
phase?

Time

9:50am10:00a
m

Who is
responsib
le
(Teacher
or
Students)
?
Teacher

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher will ask one student to hand out the Amos and Boris text to
each student.

Teacher will read the I can statement.

I can read the text Amos and Boris and determine the theme using
specific details
Teacher will introduce the purpose for reading.
What is the theme of the text Amos and Boris? How do the
characters actions contribute to the theme?
Teacher will introduce the essential question for today.
In what ways do Amos and Boris begin to build a friendship?
10:00a

Teacher will ask students to turn to page 4 and 5. Introduce the

USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd
What are other adults in
the room doing? How are
they supporting students
learning?
What model of coteaching are you using?

m10:10a
m

Name:
Group
Size: 18

Date of Lesson: 10/13/16

question: How would you describe Amos?

Teacher/
Student

Students will think about the question. The teacher will ask students
to raise their hands and give some ideas. Each time a student is
called on, the teacher should remind them that they need to use
support from the text. This can be done by asking them what page
they are on. Possible answers to this question:
p.3 He is a hard worker and dedicated.
p.4 He is well prepared for his trip across the ocean.
Teacher will respond with the following questions to further their
thinking.

10:10a
m-10:15
am

Teacher

Why do you think that?

How is he.?
Introduce the question: What happens to Amos when he is boating?
Possible answers to this question:
He falls off his boat and into the sea. Amos is unable to grab onto
the boat leaving him in the middle of the sea all alone.
The teacher will tell students that they will answer the next question
in a turn-and-talk: How does this affect him?

Student
10:15a
m10:20a
m
10:20a

Teacher should remind students of voice levels. (Level 1 voice is a

whisper)
Teacher

Students will share their thoughts.

USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd
m10:25a
m

Teacher/
Student

Name:
Group
Size: 18

Date of Lesson: 10/13/16

Call students back together and ask them to share one idea from
each pair.
The teacher will ask: How do Amos inner thoughts help you to
understand his mood at this point?

10:25a
m10:35a
m

Students will give answers using examples from the text.

The teacher will then introduce a final question to be answered in
the table groups: How does the author help the reader understand
why Amos and Boris need to communicate?
Possible answers to this question:
Student
Teacher

Boris forgets that he is carrying Amos on his back and sends him
into the ocean once again. Amos gets angry at Boris then realizes
he should be grateful to the whale that saved his life. They have to
learn how to communicate with each other.
Students will discuss this question and their ideas in their table
groups.

Student
10:35a
m10:45a
m

10:45a
m-

The teacher will bring the group together and ask a representative
from each group to share their ideas.
Teacher will ask students to pull out their ELA notebooks to answer
the essential question: In what ways do Amos and Boris begin to
build a friendship?
Students will write this question in their ELA notebook. They will
answer the question, while also including at least 2 examples from
the text to support their answer.

USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd

What will you do if

Name:
Group
Size: 18

Date of Lesson: 10/13/16

11:05a
m
a student struggles with the content?
If a student is struggling with the content, the teacher will make a point to listen in on their
conversations during group work. If they seem to be misunderstanding the content, the
teacher will steer the conversation to clear up misconceptions they may have. During the
assessment, the teacher can walk by these students to make sure they are writing their
answers. If they are struggling, these students can form a small group in the back of the
room to review instances in the text where they can find support for their answers.

What will you do if

a student masters the content quickly?

These students will be asked to share their writing with a peer. They should share ideas
and give positive feedback while using accountable talk. This will allow them to further
their understanding of the theme.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson is about a mouse and a whale who help each other throughout their lives. Many
of these students have shown interest in sea-life and it is interesting for them to learn
more about it through a fictional text. For example, the book teaches the students about
sounding, which is when a whale comes to the surface of the water.
If applicable, how does this lesson connect to/reflect the local community?
The big idea of this book is building friendships even though the two characters are very
different. The text also talks about how the two characters help one another throughout
their lives. This connects to helping others in their community, along with the traits of
being a good citizen.

USF Elementary Education Lesson Plan Template (S 2014)

Gianina Fletcher
Grade Level Being Taught: Subject/Content: Reading
3rd

Name:
Group
Size: 18

Date of Lesson: 10/13/16

How will you differentiate instruction for students who need additional challenge
during this lesson (enrichment)?
These students will share their final assessment writings with a peer and discuss the
theme of the story. This will test their understanding of the content. Each pair will help edit
the others paper, and give constructive criticism.
How will you differentiate instruction for students who need additional language
support?
These students will only need to provide one example from the text to support their
answer to the essential question in their notebook. The teacher will also talk to them oneon-one to assess their understanding verbally.
Accommodations (If
needed)

K.A.- will need assistance with reading the text. An audiobook is available to this student.

Materials
Amos and Boris by William Steig (class set)
ELA notebook