Grade Level: 3rd

Content Standard (list the standard and its description): SS.3.C.1.1

Objective (this connects directly to your content standard which is your curriculum): The students
will identify the purpose of and the need for a government.

Text (link to text for the lesson): http://www.usconstitution.net/constkidsK.html

Text Level (indicates the grade level of the text): 6.0

Lesson Time Estimation: 2, 45 minute classes.

In pink highlight where you address reading

In yellow highlight where you address writing
In light blue highlight where you address listening
In light green highlight where you address speaking

Lesson Activities (outlined in the boxes below):

Before Link to the strategy used, Explanation of use in lesson:
reading not to a list of strategies: Have students skim the text, then hand out the
strategy http://www.readingrockets. anticipation guide. Tell the students to read the
name: org/strategies/anticipation anticipation guide statements, and check if they
_guide agree with the statements based off what they
Anticipation know and skimmed. On the back of the paper,
Guide have students write one reason they infer
government is necessary. Have students discuss
their reason with a shoulder partner.

During Link to the strategy used, Explanation of use in lesson:

reading not to a list of strategies: Students will read the text along with the teacher.
strategy http://www.readingrockets. When appropriate, teacher will stop the reading
name: org/strategies/reading_gui and ask a question from the reading guide.
de Students will raise their hands and answer
Reading questions individually. Teacher will write the
Guide appropriate answer on the board, students will
copy the answer on their reading guide.
After reading Link to the strategy used, Explanation of use in lesson:
strategy not to a list of strategies: Have students reread their original reason on why
name: http://www.readingrockets. they think government was necessary. Have them
org/strategies/summarizin write if they were correct or incorrect and why.
Summarizing g Then, have students write a 4 sentence summary
on the article. Remind the students that a
summary is what theyve read put into their own
words. Have students discuss their answer and
summary with a shoulder partner.

What level of rigor is your lesson at according to Webbs Depth of Knowledge chart?
According to Webbs Depth of Knowledge chart, my lesson is a level 2 in rigor.
Explain, using information from your lesson, how your lesson met the Webbs Depth of
Knowledge level you identified your lesson as?
I asked students to infer before they read, distinguish the answers to the questions while they read
and summarize after they read. All of these action words were listed in the level 2 of the Depth of
Knowledge chart.

How will you evaluate if students are learning while your lesson is being implemented and
afterward so you can make changes as needed to ensure learning (list at least one)?
The guided reading assignment helps me articulate which students are learning and which are not,
this will help me make changes or review as needed during the reading. After the reading, the
children will discuss and summarize the article, I can use this to understand who knows the material
and who does not.