Elementary and Early Childhood Education Lesson Plan Template

Name: Alissa Greeson Date: October 10th, 2019

Course: ECE 4410 Lesson Plan #: 2

Subject Area(s): Science, Literacy Grade Level/Time Frame: 3rd/

Identify Georgia Standard (s) Write out standards that apply to the lesson. Write the number and the
Curricular of Excellence statement. Remember to include those that apply to every subject area
Priorities you are integrating in the lesson.

ELAGSE3RL1 Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for
the answers.

S3E1. Obtain, evaluate, and communicate information about the

physical attributes of rocks and soils.

Prior Academic What prior academic knowledge and/or prerequisite skills will this
Knowledge and lesson activate? What prior academic knowledge and/or prerequisite
Prerequisite Skills skills will students need for this lesson?

Students will need to read text on their level to determine meanings of

words and phrases.

Students will need to draw on their prior knowledge of asking

questions about a text and using the text to answer the questions.

Students will need to draw on their prior knowledge of finding key

details in a text.

Central Focus The central focus of this learning segment is for students to ask and
Statement answer questions to demonstrate an understanding of a text while
referring explicitly to the text as the basis for the answers. The skills
needed to ask, and answer questions include identifying key details and
Looking back into a text to find key details. The purpose of this
learning segment is for students to create a discovery education board
with 4 questions asked and answers from the book cited.

Learning Objective(s) This (or these) should support the central focus, overarching goal,
or Learning Target(s) big idea, or essential question(s); should be measurable; should
indicate what students will be able to do at the end of the lesson (These
can be written as “I can” statements)

SWBAT ask questions of a text and answer them using/referring to the

text.

Potential What potential misconceptions or developmental approximations are

Misconceptions possible with this content and how will you address each?
and/or Developmental
Approximations  Inability to form questions based on text: I will model this
one on one or in a small group then ask them to try while I
scaffold.

 Inability to use text as the basis for answers: I will model one
on one or in a small group how to look back in a text for a
sentence that can answer my question and write the page

Design Type of Assessment
Assessment
Framework
Pre-assessment
Formative assessment(s)
Summative
assessment(s)
Assessment Plan Alignment
Standard(s)
ELAGSE3RL1 Ask and
answer questions to
demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
S3E1. Obtain, evaluate,
and communicate
information about the
physical attributes of
rocks and soils.
Summarize the results of the pre-assessment data and explain how it will drive your
Create Materials Needed
Learning
Activities
number then ask them to try while I scaffold.
Format of Assessment Supports, Evaluation
(e.g., quiz, test, Accommodations, Criteria
checklist, KWL chart, Modifications
performance task) How will you
know or measure if
the students have
met the learning
objective(s) or
learning target(s)?
Seeing students N/A See if they are
questions from the based off of the
previous lesson. text.
Observation of sticky Whole class. By looking at their
note question answers as question answers
a group. from the text as we
form them.
Sticky note question Partners Checking if their
answering on their own. answers are based
off of information
in the passage or
not.
Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
SWBAT ask questions  Previous Sticky Questions
of a text and answer
them using/referring to  Observations
the text.
 Sticky note questions
Pre-Assessment Data Summary
instructional practices.
N/A: Lesson has not been taught.
Teacher Resources (must include podcasts): List all textbooks,
children’s literature, CDs/DVDs, videos, and on-line sources that are
resources for you, the teacher, in determining the content and in
teaching the lesson. Provide proper APA references.
 Passage to project, sticky note questions, blank sticky notes, pencil.

Student Resources: List, and include, all handouts, worksheets, and

other materials, including assessments, that you will have students use
in this lesson. Please make sure you cite your reference in APA style.
Include slide shows you plan to use. Note that slide images can be
copied from Power Point and pasted into Word documents. List all
other materials needed, and the amount of each.

Pencil, sticky note questions, blank sticky notes, passage.

Technology Connection How will you, the teacher, use technology?

Projecting the passage as another means of representation.

How will the students use technology?

N/A to this lesson.

Supporting Diverse How do you plan to differentiate your instruction related to the
Learners learning objective(s), learning target(s) and/or central focus (e.g.,
content, process, product; representation, action & expression,
engagement). Explain how the support will assist a specific student
and/or group with respect to the specific learning objective(s) or
learning target(s). For example:

 I will support my students who struggle with reading by

differentiating the content through the use of leveled reading
books that address the concept of motion.

Note: Make sure you address the needs of the learner(s) identified
in the learning description of your Context for Learning.

 Beginning Readers: I will read the questions and passage to

them and their chosen book for the Discovery Education
Board.

 Gifted: I will extend their answers to deeper questions based

on the text by scaffolding. They may also choose a higher
leveled text.

Culturally Responsive How is the content of your lesson connected to the students’ assets
Teaching (personal, cultural, and/or community) within your classroom? Be
specific to the content of the lesson and the assets of your students.

Through our study of the unit on rocks and soils students have a
profound interest in rocks and minerals and facts about them. They
often bring rocks from the playground and describe their physical
attributes. So, they will enjoy the books on this topic.

Instructional Strategies The teacher will revisit the questions made on the sticky notes for the
and Learning Tasks book she read. She will re-read this book to students and they will raise
(include activities, their hands when they get to a part in the book that answers the
discussions, or other question, the teacher will ask questions on how they know and write the
modes of participation answers. Students will then trade passages and stickies and answer their
that engage students to partners questions on the stickies.
develop, practice, and
apply skills and I Do/We do- I will ask students to summarize what we discussed and
knowledge related to a did in the previous lesson. I will re-read the book. I will then show the
sticky note questions we made as a whole class and read them. I will
specific learning model for one of the questions how we go into the text and find the
objective(s) or learning answer. Then I will read the rest of the questions and have students
target(s). Learning tasks come up and find the answers and explain why.
may be scaffolded to
connect to prior You Do- Students will get out their passages with question stickies from
knowledge and often the previous lesson. Then they will trade with their partner and answer
include formative the questions with information from the text. Readers have asked
assessments) questions about key details to clarify and understand what they are
reading then they answer them with the text stating where they found
their information.

Connection to the Arts How would you incorporate creative expression through drama,
movement, visual arts, and/or music into the lesson?

N/A to this lesson

Higher Order Thinking Create at least 5 higher-order thinking questions (along with
Questions (HOTQs) anticipated answers) using Bloom’s Taxonomy or Webb’s Depth of
Knowledge (DOK) levels, then identify what level each question
represents. Embed these questions into your instructional strategies and
learning tasks section above and highlight them in green. Remember
these questions will occur before, during and after the lesson.

1. Can you support your answer with details from the text?
(Level 3 DOK)

2. Can you construct a question based on the text? (Level 3

DOK)

3. Are you able to cite evidence from the text for your answer?

4. Can you develop a logical argument for why your answer is

correct?

5. Can you apply this concept of asking and answering

questions to Social Studies? Math?

Re-teaching, Re- Describe at least one new strategy for re-teaching the content and/or
Engagement, Practice skills presented for students who did not successfully meet the learning
objective(s) or learning target(s) identified in the lesson.

In a small group I would read a book about rocks aloud, using the think
aloud strategy and sticky notes to ask my own questions. Then I would
go back to those stickies and ask the students to help me find the
answers within the book.

Extensions Describe at least one new strategy for enriching, challenging or

extending the content and/or skills for students who successfully met
the learning objective(s) or learning target(s) identified in the lesson.

(Gifted): I would ask them to come up with deeper questions for the
text. They may also choose a higher leveled text.

(BR): I would read the passage to them as well as their chosen book.

Lesson Closure Give a brief synopsis regarding how you will wrap up the lesson. How
will students summarize and/or share what they have learned related to
the objective or learning target?

I will close this lesson by asking students to share one of their questions
answers from the passage. Then I will ask a student to summarize how
we answer questions based off of a text.