Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Kayla Chrisley

Lesson # __2____

Subject/Grade: Reading/3rd Grade Date and Time of Lesson: Friday September 27, 2013 Learning Objective: Students will explain what it cooperation and ways to cooperate using information from a text
and its characters.

Alignment with Standards: Identify the source and list standards (local, state, and/or national) that align with the learning objective. EEDA Standard(s): Students will participate in class discussion and show respect to peers. As well as work independently in an orderly fashion. SSCA Element(s) Students will show Respect to other as well as self-respect during the lesson. Students will discuss the necessary discussions with peers in a respectful manner at all times. Common Core: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Developmental Appropriateness or Cross-curricular connections: My learning Objective is developmentally appropriate because the Word of the Week in the classroom is Cooperative. The objective goes along with the Common Core Standard for 3rd Graders as well as what I want the students to gain from my lesson. The objective states students will use a text to gain information on Cooperation and explain what it means to be Cooperative using characters in the story. The objective will reach the needs of every student in the class as well give the students the knowledge needed to grasp what being cooperative means using text. Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) I will assess students before the lesson by asking what roles do illustrators and authors play in making a book, and how important it is for them to cooperate with one another in order for the book to get done. I will assess students by listening to what they say during our class discussion. I will also take up the notecards to make sure each student grasped what being cooperative meant and to illustrate a time they were being cooperative. Use of Formative Assessment I will use the assessment data to make sure the students fully understand the learning objective. Also I will use these results to determine if the way I assessed was a positive assessment to the students knowledge of the material covered. I will make sure that each student reached what is needed by the Common Core Standard as well as the standards I come think students should reach.

Students will explain Cooperation and ways to Cooperate using information from a text, and also how each character was being cooperative or were not being cooperative.

Accommodations

Lander University Teacher Education Lesson Plan Template

Rev. 2013

I will accommodate ESOL students by reading the book slowly and repeating anything they do not understand in the text. When we do our class discussion/activity I will answer any questions they have during the discussion. When we are doing our class activity we will be using chart paper and the students will come up and write down what they think. For the assessment at the end of the lesson, students will do individual work on a notecard. I will be walking around observing what they put. If any ESOL student needs help I will be there to assist them. If some students finish the final assessment before others I will have them draw on the back of the notecard a picture of someone or something being cooperative.

Materials: The book Chloe and the Lion, notecards, pencils, chart paper. Procedures: 1) I will gather all of the students on the colorful rug located in the front of the classroom. I will sit in the
rocking chair in front of them. I will then show them the cover of the book, read the title and tell them the authors and illustrators name. 2) I will then ask someone to raise their hand and tell me the job of an author. Then for someone to raise their hand and tell me the job of an illustrator. 3) This will give the students a quick review of both before we start reading the book. This book will only be understood if the students have a full grasp of what an author and illustrator are. 4) Before I start reading I will ask someone to add on to what their peers said about an author and illustrator, I will tell them to explain why its so important for the author and illustrator to work together. 5) I will then ask a student to tell me a word for working together. The students should say cooperate. I will tell them to think about this word throughout the book. 6) I will then begin reading the story. I will make sure the students know the story is being told by the author. 7) I will stop on the page where the author and illustrator start to disagree on what was said and what was drawn. I will make sure the students remember who is who. 8) I will then stop again on the page where the author says he is going to give up. I will then ask the students what could have changed the story. What was the authors reason for firing everyone? What was he not being? I hope students will realize that the author is not being cooperative. If not I will give them hints until they figure it out. 9) I will then finish the book. If I see the students are getting confused I will stop and clear things up. 10) Next I will write the author, illustrator and Chloes name on the chart paper. 11) I will then tell the students to think about the three characters and if they were being cooperate or not. One student will come up and write cooperate or not cooperate under the name of the character. Then we will discuss how the characters were being cooperative or not being cooperative. The students who want to will be able to write their answers under each character. (I hope the students say the author was not being cooperative and the illustrator and Chloe were being cooperative.) 12) We will then discuss how each characters role played a part in the story. 13) Next I will pass out notecards and I will have the students write in their own words what being cooperative meant and also drawing a time they were being cooperative.

Activity Analysis: Identify at least two activities you plan to use in this lesson and explain why you are planning these
specific activities. In your explanation include the following prompts: My first activity I chose would be reviewing what an illustrator and authors jobs were involving a book. . I did this because for the students to fully grasp the story they need to understand what role each one plays in making a book. This activity would help my ESOL learners as well as my learners who need an extra push because it would familiarize them with the terms they learned in K5 and 1st grade. I did not use technology because most because most of my lesson was either discussion or writing.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

My second activity was the students writing in their own words what being cooperative meant. I used this because I needed to assess my students. I picked this because notecards are different than regular paper and also the students who struggle with writing also have the chance to draw their understanding of cooperation. I did not need to use technology because the students wrote and drew what they thought.

References: Chloe and the Lion Written by Mac Barnes