K-3 Lesson Plan Framework

Preservice
Teacher:
Date:
Title:
Learner
Profile:

Subject(s):

Lorena Riveras
Day one: March 9, 2015
Day two: March 11, 2015
Day three: March 13, 2015
Intervention Week 3

Small Group Session: Third grade students, total of four. Three of the four
students are ELLs and in different levels of the ESOL program.
Level 1: one student
Level 5: two students
Reading: Comprehension will be covered in this activity through the
students ability to recall information from the story Clever Jack takes the
Cake to answer comprehension questions.
Reading: Comprehension will be covered through the skill of cause and
effect. Students will be introduced to concept and take part in a matching
game that connects a cause to its effect.
Reading: Comprehension will be covered through the students ability to
answer questions connected with the book Alexander and the terrible,
horrible, no good, very bad day.

Standards:

Day one:
LAFS.3.RL.1.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LAFS.3.RL.1.2
Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain
how it is conveyed through key details in the text.
LAFS.3.RL.1.3
Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.
Day two:
LAFS.3.RI.1.3
Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
Day three:
LAFS.3.RL.1.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LAFS.3.RL.1.3
Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.

Time Frame:
Objectives:

Three days a week for 30 minutes each day.

Day One: Students will recall details from the story Clever Jack takes the
Cake, by answering comprehension questions, with 80% accuracy.

Day two: After being introduced to the concept of cause and effect, students
will be able to match a cause to its effect in the form of a card game, with
85% accuracy.
Day three: While reading the story Alexander and the terrible, horrible, no
good, very bad day, students will answer questions recalling details from the
story.
Materials:

Anticipatory
Set:

Activities:

Day one:
Wonders Reading: Literature Anthology book
Balloons with questions
Push pin
Trash bag
Reflective journal
Day two:
iPad
cause and effect matching cards
Reflective journal
Day three:
Book: Alexander and the terrible, horrible, no good, very bad day.
Reflective journal
Day one:
To introduce the activity teacher will recall the story the students have been
working with Clever Jack takes the Cake. The teacher will call on different
students to orally give a summary of the story. Teacher will ask students for
details from the beginning, middle, and end of the story. As well as, any
important information the students may want to add from the story.
Day two:
To introduce the lesson, teacher will ask students if they can recall any
information they may know about cause and effect. Students will be given
the opportunity to express the knowledge they may know. Teacher will have
input to scaffold the conversation. Also, if students do not know any
information and cannot recall the teacher will explain concept of cause and
effect.
Day One:
After students have summarized orally the story of Clever Jack takes the
Cake students will take part in a comprehension question activity.
Teacher will have already set up balloons with different questions relating to
the story inside of them. It will be explained to the students that they are to
pick a balloon not knowing which question is inside of them.
Teacher will have a scissor to pop the balloons which contain the
questions that the students will answer.
Each student will have 2-3 turns to answer a question and students
will assist students if necessary in answering any of the questions.
Students will answer all the questions until there are no balloons left.
Balloon Questions:
Who sent out the invitation to all of the Realm? Where did Jack
-

find it?
Why did Jacks mother say he could not go to the party?
Name the ingredients Jack needed to make the cake?
What did Jack have to do in order to get the ingredients needed to
make the cake?
What are the settings in the story?
What happened to the cake? Tell the events in order.
How did the Princess feel about the Jacks gift?

Describe the cake that Jack made for the princess.

What happened when Jack got to bridge?
What happened when Jack finally get to the Castle?
Jack had to cross the forest, what happened there?
When Jack arrived to where the bear and the gypsy were, what
was left of the cake?

To wrap up activity teacher will ask the students what the moral and
overall message of the story Clever Jack takes the Cake is. Students can
collaborate to answer this question.
Day two:
Once discussion and explanation of cause and effect is given, teacher will
introduce a video which explains the concept of cause and effect in more
detail. This way if students did not fully understand the teachers
explanation, they will have a short video to explain it as well.
Teacher will play video:
https://jr.brainpop.com/readingandwriting/comprehension/causean
deffect/preview.weml
Once video is complete, teacher will ask students if they can recall
some of the causes and effects that they saw in the video.
Opportunity will be given to students to name a cause and an
effect.
Teacher will then show the students the cards used for the
matching card game and instructions will be given.
All of the cards will be displayed facing up. On one side all the causes will
be displayed and on the other all of the effect. Everyone will get a turn to
select a cause and find its matching effect. While others are taking their
turn please be respectful and pay attention because they might need
your help.
Each student will take a turn picking a cause and locating its
effect. When picking each cause and effect the student must read
the information on their cards.
Repeat these previous step until there are no more cards left.
-

To wrap up activity students will be asked to share once more the cards
they have collected. When sharing they must mention which is the cause
and which is the effect when presenting each.
Day three:
-

After students have given their predictions they will be introduced to

the story that they will be reading, Alexander and the terrible,
horrible, no good, very bad day. Reading will be done together as a
whole group. Each student will have the opportunity to read to read
about a page or two of the story.
Also, after each student has read the teacher will read some pages as
well. The story is a bit lengthy so it will take some time to read all
together, especially taking the different reading levels of the students
into consideration.
As reading is taking place teacher will stop periodically to ask
students what has been happening throughout the story. This will help
the students in recalling information and better understand the story.
Finally, if there are any questions that need clarification throughout
the reading those will be clarified as well.
Once reading is complete students will be asked to recall details from the
story that happened in the beginning, middle, and end of the story.

Assessment:

Day one:
Student assessment: Objectives of the activity will be assessed through
the responses to the comprehension questions that are given. A question
checklist created by teacher will be used for assessment, signifying if student
answered correctly or incorrectly, which students answered the question, and
any additional notes needed by teacher for complete assessment.
Reflective Journal: After activity is complete, teacher will reflect on the
activity that took place. Teacher will write what worked and what did not work
during activity and what changes could be made for future intervention
meetings with the students. This is an outlet for teacher to plan for future
lesson.
Day two:
Student assessment: Objectives of the activity will be assessed through
the students ability to pick the correct matching cause and effect cards.
Reflective Journal: After activity is complete, teacher will reflect on the
activity that took place. Teacher will write what worked and what did not work
during activity and what changes could be made for future intervention
meetings with the students. This is an outlet for teacher to plan for future
lesson.
Day three:
Students will be assessed through their ability of answering the questions
that are asked throughout the reading session.
Reflective Journal: After activity is complete, teacher will reflect on the
activity that took place. Teacher will write what worked and what did not work
during activity and what changes could be made for future intervention
meetings with the students. This is an outlet for teacher to plan for future
lesson.

ESOL
Strategies:

ESOL strategies used for this lesson are to revisit of the story the students
have been reading. By using this strategy ELL students are able to access
their prior knowledge of the story from previous days of reading. Also, they
are able to listen to once more to any details they might have missed from
the previous times the story had been used. Another strategy would be
having physical visuals for explanation of activity they will be doing.

Adaptations:

Adaptations for this lesson were not necessary, but in the case that they
would be needed, I would read the story myself with the student once
more. Also, through the use of gestures when explaining concepts or
giving instructions. Lastly, by being sure to speak slowly and clearly for
student to receive a better understanding of what is expected from them
when completing a task.

Remediation:

In the case that a student still does not understand the story or the concepts
taught, another way to teach the story would be to have the students tell the
teacher details that they remember from the story. As the student tells the
details the teacher can use scaffolding questions when the student has come
to the point where they have run out of details. Also, asking the other
students in the group who may have understood, to assist the student with
developing the discussion or summary of the story.
Oral Language: Students will develop their oral language by recalling
information and details from the story Clever Jack takes the Cake and orally
answer the questions inside of the balloons.
Comprehension: Students will develop their understanding of
comprehension as they answer questions connected to the different stories
read.
Fluency: Fluency will be enhanced as students take part in reading. Being
exposed to reading the stories will give them the opportunity to enhance

Curriculum
Integration:

Home
Learning:
Resources:

Reflection:

their word recognition to new terms.

Phonics: Students used their prior knowledge of letter sound
correspondence while reading the story.
Phonological Awareness: Students had to orally retell the story without
the use of the text only what they could remember, or with the use of
pictures.
Vocabulary: Any terms the students may not understand will be clarified.
Teacher will take the time each session to ask students to identify any terms
they may not understand. This way students will have an easier time
understanding the story and expand their vocabulary knowledge.
Students will read for 30 minutes on the following day of intervention. They
will share with peers the story read and what the overall message of the
story was.
Reading Wonders: Literature Anthology book for 3rd Grade
Alexander and the terrible, horrible, no good, very bad day.
Cause and Effect video:
https://jr.brainpop.com/readingandwriting/comprehension/cau
seandeffect/preview.weml
Day one:
Students took part in activity that involved the popping of balloons that
would reveal comprehension questions from the story Clever Jack takes the
cake. Students were engaged throughout the whole lesson. The balloons
really kept the involvement level at a high and the mystery of not knowing
what question they would get had the students at the edge of their seats.
Overall the lesson worked well with this group of students. When one of the
students was struggling with the answer to a question other students in
group chimed in to help out. All of the students were eager to participate. The
activity took place outside. Even though there were some distractions
because of the location students were still able to master the objectives of
the activity. In all I would be able to do this activity again.
Day two:
Started a new concept with the students, cause and effect. We watched a
video from brainpopjr using my iPad. Once the video was complete the
students took part in a matching card game where they had to match a
cause with its effect. Overall, the lesson went well they students enjoyed the
new concept and the game they had never played before. The video was
enjoyed but it got to a point where it became repetitive. I think I want to use
the game once more but next time have all of the causes facing down in a
stack and the students just have the pick the next one that comes up. I want
to try it this way so that they will be more challenged instead of pre-planning
which ones they will pick as other students in the group are taking their turn.
The effects will be left facing up because I dont want the students to become
frustrated. For the next meeting I want to introduce the story Alexander and
the terrible, horrible, no good, very bad day. This book has many
opportunities to make references of cause and effect.
Day three:
Since we have started working on cause and effect I decided to introduce the
story Alexander and the terrible, horrible, no good, very bad day. The story
was read and students shared how they had all seen the movies. I made sure
to explain the misconception that not all movies and books are the same
even if they have the same name. As the reading of the story took place the
students made comments of how some of the details in the story had
happened to them and were making connections to prior experiences. This
story was a good choice because the students were engaged throughout the
whole reading. As a wrap up of the activity students shared their own
experiences of having a terrible horrible day.