***Reminder: All fields must be completed prior to submission.

Name:

Grade: 3rd/ 4th

Keyi Liu

Lesson
Friends Around The World
Title:
CCGPS or GPS Standard(s):

Date: 3/22/2016

ELAGSE1RL1: Ask and answer questions about key details in a text.

Classroom/Lesson Context (please check the following that apply):
____ Whole Group _+____ Small Group _____ One-on-One _+____ Students with IEPs/504s _____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
_2____ Girls _4____Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
The purpose of this lesson is to introduce the new topic and target vocabulary. Students will learn new words in a text to
make connection to unknown vocabulary, which is helpful for student to comprehend the text. Vocabulary is an issue for
several students on this key. At the end of class, students should be able to read the new words under the guidance.

Learning - Focus

Strategies

Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

-What is one thing that all the children have in common?

-If people dont speak the same language, is it still possible to communicate?
-What are you going to read about as a book called Friends Around the World?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

-Students will visualize understanding text.

-Student will learn and understand new words.
-Compare and contrast people from different countries

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
The teacher will demonstrate the details and main idea of the book with students.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, and stage directions. Additionally, include words within a text necessary
for students comprehension.)
Students will discuss the definition of each new word with the teacher. The new words are:
Australia, Canada, Russia, South Korea, Tanzania, live, friends, barbecued, kangaroos, silk, and

ketchup.
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
Listening/speaking: Students need to listen careful when the teacher read aloud the book. They
are also required to communicating with teacher and classmates.

Materials
What resources can be
used to engage
students?

Book-Friends Around The World (copy for each student)

Highlighters-highlight the vocabulary
World Map
Chalkboard, dry erase board, or poster

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

-Show students a world map. Point out different countries, including Austrialia, Russia,
South Korea, Tanzania, and Canada. Ask students to share something they already knew
about these countries.
-Ask students if they think that people from different countries are all the same. Discuss
some similarities and differences between any two countries- for example, the United
States and South Korea.
-Ask students to think about what they already know about different people around the
world. (Everyone should know Ms. Keyi and she is from China.)

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students are going to discuss the people they know who are from different country.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
All of my students have special needs. They all are below the average reading level. Small
group discussion helps students comprehend the text and vocabulary.
Management Plan:
Emphasize on the rule of asking and answering questions and being polite and respectful to
everyone in the classroom.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?
What opportunities
will you provide for

-After introduce the lesson, I will preview the book with students, and guide them to the
front and back covers and read the title. Have students discuss what they see on the book
cover, and encourage them to offer idea as to what kind of book this is and what it might
be about (make predicts).
-After making predictions, I will read aloud the book and ask students to check their
predictions. I will stop to talk about vocabulary and ask questions while I am reading.
Where does Chang-Yong live?
Where is South Korea or Canada? In which continent?
What is a Kangaroo?
How does Tanzania get water?
How are like these children in the book?
How are they different?

students to practice
content language/
vocabulary? What
language supports
will you offer?
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will discuss the details in the book and explain the meaning of new words.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Read slowly and loudly because some students have been diagnosed as language and speech
impairments.
Management Plan:
Students need to be aware of not interrupting other people. It is my responsibility to hold
students attention and keep reminding them to stay focus since they have attention
deficiencies. Encourage students to ask and answer questions and to get involve in discussions.
Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

-After read aloud, I will ask students what this book is mostly about. Students have to orally
summarize the text (informal assessment).
-Students tell what learn in this lesson.
- If people dont speak the same language, is it still possible to communicate? And how?
(extension).
-Ask students read with their parents and sign off.

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students have to orally summarize the text at the end.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students will orally summarize the text rather write in a paragraph because all of students have
problems with writing words, and they are below the average of reading level. Students have to
read the book and identifying vocabulary over and over again.
Management Plan:
I will make sure that everyone gets equal chance to answer questions and share what they learn
this morning.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
N/A

understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
The assessments are based on my observation, and asking various questions to check
understanding, for example:
-Can they tell the meaning of different words? (Vocabulary)
-Can they answer my question when I read aloud the book? (Comprehend the text)
- How are like these children in the book? (Compare and contrast)
-How are you different? (Compare and contrast)
Using a venn diagram to compare and contrast two people from different countries in the
book.

Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

After taught this lesson, I realize that I missed pronounced Tanzania. I should practice
more and try to avoid my accent as much as I can, so students would easily understand
me. Additionally, if I have more time, I would like to ask my students copy the
information that I jot down in the Venn diagram rather than just orally telling me the
answers.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.