Megan Pulley

EDU 3410

DI Lesson Plans

Lesson Plan
1 of 2
Your Name: Megan Pulley

Grade Level: Third Grade

COOPERATING TEACHER: Holly Carroll

Date: 11/29/16

School: Stovall-Shaw Elementary

Target Area Addressed: Oral Language Development

Student Pseudonym: Alexis Brown

Age: 9

Gender: Female

Ethnicity: White

1. Overall lesson topic/title: Discussion of central message.

2. Hypothesis about next steps for supporting focus students learning needs (based on what you
learned from working with your student(s) about what they CAN do):
Student A: Building upon students ability to read fluently, I will support her in the areas of
comprehension, and expressing her ideas orally.

Sources of information supporting hypothesis (based on information gathered from Assessment

Plan). Be sure to include both strengths and areas needing work:
Sources of information include my tutoring session with the student, as well as discussions with her
teacher.
From these sources I have learned that she is a fluent reader who can answer comprehension questions
when prompted, but needs improvement in the area of oral expression when asked questions that require
higher-level thinking.
Brief Synopsis of the Instruction to address hypothesis:
Provide modeling through discussion of text.
Provide student with opportunity to share ideas with a partner (less pressure).
Develop students speaking abilities by allowing her to make a video using the webcam.
3. Common Core State Standard (CCSS):
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
4. Develop one or two objectives that are specific to your interpretive discussion (for at least one
lesson).
After reading and discussing a text, students will orally share their thoughts about the main
idea/lesson of the story with their partner. They will use details from the text to support their thinking.
5. Materials & supplies needed (technology must be used in one lesson):
Text to be read and discussed: A Bad Case of Stripes by David Shannon
Webcam
Graphic Organizer
6. Briefly describe your target student and the learning and/or participation challenges s/he faces
that may require academic, social or linguistic support during the lesson.

Megan Pulley

EDU 3410

DI Lesson Plans

Based on my tutoring session with the student, I expect that she may require additional prompting
and support with expressing her ideas orally.
Procedures and approximate time allocated for Pre-Reading, During
Reading, Post-Reading, and Post-Assessment (Note: use bullet points
to outline your ideas)
PRE-READING (10 minutes): make participation norms explicit, elicit
background knowledge, develop interest, set purpose
Make participation norms explicit
I will have students come to the carpet and sit criss-cross
applesauce. There I will review the expectations for our discussion. I will
remind students that they are to raise their hands to answer a question and
should not yell out. They should be respectful and listen when the teacher or
a classmate is speaking. They should take turns when sharing ideas with a
partner.

Academic, Social and/or

Linguistic Support during
each event for one target
student
N/A

Introduce the text

I will introduce the text by showing the cover to them using the elmo
camera so that it is displayed on the SMART board. I will ask students
to make predictions about what they think caused the girl to have a
case of stripes. I will tell students that they should pay attention to the
lesson of the story. I will remind them that all books have a central
message, and some of them teach life lessons.
DURING READING (15 minutes): Model how to engage with the text (e.g.,
use of reading strategies and analytic thinking process, inserting vocabulary
support, comments and questions to support and extend comprehension
and interpretation)
During Reading:
As I read the book, I will use the elmo camera to project it on the
SMART board so students can follow along with me.
Discuss vocabulary words that may be new to students.
(Examples from text fretting, ointment, contagious,
vanished)
Questions to ask during reading:
How would you feel if you woke up with stripes like
Camilla?
What do you notice about the effects that peoples
words have on Camilla?
Why do you think it took lima beans to cure Camilla?
How did Camillas attitude change after she was
cured?

Academic, Social and/or

Linguistic Support during
each event for one target
student
N/A

Megan Pulley

EDU 3410

DI Lesson Plans

POST-READING ACTIVITIES AND DISCUSSION (30 minutes): Generate

ideas and provide scaffolding to facilitate a follow-up whole-class discussion
Brief After-Reading Activity Leading to Follow-up Discussion:
Students will be given a graphic organizer for determining the central
message. They will complete it individually, then they will be given a few
minutes to share with their partners. I will remind students that they need
to be able to state the details from the text that helped them determine
the central message.
After Reading Follow-up Discussion:
Students will be notified when their sharing time has ended. I will then
ask students (reminding them to raise their hands) to tell me what they
think the central message is, as well as the details from the text that
helped them determine it. I will also have students share what they
wrote for the other sections of the graphic organizer (main character,
setting, beginning, middle, and end).
Additional questions I may ask:
Have you ever felt embarrassed to be your true self?

Academic, Social and/or

Linguistic Support during
each event for one target
student
I will ask Alexis some
specific questions to prompt
her thinking when
completing the graphic
organizer.
I will use the webcam to let
her record herself while
attempting to explain the
central message. I hope this
will engage her and that it
will cause her to have a
greater desire to verbalize
her thoughts.

Bringing closure
I will say, The best part about figuring out the central message of a
story is that it teaches us an important lesson. In this story, our important
lesson was that we should always be ourselves no matter what anyone
else thinks, and its ok to be different.
POST-ASSESSMENT (5 minutes): gather evidence to evaluate the extent
to which your students met the stated objectives for the lesson
To assess students ability to use details from the text to support their
thinking. They will come to my table one by one, and I will help them record
themselves in a short video sharing their central message and text
examples.

Academic, Social, and/or

Linguistic Support during
assessment for your
target student
Alexis would have been
assessed when completing
this activity above, but with
additional support.

Megan Pulley

EDU 3410

DI Lesson Plans

Lesson Plan
2 of 2
Your Name: Megan Pulley

Grade Level: Third Grade

COOPERATING TEACHER: Holly Carroll

Date: 11/29/16

School: Stovall-Shaw Elementary

Target Area Addressed: Writing Development

Student Pseudonym: Alexis Brown

Age: 9

Gender: Female

Ethnicity: White

1. Overall lesson topic/title: Writing about Personal Connections

2. Hypothesis about next steps for supporting focus students learning needs (based on what you
learned from working with your student(s) about what they CAN do):
Student A: Building upon students ability to read fluently, I will support her in the areas of comprehension,
and expressing her ideas through writing.
Sources of information supporting hypothesis (based on information gathered from Assessment
Plan). Be sure to include both strengths and areas needing work:
Sources of information include my tutoring session with the student, as well as discussions with her
teacher.
From these sources I have learned that she is a fluent reader who can answer comprehension questions
when prompted, but needs improvement in the area of written expression when asked questions that
require higher-level thinking.
Brief Synopsis of the Instruction to address hypothesis:
Provide a model of how the writing should flow.
Provide student with writing prompts
Allow student to brainstorm her thoughts by drawing pictures before writing.
3. Common Core State Standard (CCSS):
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
4. Develop one or two objectives that are specific to your interpretive discussion
Students will make personal connections to a story by writing about an experience they had that is
similar to what is seen in the text using at least two using two examples.
5.Materials & supplies needed:
Text to be read: Thank You, Mr. Falker by Patricia Polacco
Technology to play read-aloud video on Storyline Online website
Text to self-connection sentence starter chart
6. Briefly describe your target student and the learning and/or participation challenges s/he faces
that may require academic, social or linguistic support during the lesson.
Based on my tutoring session with the student, I expect that she may require additional prompting and

Megan Pulley

EDU 3410

DI Lesson Plans

support with expressing her ideas through writing.

Procedures and approximate time allocated for Pre-Reading, During
Reading, Post-Reading, and Post-Assessment (Note: use bullet points
to outline your ideas)
PRE-READING (10 minutes): make participation norms explicit, elicit
background knowledge, develop interest, set purpose
Make participation norms explicit
I will have students come sit on the carpet, reminding them of how
they are supposed to sit. I will remind them to sit quietly while listening
to the book being read, and raise their hand to ask or answer a question.
They should be respectful of their classmates and teacher by listening
when someone is speaking.

Academic, Social and/or

Linguistic Support during
each event for one target
student
N/A

Introduce the text

I will begin by asking students if they remember trying to learn to read.
Was it hard? Easy? I will introduce the book and tell them that its about
a young girl who desperately wants to learn to read. I will ask them what
they think the title tells them. Ask them what they think Mr. Falker is
going to do for her.
DURING READING (15 minutes): Model how to engage with the text (e.g.,
use of reading strategies and analytic thinking process, inserting vocabulary
support, comments and questions to support and extend comprehension
and interpretation)
During Reading:
I will play a video of this book being read on Storyline Online. I will
pause the video along the way to ask questions and define any new
vocabulary.
To help students begin to connect to the story, I will ask questions such
as: What does this story remind you of? Can you relate to the
characters in the story? Does anything in this story remind you of
anything in your own life?
POST-READING ACTIVITIES AND DISCUSSION (30 minutes): Generate
ideas and provide scaffolding to facilitate a follow-up whole-class discussion
Brief After-Reading Activity Leading to Follow-up Discussion:
Students will be instructed to make a connection between something
in the story and something in their own life. They must provide two
examples of how they connect. Students will get about 20 minutes to
write about their connection. They can reference the chart providing
sentence starters if needed.
After Reading Follow-up Discussion:
I will have students come back together on the carpet. We will
discuss the various connections that students made to the story. We will
also discuss bullying as it relates to what took place in the text.

Bringing closure
I will remind students that they should be trying to make as many
connections as possible whenever they are reading. I will tell them that
this helps them to understand the meaning and make the story come to
life.

Academic, Social and/or

Linguistic Support during
each event for one target
student
N/A

Academic, Social and/or

Linguistic Support during
each event for one target
student
I will provide Alexis with
writing prompts and
additional sentence starters
to guide her as she writes.

Megan Pulley

EDU 3410

POST-ASSESSMENT (5 minutes): gather evidence to evaluate the extent

to which your students met the stated objectives for the lesson
I will use a Ticket Out the Door to assess students progress. On the
ticket, students must write down two examples of ways they feel they can
relate to the main character of the story.

DI Lesson Plans
Academic, Social, and/or
Linguistic Support during
assessment for your
target student
Alexis will receive additional
prompts and will be allowed
to use the sentence starters.