RDG 4313 LESSON 6.

Grade Level /Content Area / Reading Strategy / Teacher Candidate Name Date of Lesson
3rd Grade / History, Art / Synthesizing Hannah Dadles 3/28/18
“Mind Mapping”

English Language Arts Common Core State Standards (InTASC 1. Learner Development)

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.

CCSS.ELA-LITERACY.RI.3.6

Distinguish own point of view from that of the author of a text.

Learning Outcomes (InTASC 1. Learner Development)

1. The student will make visual connections to words and concepts from a text to gain an overall perspective.
2. The student will determine the main idea of the text.
3. The student will personalize the meaning of the text.
4. The student will reflect on his comprehension of the text.
Important Concepts for the Lesson (InTASC 4. Content Knowledge)
The student will make visual connections to words or concepts from a text to gain an overall perspective.
Prerequisite Relationships to New Learning (InTASC 4. Content Knowledge)
1. The student will need to know how to access his prior knowledge.
2. The student will need to know how to reflect.
Assessment (InTASC 6. Assessment)
1. Formative Assessments –
Synthesizing: Oral Pre-Assessment – The student will read “The Spelling Bee,” and complete the synthesizing and retelling
oral assessment.
During the Lesson:
- The student will be thinking of the main ideas of the text, and determine what words or phrases helped him figure the main
ideas out. The student will write down this information on a sheet of paper throughout the lesson.
2. Summative Assessment
Synthesizing: Oral Post-Assessment – The student will create a mind map of his own life, using the strategy he learned in
the lesson.
Differentiated Summative: If the student is having trouble connecting the learned material to his personal life, I will ask him
to create a mental map of a story he has previously read.
Flexible and Responsive Instruction (InTASC 2. Learning Differences)
1. If the student does not know how to access his prior knowledge, I will begin with a review from a previous lesson. I will give my
student the definition of prior knowledge and give him a personal example. I will ask him what he thinks of when I say the word
soccer. I will explain that this word brings up memories of past experiences, which is what prior knowledge is. I will then ask him
to give me an example of how he used prior knowledge in his example.
2. If the student does not know how to reflect I will first give my student the definition of reflect. I will explain that it is what you do
to explain your thinking and understanding of particular things. I will explain that we reflect in our everyday lives in most things
that we do. I will give my student an example by using a personal experience of his. If my student experiences difficulty during
the lesson I will stop and try a different approach. I will try having my student put the word reflects in his own words, making it a
more personal definition. He will do this by first looking up the definition defined in the dictionary.
Instructional Procedures (InTASC 2. Learning Differences / InTASC 6. Assessment / InTASC 7. Planning for Instruction /
InTASC 8. Instructional Strategies)

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1. Formative Pre-Assessment: The student will read “The Spelling Bee,” and complete the synthesizing and retelling oral
assessment.
Formative Assessments During the Lesson:
- The student will be thinking of the main ideas of the text, and determine what words or phrases helped him figure the main
ideas out. The student will write down this information on a sheet of paper throughout the lesson.
Anticipatory Set
 In this lesson I will introduce the topic of synthesizing. I will ask my student to build something with Legos. I will tell him he
has five minutes to create whatever he wants.
 I will then ask him to share with me what he created and I will share my creation with him.
 I will then ask him what he noticed about our creations?
 I will tell him that both of our creations are completely different and that is okay. I will explain that when we are building we
were using our prior knowledge to create something. I will explain that synthesizing is the same thing. We use our prior
knowledge plus what we read plus our reading comprehension strategies to create a new idea.

Direct Instruction (“I” Learning Phase)

1. I will read the story “The Noisy Paint Box” and model creating a mind map of it. I will start by writing a central word or
concept (or drawing a picture) in the center of a sheet of paper. I will tell my student that I now need to think about what
words helped me to determine the main idea.
2. I will tell my student that specific word choices made by the author, can change the way the story is understood.
Guided Practice (“We” and “With You” Learning Phases)
1. After reading the text, I will ask my student to think of five to seven main ideas that relate to that central word or drawing;
these ideas should radiate out from the center.
2. I will now ask my student to read the story. When he is finished reading, my student and I will create a mind map based on
the story. I will explain to my student that it may be easier to turn the paper on the side in a landscape format for mapping.
3. I will also tell my student that when we are creating the mind map, the map should be personalized by the use of symbols and
design that we construct as a visual representation of what we read.
4. I will then put the mind map in my student’s folder as a springboard for future discussions.
Closure (“By you,” learning phase)
1. I will then re-read the story for a third time for the purpose of reflecting on the map we created and the text. This will help the
student better understand the text.
2. I will ask my student how his thinking was changed after drawing the map.
3. Summative Assessment: Synthesizing: Oral Post-Assessment – I will ask my student to now create a mind map of his life.
This should include hobbies, favorite food, favorite things to do, favorite music, and anything else he can think of. This will
show me that he knows how to use the strategy of mind mapping, and he can continue to use this strategy in his future.

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Anticipatory Set
 In this lesson I will introduce the
topic of synthesizing. I will ask
my student to build something
with the Legos. I will tell him he
has five minutes to create
whatever he wants.
 I will then ask him to share with
me what he created and I will
share my creation with him.
 I will then ask him what he
noticed about our creations?
 I will tell him that both of our
creations are completely different
and that is okay. I will explain
that when we were building we
are using our prior knowledge to
create something. I will explain
that synthesizing is the same
thing. We use our prior
knowledge plus what we read
plus our reading comprehension
strategies to create a new idea.
Lesson Materials and Supplies (InTASC 2. Learning Differences)
- Book
- Pre and Post test
- Worksheet
- Paper
- Colored pencils
Student Lexile Measure & Grade Range / Text Information (InTASC 2. Learning Differences)
1. Lexile Range: 575-625, 3rd grade
2. Rosenstock, B. (2014). The noisy paint box. New York: Knopf Books. (630 L)
Direct Instruction / Guided Practice Closure
 I will read the story “The Noisy  I will then reread the story for a
Paint Box” and model creating a third time for the purpose of
mind map of it. I will start by reflecting on the map we created
writing a central word or concept and the text. This will help the
(or drawing a picture) in the student better understand the text.
center of a sheet of paper. I will  I will ask my student how his
tell my student that I now need to thinking was changed after
think about what words helped drawing the map.
me to determine the main idea.  Summative Assessment:
 I will tell my student that specific Synthesizing: Oral Post-
word choices made by the author, Assessment – I will ask my
can change the way the story is student to now create a mind map
understood of his life. This should include
 After reading the text, I will ask hobbies, favorite food, favorite
my student to think of five to things to do, favorite music, and
seven main ideas that relate to anything else he can think ok.
that central word or drawing; This will should me that he
these ideas should radiate out knows how to use the strategy of
from the center. mind mapping, and he can
 I will now ask my student to read continue to use this strategy in his
the story. When he is finished further education.
reading, my student and I will
create a mind map based on the
story. I will explain to my student
that it may be easier to turn the
paper on the side in a landscape
format for mapping.
 I will also tell my student that
when we are creating the mind
map, the map should be
personalized by the use of
symbols and design that we
construct as a visual
representation of what we read.
 I will then put the mind map in
my student’s folder as a
springboard for future
discussions.