STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes

Teacher:_Mrs. Finney____________________ Grade/Subject: _3rd Grade/ELA

TARGET: Unpack Your Standard

Part 1: My Standards, Goals and Outcomes
Academic Standards: Cite your standard
2.2 Ask questions and support answers by connecting prior knowledge with literal
information found in, and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.

https://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf

Big Questions (Questions to Knowledge (Concepts Skills (What you will

frame student learning)
Instructional Presentation 1:
Why do you think it is important to
develop real-life connections
between what words mean and
how we use them?
Instructional Presentation 2:
What context clues in the story can
you find to describe the word
“curious”?
to be understood and explicitly teach)
applied)
The students will learn the
The students will know vocabulary term “curious”.
what context clues are
and how they can be The students will learn
how to find context clues
used.
to describe the word
“curious”.
The students will know
how to use prior The students will learn to
knowledge. create a Real-Life
Connections Web.

Instructional Presentation 3:
How would you describe the word
“curious” in your own words?

Student Learning Goal:

The students will be able to ask and answer questions about the text to make connections
to life and learning vocabulary words.

Student Social-Emotional Goal (LEARNER):

The students will be able to relate learned vocabulary words to real life and relate them to
their own lives. They also will learn to work in groups to problem solve.

Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds of

 knowledge; attention span)
 Students who are low in vocabulary for their grade level may have trouble with
understanding the grade level word and to relate it to their own lives.

Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to
academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural
differences; misunderstand)
 Students may preserve the vocabulary word in a different way that could come
across negatively.

Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER): Whole group (Broad needs of
students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)

33 students total
19 Female, 14 Male
3 English Language Learners
1 Special Needs

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)

Focus Student #1: Special Needs (IEP
Goals; 504; SST)
 Student may use dictionary or
thesaurus in order to help them
better understand the given
vocabulary word.
 Student may type Real-Life
Connections web or make list.
 Student may have text read out
loud to them if hard of hearing.
Focus Student #2: English Language learner
(ELL); Standard English Learner (SEL)
 Student may use dictionary or
thesaurus in order to help them better
understand the given vocabulary word.
 Student may be given pre written
scenarios in their native language to
help translate life scenario meaning to
the vocabulary word.
 Student may have text translation
underneath reading text.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of Representation
(modeling & practice)  The content will be presented with physical
Think about at least three ways you can paper or visual on projector.
represent this concept: video, role play,
 Students can either represent their meaning
manipulatives.

Multiple Means of Engagement
At least three ways your students will
understand, internalize, appropriate: prior
knowledge, group work; technology; graphic
organizer; dyads or triads
Multiple Means of Expression
(practice & assessment)
At least three ways your students will show you
what they know: oral presentation; written
report; research; technology-mediate projects;
debates; simulation; quiz, exit ticket
Managing the Classroom Environment
STAGE 2: TEACHING
DAILY AGENDA: What will you use to manage daily instruction?
and context clues from text in a list or in a
drawing web.
 Students can role play scenarios of
explaining the word “curious” to real life
situations.
 Students can give examples of real-life
scenarios where they have been curious.
 The students may read the text from its
printed version or from following along by
listening to the reader.
 Students may sit in circular seating around
instructor.
 Students will be shown videos of people who
are acting “curious”.
 Students will take turn to read out loud the
text.
 Students will orally respond to teacher the
answers when called upon. (Formative
Assessment). Teacher will give feedback
immediately.
 Students may use dictionary or internet to
research the meaning of “curious”.
 Students will use web chart with context
clues from text to express their knowledge
and understanding (Summative
Assessment) Will be graded.
 Students can highlight or underline text
they believe describes the word “curious”.
Students will be broken up into 2 groups. Each group
will be taught by one teacher. The students will be
dismissed by group to the area of presentation and be
seated in seats or chairs around the area.
What is your Learning Map sequence for Day 1?
I will present the lesson by introducing the word “curious” and asking the class what
their prior knowledge is about the vocabulary word. The students will give examples that
we write down. The students and I will read the passage of the text and highlight or
underline parts that show evidence of the word “curious”. We will write these clues down
on our web. The students will then summarize in a paragraph a time they were curious.

What materials will you use?

 Print out stories for the students to follow along.
 Printed out Real-Life Connections Maps
 Highlighters
 Projector

How will you assess student learning?

I will formatively assess student learning by giving feedback immediately after any student
answers a question out loud. I will also be doing a summative assessment on the Real-Life
Connections Web the students create to make sure they are correct, and also to read the
students short paragraph about an example of a time when they were “curious” and make sure
their interpretation of the word is correct.

STAGE 3: ANALYZING/REFLECTING
What evidence of student learning have you collected?

One piece of evidence that I have found of student learning was multiple different
descriptions of the word “curious” on each students individual Real-Life Connections
Web. When group work time was given to the students to find evidence in the text that
connected or gave context clues to the word curious, students came up with many
different examples found, which showed that the students were learning and interpreting
in their own ways.

Another piece of evidence of student learning that I have collected was the fact that all of
the students were able to find at least two examples of context clues in the text to the
word “curious”. The directions were to find at least one or two context clues, and then we
would fill in the rest of the web as a class for those who needed more examples that they
could not find. By every student having at least two examples found on their own showed
that they understood the directions given and comprehended what they were reading.

A third piece of evidence is when the class was asked in the beginning of the lesson to
give examples, definitions, or thoughts about the word “curious”. Many hands were
raised to give answers, which shows evidence of student learning.
How will you analyze this evidence?

I will analyze the first piece of evidence of student learning by making sure that the
answers given and written on each students Real-Life Connections web makes sense and
is a correct way of explaining and describing the word “curious”. By the answers being
correct, it shows that they understood the concept of the lesson and word.

To analyze the second piece of evidence, I will look at the instructions given. The
instructions given to the class were to find 1 – 2 pieces of evidence on their own in a
group. If the students were able to meet that requirement, which they did, it shows that
they understood instruction and were learning.
To analyze the third piece of evidence, I would look to see if the answers given by
students voluntarily in class are just restating each other, or if they build upon each other.
By students building upon each answer given, it gives more in depth and different ways to
describe the given word and shows that they are using comprehension and listening skills
among others in the class.

What instructional decisions can you make as a result of your analysis of the
evidence?

Instructional decisions that I can make as a result of my analysis of the evidence is, I can
have knowledge of what the students are able to accomplish in a certain amount of time.
This will help me set realistic instructions that can be attainable and even challenged. I
can also decide if group work is beneficial in this type of lesson and what type of group
sizes.

STAGE 4: APPLYING
My Personal Reflection:
What new information did I get about my students in relation to their learning preferences?

Some new information I got about my students in relation to their learning preferences is
that they do enjoy working in groups. Luckily, that is what I did in my lesson and it
worked out great. The students also prefer seeing examples on the projector which is
also what I did.

How will I use this information to plan my future instruction?

To plan my future instruction using this information, I will incorporate group work and
learning into lessons that could benefit from this. Group work is always encouraged since
it builds team working skills and social skills and should be taken advantage of whenever
possible. I will also be sure to have multiple examples that I can provide on a projector or
on a screen to the class.

How effective were my practices? What will I keep, what will I improve and what will I
discard?

I believe that my practices were really good. Some things I will keep is the group work,
projector presentation, initial thoughts questions, factual evidence, and volunteer
answers. I will need to discard examples that repeat themselves, which is what I had with
the initial thoughts or “what we already know” in the beginning of the lesson. I noticed a
lot of the volunteer answers were very similar, and it would have been more beneficial to
get answers that were different from each other so that the students have more of a
variety.

What new understanding do I have about my own teaching practices?

New understandings I have about my own teaching practices is that I am good at thinking
of alternatives on the spot. I was surprised when I got to the classroom that due to a
change in the classroom schedule, I would need to cut my lesson by 5 – 10 minutes, and
also parts of my lesson were already covered such as the students reading the text. I was
able to adapt on the spot and still provide a lesson in depth even without all of its
components.

What have I learned about myself as a teacher?

I learned that I do love to teach. It is exciting to teach new content to students and to see
them learn from what I taught them.

As a professional learner, where do I need to continue to grow and strive for?

As a professional learner, I need to continue to grow and strive for more UDL learning
with multiple ways of teaching. This lesson was shorter and not much time was given to
incorporate multiple ways of presenting, but there is always the possibility of adding
multiple ways of expression.