Name: Ebony Lowery & Paulina Markovich
Course:
Subject/Focus Area(s): Reading
 Learning Context Description of the learning
environment(s) where the learning experience will take
place
 Are there various boards/wall-based resources (e.g.
white boards, smart boards, word wall, etc.) and where
are they located?
 How are the desks/table(s) arranged and why?
Are there any “special” areas (carpet, book shelves, “peace” chairs,
etc.)?
Georgia Standard (s) of Excellence, WIDA Standard(s), etc.
Write out standards that apply to the lesson. Write the number
and the statement. Remember to include those that apply to every
subject area you are integrating in the lesson.
Prior Academic Knowledge and Prerequisite Skills
What prior academic knowledge and/or prerequisite skills will this
lesson activate?
What prior academic knowledge and/or prerequisite skills will
students need for this lesson?
Central Focus, Overarching Objective, Goal, or Essential
Question(s)
What are the important understandings and/or core concepts that
you want students to develop?
Learning Objective(s) or Learning Target(s)
This should support the central focus, overarching goal, big idea,
or essential question(s); should be measurable; should indicate
what students will be able to do at the end of the lesson (These
can be written as “I can” statements)
Language Function activities, discussions) represented by the
active verb in the learning objective(s) or learning target(s) (e.g.,
apply, evaluate, cause and effect, sequence, hypothesize, infer,
summarize, describe, explain)
Materials
Date: July 15, 2019
Lesson Plan #: 1
Grade Level/Time Frame: 3rd
The students gather on a rug for whole group instruction in front of
the classroom. The students sit on the rug in front of the SmartBoard.
The teacher is in front of the group to teach the mini lesson. When the
mini lesson is over the students are dismissed to have choice in their
seat around the room. There are 6 tables with 4 chairs at each table. In
addition, there is a kidney table for small group instruction with 6
stools. In the back of the room, there is a bulletin board where the
anchor charts for lessons are displayed for students to use as
resources.
-ELAGSE3RI2: Determine the main idea of a text; recount the key
details and explain how they support the main idea.
-ELAGSE3SL2: Determine the main ideas and supporting details of a
text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Prior Knowledge
-This lesson will be completed after an initial lesson solely on main
idea. The students will have prior knowledge on what a main idea is.
Prerequisite skill:
-Students must understand non-fiction texts teach about a topic
-From the previous grade students learn to determine the main topic
of a paragraph
The Central Focus of this lesson is using the strategy of determining
the main idea and key details of an information text to gain a deeper
comprehension about the topic: bullying.
EQ: How can determining the main idea and key details of a text help
me understanding non-fiction?
I can determine the main idea of an informational text.
I can determine the main idea and key details of a section of an
information text.
I can share what I have learned about Bullying from the informational
text.
The students will apply the strategy/graphic organizer of boxes and
bullets to determine the main idea.
The students will summarize their understanding of bully that they
gained from the text.
Boxes and bullets
organizer :
Stop Bullying by Lucia Raatma
Questions and Dialogue I DO:
-The teacher will introduce the graphic organizer.
-The teacher will explain how the boxes and bullets organizer can help
us organize the main idea and key details of a text.
-The teacher will use the first chapter of Stop Bullying to model
completing the graphic organizer.
-The teacher will model using the graphic organizer or summarize
what they learned about the chapter.

WE DO:
-The teacher will read aloud the 2nd chapter of the book.
-The students will raise their to guide the teacher in completing the
boxes and bullets for chapter 2.
-The students will turn and talk to use graphic organizer to summarize
with their neighbor what they learned from the chapter.

YOU DO:
-The students will go find a place to complete the remaining chapters
organizers with a partner.

Lesson Closure Students will do a whole class share with their partner and choose 1
graphic organizer to share to the class.

Assessment (OPTIONAL) Students will complete an exit ticket summarizing what they learned
from the book Stop Bullying.
Name: Ebony Lowery & Paulina Markovich
Course:
Subject/Focus Area(s): Reading
 Learning Context Description of the learning
environment(s) where the learning experience will take
place
 Are there various boards/wall-based resources (e.g.
white boards, smart boards, word wall, etc.) and where
are they located?
 How are the desks/table(s) arranged and why?
Are there any “special” areas (carpet, book shelves, “peace” chairs,
etc.)?
Georgia Standard (s) of Excellence, WIDA Standard(s), etc.
Write out standards that apply to the lesson. Write the number
and the statement. Remember to include those that apply to every
subject area you are integrating in the lesson.
Prior Academic Knowledge and Prerequisite Skills
What prior academic knowledge and/or prerequisite skills will this
lesson activate?
What prior academic knowledge and/or prerequisite skills will
students need for this lesson?
Central Focus, Overarching Objective, Goal, or Essential
Question(s)
What are the important understandings and/or core concepts that
you want students to develop?
Learning Objective(s) or Learning Target(s)
This should support the central focus, overarching goal, big idea,
or essential question(s); should be measurable; should indicate
what students will be able to do at the end of the lesson (These
can be written as “I can” statements)
Language Function activities, discussions) represented by the
active verb in the learning objective(s) or learning target(s) (e.g.,
apply, evaluate, cause and effect, sequence, hypothesize, infer,
summarize, describe, explain)
Materials
Date: July 15, 2019
Lesson Plan #: 2
Grade Level/Time Frame: 3
The students gather on a rug for the read aloud/turn and talk. The
teacher is in front of the group to teach the mini lesson. When the
mini lesson is over the students are dismissed to have choice in their
seat around the room. There are 5 tables with 4 chairs at each table. In
addition, there is a kidney table for small group instruction with 6
stools. In the back of the room, there is a bulletin board where the
anchor charts for lessons are displayed for students to use as
resources. There are also scoot chairs for students to read/work with
around the room.
- CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events
Prior Knowledge
-This lesson will be completed after an initial lesson on character
traits. The students will have prior knowledge of beginning, middle,
and end of a story and understand various character traits. Students
should also have an understanding of sequence of events.
Prerequisite skill:
-Students must know various character traits/feelings. They learn
these in second grade. They also must know what motivations mean
and how they impact the story.
The Central Focus of this lesson is describing character traits,
motivations, and feelings and how this impacts the events in the story.
EQ: How can we describe character traits, motivations, and feelings in
a text? How do these impact the events in the story?
I can describe the character traits in a text and determine how this
impacts the sequences of events.
I can describe the motivations of a specific character in a text and
determine how this impacts the sequences of events.
I can describe a character’s feelings and determine how this impacts
the sequences of events.
The students will apply the strategy/graphic organizer to describe
character traits, motivations, and feelings in a text.
The students will summarize how this impacts the events in a story.
Each Kindness texts and graphic organizer:
Questions and Dialogue I DO:
Teacher will first conduct a read aloud on Each Kindness. The teacher
will facilitate a discussion after reading the text and ask students,
“How did the students treat Maya”, “Why do you think other children
treated her that way?” “What was Maya’s reaction to this?”

WE DO:
Students will then turn and talk and think about other things the
children could have done to make Maya feel more welcomed. The
teacher will list some items on the whiteboard after the students
share. The class will also share ways to show kindness towards their
family and community as well.

YOU DO:
Lastly, students will work independently on the graphic organizer and
the teacher will review as a formative assessment.

Lesson Closure Students will do a whole class share what feelings, traits, and
motivations they wrote down.

Assessment (OPTIONAL)