Lesson Plan

Candidate: Subject: Grade level(s): Date:

Jeanne Lee English Language Arts 3rd Grade
Standard:
Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).

ELD Standard: Interacting in Meaningful Ways - 6. Reading / viewing closely

Emerging – Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) based on understanding of a select set of grade-level texts and viewing of multimedia,
with substantial support.

Expanding – Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea,
characters, events) in greater detail based on understanding of a variety of grade-level texts and viewing of
multimedia, with moderate support.

Bridging – Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (e.g., central message,
character traits, major events) using key details based on understanding of a variety of grade-level texts
and viewing of multimedia, with light support.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

English Language Arts: Students will learn to demonstrate their understanding of the text.

II. LEARNING OUTCOME (Objective):

Students will demonstrate the understanding of the nonfiction text by using information gained from the
words in a text.

DOK/Cognitive Rigor Level:

DOK Level 2 - Skills and Concepts
Reading Level 2 requires students to comprehend and process the entire text or a portion of text. Students
are expected to have a literal understanding of text as they demonstrate skills such as paraphrasing,
summarizing, interpreting, explaining, inferring, classifying, comparing, making logical predictions, or
determining cause-effect.

Purpose:
Reading comprehension is a critical skill set that will allow students to read, understand, process, and
recall what was just read. Obtaining good reading comprehension skill will enrich students’ academic
progress.

Language Demands:
Sequence
Words related to sequencing orders, such as “first event”, “before”, “after”
Sentence structure
- “I agree with you because _________________________”
- “I think it is ____________ because _______________”
III. CURRICULUM CONNECTION:
Before the lesson: A lesson about learning where, when, why, and how key events occur in short sentences.
After the lesson: A lesson about demonstrating an understanding of the text using longer text and finding
the main idea of the text. The text will have complicated sequences throughout the story.

IV. INSTRUCTION

A. ENGAGEMENT:
There will be a short activity on making a story. Students will randomly say a word about where, when,
why, and how. Then as a class, we will verbally make a story using the words or phrases students said.

For example: Students will say a word for where, when, why, and how. Library (where), yesterday
(when), to dance (why), and actively (how).
Then, I will create a sentence using each word.
Yesterday, I danced in the library actively.

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: Modeling
a. What will the teacher do?
I will provide a short text, The Invention of Potato Chips. As the class reads each sentence, look
for the clues on the text that indicates where, when, why, how, and who. Allow students to
circle or underline important parts in the text. I will ask questions such as “where did the story
take place?”, “When did it happen?” “Why did it happen??” “How did it happen?” and “who
was involved?”. Then, I will write down their answers and fill in the chart to show the
information gathered. What will the students do?
b. What will the students do?
The students will first sit down and receive a text, The Invention of Potato Chips. Then they
will read the text aloud, pausing at the end of each sentence. They will look for the clues that
indicate where, when, why, how, and who. Then the students till underline or circle the
important part of the text. Students will answer questions based on the information they read.
Step #2: Advised practice with a partner
a. What will the teacher do?
I will give each student a new text, A T.Rex Named Sue. I will instruct students to read the text
and underline or circle the important clues about where, when, why, how, and who. Then I will
allow students to share their findings (one topic at a time) with their elbow partners. Once the
partners finish sharing, I will take a volunteer to say what they shared..
b. What will the students do?
The students will get a new text. They will form a partnership with a person sitting next to
them. They will read the text and underline or circle the clues about where, when, why, how,
and who. When they will share “where did the story take place?”, “When did it happen?” “Why
did it happen??” “How did it happen?” and “who was involved?” one topic at a time. Once they
are done sharing, one person will share their discussion. I will verbally check for understanding
by asking questions to each group.
C. APPLICATION ACTIVITY:
The students will read a text and verbally discuss with their elbow partners where the story took place,
when it happened, why it happened, how it happened, and who was involved. After the discussion, each
student will illustrate in their journal what happened in the story, incorporating each information (where,
when, why, how, and who).

D. MATERIALS & RESOURCES:

A poster with a written chart, copies of the text, and a marker.

V. ASSESSMENT STRATEGIES:

Formative:
I will be giving students a worksheet with a short text as homework. On the worksheet, students will read
the text and answer the questions such as “Where did the story take place?”, “When did it happen?”
“Why did it happen??” “How did it happen?” and “Who was involved?”.

Summative:
I will look at the completed homework and determine whether the student could answer each question or
not. If the student can answer at least 4 of them correctly, it will indicate that the student could
understand the story using given information.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS

Students with special needs will be given a verbal instruction of the lesson with more detail. I will explain
the lesson and instruction differently. Also, I will teach the lesson using various methods that will fulfill
the student’s need.
For emerging bilingual students, I will provide learning materials with their home languages, such as
worksheets or handouts.
For students who are struggling, I will teach the material in a different way and walk them through the
lesson with detailed explanation. Also, struggling students will be able to get help after school or during
lunchtime.
For high achieving students, I will provide extra worksheets for them to work on. Also, I will appoint such
students to help struggling students when they are done with their work.

VII. CLOSURE:
I will briefly go over what we learned as pointing to the chart created. I will mention the importance of the
lesson once again. If there is something that students struggled with, I will explain it using different
methods such as using more visuals.