Elementary and Early Childhood Education Lesson Plan Template

Name: Alissa Greeson Date: October 17th, 2019

Course: ECE 4410 Lesson Plan #: 3

Subject Area(s): Science, Literacy Grade Level/Time Frame: 3rd/

Identify Georgia Standard (s) of Write out standards that apply to the lesson. Write the number and the
Curricular Excellence statement. Remember to include those that apply to every subject area you
Priorities are integrating in the lesson.

ELAGSE3RL1 Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.

S3E1. Obtain, evaluate, and communicate information about the physical

attributes of rocks and soils.

Prior Academic What prior academic knowledge and/or prerequisite skills will this lesson
Knowledge and activate? What prior academic knowledge and/or prerequisite skills will
Prerequisite Skills students need for this lesson?

Students will need to read text on their level to determine meanings of words
and phrases.

Students will need to draw on their prior knowledge of asking questions

about a text and using the text to answer the questions.

Students will need to draw on their prior knowledge of finding key details in
a text.

Central Focus The central focus of this learning segment is for students to ask and answer
Statement questions to demonstrate an understanding of a text while referring explicitly
to the text as the basis for the answers. The skills needed to ask, and answer
questions include identifying key details and Looking back into a text to find
key details. The purpose of this learning segment is for students to create a
discovery education board with 4 questions asked and answers from the book
cited.

Learning Objective(s) or This (or these) should support the central focus, overarching goal, big idea,
Learning Target(s) 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)

SWBAT ask questions of a text and answer them using/referring to the text.

Potential What potential misconceptions or developmental approximations are

Misconceptions and/or possible with this content and how will you address each?
Developmental
Approximations  Inability to form questions based on text: I will model this one on
one or in a small group then ask them to try while I scaffold.

 Inability to use text as the basis for answers: I will model one on
one or in a small group how to look back in a text for a sentence
that can answer my question and write the page number then ask
them to try while I scaffold.
Design Type of Assessment
Assessment
Framework
Pre-assessment
Formative assessment(s)
Summative assessment(s)
Assessment Plan Alignment
Standard(s)
ELAGSE3RL1 Ask and
answer questions to
demonstrate understanding
of a text, referring
explicitly to the text as the
basis for the answers.
S3E1. Obtain, evaluate,
and communicate
information about the
physical attributes of rocks
and soils.
Pre-Assessment Data Summary
Summarize the results of the pre-assessment data and explain how it will drive your instructional
practices.
N/A: Lesson has not been taught.
Create Materials Needed
Learning
Activities
Format of Assessment Supports, Evaluation Criteria
(e.g., quiz, test, checklist, Accommodations,
KWL chart, Modifications How will you know
performance task) or measure if the
students have met the
learning objective(s)
or learning target(s)?
Seeing students questions N/A See if they are based
and answers from the off of the text.
previous lesson.
Observation of sticky note Whole class. By looking at their
question answers as a answers to the
group. questions from the
text as we form
them.
Discovery Education Group Checking if their
Board questions and
answers are based off
of information in the
book or not.
Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
SWBAT ask questions of a  Previous Sticky Questions and
text and answer them answers
using/referring to the text.
 Observations
 Discovery Education Board
Teacher Resources (must include podcasts): List all textbooks, children’s
literature, CDs/DVDs, videos, and on-line sources that are resources for you,
the teacher, in determining the content and in teaching the lesson. Provide
proper APA references.
Discovery Education Board to project, books, sticky note questions, blank
sticky notes, pencil.
Student Resources: List, and include, all handouts, worksheets, and other
materials, including assessments, that you will have students use in this
 lesson. Please make sure you cite your reference in APA style. Include slide
shows you plan to use. Note that slide images can be copied from Power Point
and pasted into Word documents. List all other materials needed, and the
amount of each.

Pencil, blank sticky notes, books, laptops.

Technology Connection How will you, the teacher, use technology?

Discovery Education Board Example

How will the students use technology?

Using their laptops to create a discovery education board. They may choose a
book on epic.

Supporting Diverse How do you plan to differentiate your instruction related to the learning
Learners objective(s), learning target(s) and/or central focus (e.g., content, process,
product; representation, action & expression, engagement). Explain how the
support will assist a specific student and/or group with respect to the specific
learning objective(s) or learning target(s). For example:

 I will support my students who struggle with reading by

differentiating the content through the use of leveled reading books
that address the concept of motion.

Note: Make sure you address the needs of the learner(s) identified in the
learning description of your Context for Learning.

 Beginning Readers: I will read the questions and passage to them

and their chosen book for the Discovery Education Board.

 Gifted: I will extend their answers to deeper questions based on the

text by scaffolding. They may also choose a higher leveled text.

Culturally Responsive How is the content of your lesson connected to the students’ assets (personal,
Teaching cultural, and/or community) within your classroom? Be specific to the content
of the lesson and the assets of your students.

Through our study of the unit on rocks and soils students have a profound
interest in rocks and minerals and facts about them. They often bring rocks
from the playground and describe their physical attributes. So, they will enjoy
the books on this topic.
Instructional Strategies
and Learning Tasks
(include activities,
discussions, or other modes
of participation that engage
students to develop,
practice, and apply skills
and knowledge related to a
specific learning
objective(s) or learning
target(s). Learning tasks
may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
Connection to the Arts
Higher Order Thinking
Questions (HOTQs)
Re-teaching, Re-
Engagement, Practice
Extensions
Lesson Closure
The teacher will revisit the questions and answer made on the sticky notes for
the book she read. She will review questioning and answering strategies with
students.
I Do/We do- I will ask students to summarize what we discussed and did in
the previous lesson. I will then introduce the different books they can choose
from (physical or on epic). I will assign the groups (4 students per group). I
will explain the discovery education board to them and model how to make
one on the board.
You Do- Students will get into their groups and choose a book (physical or on
epic) they will then read the book as a group and make sticky note questions.
When they finish they will answer those questions. They will log on to DE
and create their board as a group. At the end student groups will present their
boards to the class.
How would you incorporate creative expression through drama, movement,
visual arts, and/or music into the lesson?
N/A to this lesson
Create at least 5 higher-order thinking questions (along with anticipated
answers) using Bloom’s Taxonomy or Webb’s Depth of Knowledge (DOK)
levels, then identify what level each question represents. Embed these
questions into your instructional strategies and learning tasks section above
and highlight them in green. Remember these questions will occur before,
during and after the lesson.
1. Can you support your answer with details from the text? (Level 3
DOK)
2. Can you construct a question based on the text? (Level 3 DOK)
3. Are you able to cite evidence from the text for your answer?
4. Can you develop a logical argument for why your answer is
correct?
5. Can you apply this concept of asking and answering questions to
Social Studies? Math?
Describe at least one new strategy for re-teaching the content and/or skills
presented for students who did not successfully meet the learning objective(s)
or learning target(s) identified in the lesson.
In a small group I would read a book about rocks aloud, using the think aloud
strategy and sticky notes to ask my own questions. Then I would go back to
those stickies and ask the students to help me find the answers within the
book.
Describe at least one new strategy for enriching, challenging or extending the
content and/or skills for students who successfully met the learning
objective(s) or learning target(s) identified in the lesson.
(Gifted): I would ask them to come up with deeper questions for their book.
They will be given higher leveled books to choose from.
(BR): I would read the book to them.
Give a brief synopsis regarding how you will wrap up the lesson. How will
students summarize and/or share what they have learned related to the
objective or learning target?
This lesson will be closed by students presented their Discovery Education
boards with the class.