Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Danielle Lastella
3rd Grade Science
Regional Culture
K. Odegard

Lead
Teacher:
District:
School:

n/a

Time
Allotted:

60-75 min

n/a
n/a

Materials, including technology:

Computer speakers, computer, KWL chart, interactive notebooks.

Standard(s), including literacy for all content areas and/or SMP

3-ESS2-2. Obtain and combine information to describe climates in different regions of the
world.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the
text.
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.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word
meanings.
CCSS.ELA-LITERACY.L.3.5. A
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take
steps).
3-ESS2-2. Obtain and combine information to describe climates in different regions of the
world.
How will learning be assessed at the end of the unit/learning cycle (summative):
The students will use the Internet to listen to a Yu'pik tale told by John Active, a Native
American living in Alaska. The students will find facts about animals living in Alaska, and
using literal and non-literal language, create their own story about an Alaskan animal.
Objective(s): high cognitive demand for diverse learners

1. I will be able to explain the difference between literal

and non-literal language.
2. I will be able to describe the habitat of animals living
in a polar region.

Cognitive Level (DOK or

Blooms)
DOK 1

DOK 2/3

Connections to past learning or experience, building background

The students will discuss their experience or knowledge of Alaska and what they know about
the state (animals, weather, etc)

Sierra Nevada College Lesson Plan

Essential Vocabulary
Literal

Definitions
Using words in their usual, ordinary sense.

Figurative

A word or phrase that does not have its normal everyday

meaning.
A treeless, flat, arctic region of land with frozen ground.

Tundra

Strategy for teaching new vocabulary

Word wall, paraphrasing definitions, providing examples, non-examples. Frayer-model note
taker (pasted into interactive notebooks)
Sequence and Scope of Instruction (include instructional
strategies, questions, opportunities for meaning making
through discourse and other engagement strategies, formative
assessments, opportunities for metacognition, grouping,
differentiation and transitions)
DAY 3
Warm up/Introduction/building background: The teacher will ask
any students if they or anyone they know has ever lived in, or
visited Alaska. Pair share.
The students will also be asked to discuss some things they
know about the region weather, animal life, landscape.

Instructional
Strategy

Group
Discourse/build
background,
pair-share,
meaning
making.

The teacher will distribute a KWL chart and will ask the students
to fill out what they know about Alaska (can you guess the
climate region? location, animals, etc.) The students will also fill
out the W section (what they want to know about Alaska)
Objectives: State objectives and relate them to CCSS.
Vocab:
Teacher introduces vocabulary terms, posts them on the word
wall. The teacher will paraphrase the word in a sentence or two,
provide a non example. The students will copy the words and
definitions into their interactive notebooks, and will write their
own sentence using the term, as well as a non-linguistic.
ELLs will be given term definitions, using primary language if
needed.
*SPED Modification: work with a partner, provided with vocab
note taker filled out.
Teacher directed: The teacher will gather their students in a
circle on the floor by the speakers, and will access the website
Stories of Our People on Alaskool
(http://www.alaskool.org/resources/audiovisual/storiesofourpeop
le.intro.htm) and clicks on the link Crane and His Blue Eyes to
hear the story. *Students will be seated in floor squares for

Estimat
ed time

3-5 min

1 min
Objectives
Reviewed

6-8 min

Vocabulary note
taking in IN,
partner practice
(SPED/ELL),
phonemic
awareness,
kinesthetic,
differentiation,
discourse.

10-12
min

Teacher
directed, group
discourse, active
listening,
kinesthetic.

Sierra Nevada College Lesson Plan

respecting others personal space.
The class listens as a group.
Group discourse: The teacher will use questioning to review and
discuss the story, as well as formatively assess student
understanding.
Questions asked include:
1. Who is the main character?
2. What is the setting?
3. What is the problem?
4. How is the problem solved?
5. What would you have said to crane?
6. If you were crane what would you have done?
7. Why do you think this story was told?
8. What did you learn about cranes?
9. Did you hear any non-literal (figurative) language? If so,
what, how do you know?

Group work: Teacher directed: After discussing the story, the

teacher will have students work with their table group to
choose a popsicle which has been labeled with a different
species of Alaskan animal (Brown Bear, Caribou, Orca, Salmon,
Wolverine.) The students will work together to use online
resources (http://www.adfg.alaska.gov/index.cfm?
adfg=species.main, kidtopia, kidsclick) to research the type of
animal they were assigned, taking notes in their science
notebooks. For their notes, the students will be asked to include
a description of the animal, body type, food, habitat, coloring,
and migration habits. The students are to then create a short
story about their animal using literal and figurative language.
The story should have an introductory paragraph, a body, and a
closing paragraph. The teacher will walk the room to see if any
students need assistance.

Metacognition,
kinesthetic,
collaborative,
student
discourse.
predicting,
questioning.
Formative
assessment.
25-30
min

Metacognition,
kinesthetic,
grouping
modification,
collaborative
work, student
discourse.
predicting,
meaning
making,
questioning,
differentiation.
12-15
min
Modification,
differentiation.

Modifications: ELL/SPED may work with a partner, and use nonlinguistic representations to describe their animal.
Summative Assessment/Partner work: The teacher will remind
students of their expected behavior with the remaining class
time. They will be asked to partner up, (or be given a partner)
to edit their stories, making sure that the stories have an
introduction, body, and closing paragraph, as well as capital
letters and punctuation in appropriate places (per the rubric).
The teacher will walk the room to see if any students need
assistance. Students who want to, can share their short stories
to the class. The students will then turn into the teacher for
their grade.

Transition,
Summative
assessment.

2-3 min

Sierra Nevada College Lesson Plan

Modification: ELL/SPED can orally report to teacher.
Closure activity:
I learned I was confused by I still want to know

Closure: specific activity to review content

I learned I was confused by I still want to know
Teacher Candidate Reflection on the lesson (after delivery)

[Type text]
SNC: April 3, 2014

Closure