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Language Arts Lesson Plans 3rd Grade
Language Arts Lesson Plans 3rd Grade
Inclusion Activity: Read and listen to Duck! Rabbit! By Amy Krouse Rosenthal with
Describe an activity that will ensure that all overhead. Youtube link of book
students and their voices are included at the
beginning of the lesson.
Is it a duck or rabbit? Give students time to think. If you think it
was a duck, make a bill with your hands. If you think it was a bunny,
make bunny ears above your head. Then, if youre a bunny, find a
duck. And vice versa. Discuss why you believe that the animal in the
book is either a duck or bunny. Give them about two minutes, but
listen. Make sure students are staying on topic. Scaffold questions if
needed.
Sequence of Activities:
Provide an overview of the flow of the lesson. 1. What is the best Thanksgiving food? Write this on board.
Should also include estimates of
pacing/timing. 2. Give students time to think, then share with partner at table
what they think the best Thanksgiving food is.
3. Bring back together and tell class what your favorite
thanksgiving dinner is: green bean casserole.
4. Show example of opinion piece : read it out loud once while
showing with projector.
5. Show and read bad example of opinion piece. Which is
more interesting? Which is more convincing? WHY?
6. We will make the good example even better in a couple
days!
7. Introduce acronym OREO
8. With large poster board, go over the acronym OREO
9. OREO poster board example:
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Monitoring, listening
given during instruction (check for Graphic organizers
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Summative:
To come at end.
Differentiation: Courtney, Issyo, and Taya should come to bean table. They will
Describe who will need additional or different need extra scaffolding. Be sure to have them grab their Quick Words
support during this lesson, and how you will
support them. Differentiated instruction could book first. Do graphic organizer with them before they start.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer Example of graphic organizer.
tutors, etc.
Summary, Integration and Graphic organizers must be put into your writing folder for safe
Reflection: keeping. Exit ticket: show that organizer is in folder before lining
List the way that you will bring students up for special.
together to integrate and reflect on their
learning from this lesson
Sequence of Activities:
Provide an overview of the flow of the lesson. 1. Go over the Six Traits of Writing
Should also include estimates of
pacing/timing. 2. Discuss why each is important, provide sentences
3. Hand out Six Traits of Writing for students to keep in writing
folders as reference and reminder
4. How can we make a popping and great introduction?
5. What did you and your partner notice about the introduction
examples? Possible answers: the longer ones were more
interesting, the ones with detail were more fun to read,
visuals are good
6. Bring back to topic: best food on the Thanksgiving table
7. Your intro should paint a picture, set you up, use what we
learned and know about the six different traits of writing
8. Hand out two yellow strips of paper
9. Explain that one is for the introduction and one is for the
conclusion.
10. Students are to work silently and write their introduction.
11. When done, raise hand and teacher shall come check to see if
it hits the benchmarks: descriptive, sets up paragraph, takes a
position, etc.
12. Star slip if okay
13. Onto the conclusion
14. What is a conclusion? Think-Share-Discuss
15. As a class, write conclusions to the best introductions from
inclusion activity. Notice that a conclusion is just restating
the introduction but with different styles of the six traits of
writing.
16. Have students write a concluding statement on their second
yellow slip of paper.
17. When done, raise hand and teacher shall come check to see if
it hits the benchmarks: descriptive, concludes paragraph,
takes a position, etc.
18. Star slip if okay
19. Hand out paper clips, have students clip together introduction
and conclusion. Put in writing folder.
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Reading slips, starring them
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade Discussion, listening
quiz, test, project, paper, presentation,
demonstration, etc.).
Summative:
To come at end.
Differentiation:
Describe who will need additional or different Move Dawsons desk away from Olivias desk.
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential Keep Ryan on track by periodically reminding him what he ought to
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer be doing using comments such as we are writing an introduction
tutors, etc. sentence on one of the yellow slips of paper. If needed, write out
the reminder and tape it to his desk. Then, when he gets off topic and
task, you simply need to walk by and point to the reminder. He will
know what that means.
Summary, Integration and Exit ticket: Share with partner one thing you learned and one thing
Reflection: you are still wondering.
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson Line up for special.
Unit: Opinion - Writing Lesson Title: Back up your opinion Grade/Period: 3rd
(can be attached)
Objective: I can: Examine why I have the opinion that I do. (Analyze)
What students will know and be able to do I can: Identify and provide reasons that support my opinion.
stated in student friendly language (use
Blooms and DOK levels for higher level (Apply and Evaluate)
thinking objectives) I can: Select linking words and phrases to connect opinion and
reasons. (Apply)
I can: Organize my main ideas that support my opinion.
(Understand)
Sequence of Activities: 1. Students are to take out their graphic organizer. Tell them to
Provide an overview of the flow of the lesson. think about how they can add linking verbs and phrases.
Should also include estimates of
pacing/timing. What detail can they add?
2. Hand out to each student: three slips of light-blue paper.
3. Each slip is for each reason. A reason can be one or two
sentences. As long as they are a coherent thought.
4. Give students time to write reasons.
5. Walk around and monitor. Guide them. Be sure to focus
some time on Taya, Anarah, Courtney, and Issyo. They are to
write two sentences. (I would rather have them write two
very good sentences instead of three sub-par sentences).
6. When a majority of students sound and look done (monitor
and walk around to decide), have students share with
partners. Put on projector for students to recall: Linking
phrases. Detail. Senses. Does it make sense?
7. With popsicle sticks, have students come up to desk and
show you their three reasons. Give them quick feedback.
NOT looks good or I need more. BE SPECIFIC.
Example: I noticed you added the linking word because
but your thought after the linking word does not connect to
the first part of the sentence. How can we change it to make
them connect? Each student should take 3 minutes to ensure
that all students are conferenced.
8. While students are called up, other students are to read
independently. Keep an eye on Roy he will leave his seat
and distract others. Give him a choice if needed: either put
papers in the mailboxes or read independently
9. Students are to go back to desk to fix sentences. We will go
over them again tomorrow. When done, they must be put
with introduction and conclusion, paper clipped together, and
put back into writing folder.
10. Students are to line up for special once they have shown that
their desks are cleared off.
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Monitoring, direct instruction of paragraph, feedback of
given during instruction (check for sentences with student
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation, Summative:
demonstration, etc.).
Differentiation:
Describe who will need additional or different Giving Roy a choice if he does not stay on task: either read
support during this lesson, and how you will
support them. Differentiated instruction could independently like the other students while they wait or put papers in
include testing accommodations, preferential the mailboxes
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Guide Anarah, Issyo, Courtney, and Taya: give copy of sample
paragraph written as class. They are to write two sentences. (I would
rather have them write two very good sentences instead of three sub-
par sentences).
Summary, Integration and Have them organize their things into their folder. If they lose their
Reflection: introduction, sentences, and conclusion then they will have to take
List the way that you will bring students three steps back and start over.
together to integrate and reflect on their
learning from this lesson
Unit: Opinion - Writing Lesson Title: Back up your opinion - Grade/Period: 3rd
Continued
CCSS or State Standards:
CCSS.ELA-LITERACY.W.3.1 10/30/17 Day 4
CCSS.ELA-LITERACY.W.3.1.A
CCSS.ELA-LITERACY.W.3.1.B 9:40 10:45
CCSS.ELA-LITERACY.W.3.1.C
CCSS.ELA-LITERACY.W.3.1.D
Objective: I can: Examine why I have the opinion that I do. (Analyze)
What students will know and be able to do I can: Identify and provide reasons that support my opinion.
stated in student friendly language (use
Blooms and DOK levels for higher level (Apply and Evaluate)
thinking objectives) I can: Select linking words and phrases to connect opinion and
reasons. (Apply)
I can: Organize my main ideas that support my opinion.
(Understand)
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Conferencing with teacher
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade Summative:
quiz, test, project, paper, presentation,
demonstration, etc.).
To come at end of unit.
Differentiation:
Describe who will need additional or different Anarah, Issyo, Courtney, and Taya: They are to write two sentences.
support during this lesson, and how you will
support them. Differentiated instruction could (I would rather have them write two very good sentences instead of
include testing accommodations, preferential three sub-par sentences).
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Unit: Opinion - Writing Lesson Title: Final Draft and Share Grade/Period: 3rd
Sequence of Activities: 1. Hand out final draft paper (from filing cabinet)
Provide an overview of the flow of the lesson. 2. Students are to write out final drafts using slips of paper
Should also include estimates of
pacing/timing. 3. Finish drawing pictures
4. Hand out large construction paper
5. Students are to glue finished drafts and pictures together on
large construction paper
6. Do not forget names on back!!!
7. Community Circle: go over rules
8. Rules: when someone is speaking, we LISTEN with our
eyes, ears, and hands.
9. Make circle around desks
10. Each student will share opinion piece and one thing they
learned new and one thing they struggled with
11. Go around whole circle
12. Hand in final drafts on bean table (they will be hung up by
helper)
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Community circle (take notes on who struggled with what)
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade Summative:
quiz, test, project, paper, presentation,
demonstration, etc.).
Final copies of opinion piece.
Differentiation:
Describe who will need additional or different Issyo sometimes struggles reading his own handwriting. Stand
support during this lesson, and how you will
support them. Differentiated instruction could behind him and be ready to guide him.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer Keep Ryan and Landen separated as they will be chatty and
tutors, etc. disrespect whoever is taking their turn to speak.
Summary, Integration and Community Circle: sharing what we learned and what we struggled
Reflection: with
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson