Name: Chris Taylor Cohort: C1

Lesson Plan
Lesson Title: Reading Groups Grade: 3 Date: 11/29/2017
Subject/Strand: Language Unit: Reading Location: Classroom carpet Times: 10:10-10:45
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
This lesson is designed to teach students to read the text Nelson: Communities From The Past and develop a greater understanding of
the Mohawk community during 1780-1850. This lesson fits into the language unit as an ongoing activity - reading for a purpose - in the
classroom.

Big Idea: Reading for Meaning – Purpose

STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to
construct meaning.
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Purpose
1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes (communication)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will:
- Read about the Mohawk community during 1780-1850 (eg: Mohawk men, Mohawk woman, Mohawk children, and changing
ways of life)
- Compare family life for the Mohawk community to present day
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can: identify at least three things about how the Mohawks lived during 1780-1850 (eg: powerful, hunters, playing etc.)
(Communication)
I can: compare a Mohawk family with at least 1 thing that is similar to present day families. (Communication)
Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool –
Oral – Students will read-aloud and Students will work in a group to read Nelson: Anecdotal notes – are the students able to
answer questions posed by teacher Communities From The Past. Also answer and meet the success criteria and Achievement
during this reading lesson. ask questions collaboratively during the reading. chart
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: - Students have read in groups with Mrs. Collins for a variety of purposes such as EQAO preparation, Early settlers, and
guided reading groups
I.E.P. program implications: Accommodations, Modifications

Differentiation:
Content- Students who are lower level readers or shy have them read sentences that you know they can read successfully.
Process – Have ample time for students to answer questions, ask questions and read the text if needed.
Environment – For students who need to wiggle they may use the wiggle pads on the carpet during the reading group
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ X ] collaboration, [ ] initiative, [X] self-regulation
Students will work in a group to complete the reading in the Nelson text
Students will regulate their behavior taking turns during this read aloud
Vocabulary: Mohawk, Kahnawake, longhouse, snowshoe, corn husk doll, bone hoe, stretched hide

Resources and Materials /Technology Integration:

- Nelson Social Studies Text – Communities From The Past
- Teacher devised questions and answer sheet during lesson
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without think about or do (in terms of learning processes).
a personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 5 minutes
Students will come in from entry and will head to the carpet.

T: Good morning grade 3’s to get us settled just relax and Mr.
Taylor is going to read you some Fenway and Hattie!
During the reading Mr. Taylor will ask questions, read with
enthusiasm, and have some dramatic actions. P.84-86

T: Grade 3’s what is Hattie doing to Fenway? “They tied Fenway to a tree, because they want to play catch!”

T: Why Though? “Well because the last time Fenway stole the ball from Angel and
Hattie last time and he played chase not giving the ball back!”

T: Tell me why is Hattie all slumped over after throwing the ball “She isn’t good at playing catch and she is getting upset.”
to Angel?
Students will discuss with elbow partners a time they have felt
T: Who has ever felt like this before? Take a moment to discuss sad or angry because they may have though they weren’t good at
with an elbow partner something! For example skating, basketball, or maybe math…

T: What is playing that music Fenway is hearing? “I think it might be the ice cream man because in the summer I
heard the ice cream man all the time near my house.
T: raise your hand if you have ever run after the ice cream truck
before!

T: Okie dokie grade 3’s posted on the whiteboard are the

Learning Goals and Success Criteria for the read aloud with Mr.
Taylor

Learning Goals:
Today I will:
- Read about the Mohawk community during 1780-1850
(eg: Mohawk men, Mohawk woman, Mohawk children,
and changing ways of life)
- Compare family life for the Mohawk community to
present day
Success Criteria:
I can: identify at least three things about how the Mohawks
lived during 1780-1850 (eg: powerful, hunters, playing etc.)
(Communication)
I can: compare a Mohawk family with at least 1 thing that is
similar to present day families. (Communication)
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 30 minutes
T: Today we will be splitting up into groups. The names that I call
will be working with me to read and investigate the text: Nelson:
Communities From The Past. During our read aloud we will
discover how the Mohawk of Kahnawake community lived
during 1780-1850..

(Mrs. Collins will explain what she will be doing with her
group)

T: When I call your reading group you may come with me we are
heading to the table I have set up.

T: I would like everyone to grab a seat at the table. I will pass

out the Nelson: Communities From The Past text. Each of you
will receive your own copy.
S: How did people live in Kahnawake?
T: I would like everyone to turn to page 20 titled… Student A can
you read me the title in purple please.
S: long houses we saw those at Saint Marie amongst the Hurons
T: I want you to take a look at the picture on page 20. What do and they had smoke holes just like in the picture!
we see in the picture?
“because if there wasn’t a hole the longhouse would be way to
T: why is there a hole? smoky from the fire they use to cook with and keep their house
warm.”
S: corn husk doll Mr. Taylor do you know that we made dolls on our
field trip!
T: very impressive grade 3’s what else do we notice in the S: I see someone is using something made of bone just like how we
picture? learned about the fish bone hook!”

S: Maybe they used a fish bone again or maybe another bone like
T: I wonder what kind of bone they used for this tool? from a bigger animal!

S: In the picture I see water, canoes and people. This reminds me

T: How does what you see in the image compare to what you
see in your life today? Does it remind you of anything? How is it
the same? How is it different?
of camping with my family. We use canoes in the lake to go fishing.
S: In the picture I see tipis. It kind of looks like a tent but it looks a
little different from tents people go camping with.
S: There is a dog in the picture. This reminds me of my dog. It looks
like the First Nation and Metis people had pets just like some of us
have pets.
T: Excellent! Thank you for sharing. This picture is an illustration
of a Mohawk community in 1780-1850.

T: We are going to begin reading about life in the Mohawk

community in 1780-1850.

T: lets read the first paragraph

(Students put up their hands - teacher selects a student to read) S: Student reads the paragraph

What does the word elder mean? S: Well we learned at our field trip that the elders were kind of in
T: Yes! It is a word we use to refer to an older member of the charge of telling the stories to everyone. They also were like the
community who’s job is to tell all the stories from the past to teachers in a classroom.
carry on there traditions.

Teacher calls a student’s name and asks them to read the Student reads the paragraph on page 20.
second paragraph titled Mohawk women

T: Great! Thank you for reading. To start off let’s take a minute
to look at some of the similarities.
T: so we are saying there are some similarities and some
differences then!
S: My mom and dad both take care of my home!
S: My mom stays home with my little brother when I come to
school

Teacher calls a student’s name and asks them to read the third
paragraph.

T: Do we have to hunt for our food? S: No my mom and dad go to the grocery store to get our meat and
vegetables. We don’t need to hunt anymore.

T: does anyone have a family member that hunts? S: my uncle hunts sometimes (grandpa or other family members)

S: They hunt for food just like the Mohawks!

T: Great! Let’s go to page 21.

Teacher calls a student’s name and asks them to read the title of
the third paragraph Mohawk children.

T: What are some similarities that you can relate to as kids living S: I help my parents cook, clean, and do chores, but sometimes I
in 2017? don’t because I don’t like too.
S: I don’t hunt
S: we all get to play so that is definitely the same

T: (Student) please read the next paragraph (changing way of

life)

T: remind me grade 3’s what was this type of trading in this S: the fur trades its so sad they killed all those cute animals Mr.
paragraph called with the early settlers? Taylor.

T: Remember though the Mohawk and other communities did

this because it was helping their communities they weren’t
doing it to be mean to the animals.
T: Turn the page please to page 22 (Student) it's your turn
please continue reading
T: Now who thought we would have this much in common with Students will have time to discuss with the table all the similarities
people who lived 300 years ago? mentioned.

Mrs. Collins will ring the bell reminding the students that it is
time to freeze ad listen to instructions. We will be switching the
groups so the other students will have a chance to read from
the Nelson text.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 5 minutes

T: Before we head to our next center lets review our…

Learning Goals:
Today I will:
- Read about the Mohawk community during 1780-1850
(eg: Mohawk men, Mohawk woman, Mohawk children,
and changing ways of life)
- Compare family life for the Mohawk community to
present day

Success Criteria:
I can: identify at least three things about how the Mohawks
lived during 1780-1850 (eg: powerful, hunters, playing etc.)
(Communication)
I can: compare a Mohawk family with at least 1 thing that is
similar to present day families. (Communication)

T: everyone must tell me before they leave to the next center Students will answer exit ticket orally
something you found that was similar to your life!
After each student has had a chance to answer the question
they will head to next center
Extension Activities/Next Steps (where will this lesson lead to next)
- continue to read nelson text with students to discover more indigenous communities during 1780-1850
- Tomorrow the other half of the class will take part in the reading group

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?