Read 1/Day 1- I Wanna Iguana

1. Teacher Name: Oropeza 2. Course/Content/Grade: ELA/Close Reading/ 3rd

3. Unit/Module/Topic: Unit 2 Week 2 4. Plan Duration: ~40 minutes

Today I am learning how to find answers in a text.

5. Core Standard(s):
RI.3.1 Ask and answer questions to
6. Learning Intentions and Success So I can understand what I am reading.
demonstrate understanding of a text, I’ll know I have learned it when I can use the
referring explicitly to the text as the basis Criteria sentence frame to answer the questions.
for the answer.

Social Studies: Students will understand

Adorable, compassionate, exactly, iguana,
7. Essential Vocabulary: 8. Inter-Disciplinary Connections: that reaching a good solution involves
mention, trophies.
cooperating and compromising.

9. Assessing for Student Learning: Partner talk and exit tickets.

10. Technology Integration:

Teacher Use: Smart board Student Use: None
(When applicable)

11. Area for Content Specific Additions Continuing work on vocabulary words and discuss how the text structure is unique.

12. 13. Lesson Sequence 14. 15. Grouping and Scaffolding 16. Engagement & Checking for Understanding
Pacing (What You Do When: Including Explicit DOK Structures (including interventions (OTRs: What will students be saying,
(mins.) Instruction/Guided Inquiry) Level for diverse learners) writing, reading & doing)

3 minutes Attention getter: 1 Whole class/partner talk Have students use the 4 l’s to partner talk.
Ask students if “have you ever wanted a pet?” Look, Lean, Lower, and Listen.
Have students share with their partner what pet
they would love to have.
Read 1/Day 1- I Wanna Iguana
3 minutes Introduce the story “I Wanna Iguana” in their 1 Whole group Students will be following along and they will
reading street books on page 240. Go over the be responding by raising their hand and
learning expectations and success criteria. Do a waiting to be called on when asked whole
genre preview and review what realistic fiction is. group questions.
Ask students “what do you remember about the
genre realistic fiction?”
Slide 1 - 3

3 Minutes Explain Annotation: Have students create a t chart 1 Whole Group Students follow along and create the
and on one side have them put Alex’s reasons on annotation documents.
the other side Mom’s response.
Slide 4

5 minutes Read pages 242 and 243 1 Whole Group Students will follow along and when the
Ask students what they notice about how the story teacher pauses they will fill in the one word
is written. The goal is to get them to start thinking that the teacher stops at. Also, they will be
about how the story is structured/different from responding by raising their hand and waiting
other books we have read. to be called on when asked whole group
Slide 5-6 questions.

3 minutes Annotation and partner talk 1 Partner talk Have students use the 4 l’s to partner talk.
have students talk to partners before filling in their Look, Lean, Lower, and Listen. They will also
T chart. be filling in their T chart.
Slide 7

4 Minutes Read page 244-245 and do a partner talk and fill in 1 Whole group/Partner talk Have students use the 4 l’s to partner talk.
the T chart. Look, Lean, Lower, and Listen. They will also
Slide 8 and 9 be filling in their T chart.

6 minutes Read pages 246-249 and do a partner talk and fill in 1 Whole group/partner talk Have students use the 4 l’s to partner talk.
the T chart Look, Lean, Lower, and Listen. They will also
Slide 10-12 be filling in their T chart.
Read 1/Day 1- I Wanna Iguana
5 minutes Read pages 250-255 as you read discuss the 1 Whole group Have students follow along and discuss as a
pictures and what is occurring in the text. class if Alex got what he wanted and why.
Slide 13-16

5 minutes Discuss the text and review the learning 1 Whole group/independent Have students follow along and discuss the
expectations and success criteria. Then hand out text then have them independently complete
the exit tickets for the students to fill out. the exit ticket.
Slide 17

17. Closure:
Have students complete the exit ticket independently using their T chart
(Students reflecting on their learning
and providing feedback on their as a resource to help them answer the questions.
understanding to the teacher)

18. Feedback to students: Feedback given on the exit tickets along with the partner talk responses throughout the whole lesson.
(Teacher providing feedback to
students on their learning and
growth)