LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Micaela Powers
 11/18/19
 Mrs. Mckenzie 3rd grade, McGaheysville Elementary

A. TITLE/TYPE OF LESSON
Drawing Conclusions, whole group mentor text

B. CONTEXT OF LESSON
I know my students are ready for this lesson because this will be day 2 of learning about drawing
conclusions. I will have introduced this topic on Monday using a anchor chart that will still be up
during this lesson. I will be guiding students through their graphic organizer as this will be the first
time they are drawing conclusions through a text.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These “knows” through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)

Students will understand that
authors do not always say
everything they are trying to
convey to us and we have to draw
conclusions to find out what they
mean.
Students will know how to use a Students will draw conclusions
graphic organizer to make sense of based on the clues within the text
the clues within the text and use and their schema using a graphic
their schema to draw conclusions. organizer.

D. ASSESSING LEARNING
Students will fill out a graphic organizer however this is only their second day with this topic so it will
be done together and guided. I will use this time to informally asses what the students know and
understand by who is raising their hands to participate and what they are saying.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

3.3 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry.
h) Draw conclusions using the text for support.

F. MATERIALS NEEDED
Book: Two Bad Ants
Graphic Organizer

G. PROCEDURE
Students will come in from math and they will be instructed to grab a clipboard and a pencil and head
to the carpet or a close seat. The students know where they work best.
They will grab a paper from the carpet.
I will remind them of what we discussed about drawing conclusions using the anchor chart
I will read the book to them.
 We will periodically stop and discuss the clues we can use to draw conclusions as we fill out our
graphic organizer.
At the end of the book we will discuss what about our conclusions were right or wrong.
Students will be instructed to put their papers in the bin, go to their seats to begin desk work.

H. DIFFERENTIATION
I will be reading the story so that all the students are able to participate in drawing the conclusions
without worrying about having to know what the book is saying.
I will have what they are writing on the graphic organizer on the screen so that they can copy it down
and not worry about spelling. Our students who have the writing accommodation write their own
papers during this time and they know that if they are participating in the discussion, they do not have
to worry about filling out the organizer completely.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Something that could go wrong with the lesson is that because it is only the second day of making
conclusions that the students are not fully comprehending this concept. In this case, I will stop during
reading and guide them through the conclusions. For example, I might say, the author does not tell us
where the ants are, but I know what this appliance is do any of you? They will recognize that it is a
toaster/refrigerator etc. and then I can ask them where this appliance is found. This will help them
recognize that the author is trying to get us to guess the ants are in a kitchen.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?