Molloy College

Division of Education

Teacher Candidate Sara Merkle Content Area ELA

Grade 3 Lesson# 3 Topic Making Inferences Date February 14, 2019

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After learning about rubrics and how they help guide students’ writing, student’s will become the
teacher and grade sample short response questions based on the rubric. At the end of the lesson,
students will have to answer a short response question using what they learned about the RACE
Strategy and the rubric in order successfully write a response. They must score a 6 out of 8 on
the Rubric for Short Answer Questions.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standard (Literacy and Informational Text)
Key Ideas and Details
3R1
Develop and answer questions to locate relevant and specific details in a text to support an
answer or inference.
INSTRUCTIONAL RESOURCES
● Name badge labels
● KIDZ BOP KIDS- In My Feelings YouTube Video
● 0, 1, 2 for scoring Kidz Bop Video
● Rubric for Scoring Short Answer Questions
● Sample Response Worksheet (A, B, C)
● Let’s Put it Together Worksheet
● Short Response Checklist
● Create Your Own Rubric Worksheet

MOTIVATION (Engaging the learner(s)*)

Students will watch “KIDZ BOP KIDS- In My Feelings” music video and will be asked to rate
the quality of the music by holding up a 0, 1, or 2. Two will be considered the highest score you
can get and 0 will be considered the lowest. Once the student’s discuss why they gave it the
score that they did, they will understand how it is important to create a set of guidelines before
scoring something so that they understand exactly what needs to be scored.

DEVELOPMENTAL PROCEDURES
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 (including Key Questions)

1. Students will be introduced to the lesson by being shown the KIDZ BOP KIDS- In My
Feelings YouTube video. After watching they will be asked to hold up a “score” for the
music video. The score will either be a 0, 1 or 2- 0 being the lowest score and 2 being the
highest score. (What score would you give this video/this singing?)
2. Students will engage in a class discussion about what score they gave the music video
and why they gave that score. (What made you give the music video that score? What
things did you like? What things did you not like?)
3. Students will be told that it is necessary to have a uniform set of criteria for scoring
things so that all items to be scored are done so equally.
4. Students will be shown the Rubric for Short Answer Questions. This will be the rubric
that guides students when writing short response answers. (What are some key
components you notice about the rubric? Why do you think it is important to be shown a
rubric before you write?)
5. Students will be shown a well-written short response answer that would earn a high score
on the Rubric for Short Answer Questions. (Why would this answer get a high score?
What are some things that the writer did correctly when writing this response?)
6. Students will then be shown a poorly-written short response answer that would earn a low
score on the Rubric for Short Answer Questions. (Why would this answer get a low
score? What are some things that the writer did incorrectly when writing this response?)
7. Students will work in pairs and “become teachers”. They will be asked to “grade” sample
short answer responses by circling the score that they would give on each part of the
rubric. They should discuss with their partner why they decided to give that score. (What
score did you give this response? Do you consider this to be a well-written response or a
poorly-written response? Why did you give the response the score that you did?).
8. Students will engage in a class discussion about the score that they gave their response.
(What score did you give the response? Why? What would you do differently if you were
the writer?)
9. Students will review the short story “Excerpt from Speed-Math Champ of 4B” which they
read the previous day? (What was this story about? Who were the characters?)
10. Students will answer a short response questions using inferencing, the RACE Strategy
and knowledge of the rubric, tying together all the new strategies they learned over the
course of the past three days.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

● Direct Instruction
Indicator: This will be evident when the teacher explains what a rubric is and
shows the students the key components of the Rubric for Scoring Short Response
Questions.
● Discussion
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 Indicator: This will be evident when students engage in a class discussion about
scoring the music video and scoring the sample responses.
● Scaffolding
Indicator: This will be evident when the teacher asks students questions that help
them fully understand why it is necessary to follow rubrics when grading and writing.

ADAPTATIONS (Exceptionality*)

● The student who becomes unfocused easily will have teacher support by guiding them
and keeping them on track when working in partners.
● Students who struggle with reading will work together during partnerwork so that the
teacher can assist both partners directly.
● Students who are proficient in reading will work together during partnerwork to enhance
each other’s learning.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
● Students will be given details about the sample response they received on the Sample
Response Worksheet (A) in order to help them understand what scores to give the writing
for each component of the rubric.

Average Students
● Students will be given one sample response to grade on the Sample Response Worksheet
(B).
Advanced Students

● Students will be given two sample responses to grade on the Sample Response Worksheet
(C).

ASSESSMENT (artifacts* and assessment [formal & informal]*)

● Informal: The teacher will observe the students when working in pairs to grade sample
short response answers.
● Formal: The teacher will assess students’ independent work in which they compose their
own short response answer using inferencing, the RACE Strategy and the Rubric for
Short Response Questions.

INDEPENDENT PRACTICE

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Students will be given the Let’s Put it Together Worksheet in which they will practice using all
the knowledge they learned from the past two days.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

● Student’s will be given the Short Response Checklist to simplify and combine the RACE
Strategy and rubric. This will help students see everything that they need to include in a
short response answer.
Academic Enrichment
● Students will create their own rubric for their favorite hobby using the Create Your Own
Rubric Worksheet.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Kidz Bop. (2018, October 12). “KIDZ BOP Kids- In My Feelings”. Retrieved from
https://www.youtube.com/watch?v=KugI5Yr9AgA

New York State Education Department. (2017). New York State Next Generation
English Language Arts Learning
Standards.http://www.nysed.gov/common/nysed/files/programs
/curriculum-instruction/nys-next-generation-ela-standards.pdf

New York State Education Department. (2017). New York State Testing Program Grade
3 Common Core English Language Arts Test.
https://www.engageny.org/sites/default/files/downloadable-resources/2017/Jun/2017-
released-items-ela-g3.pdf

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language