Lesson Plan

Teacher Candidate: Lauren Mosser Date: 2/16/22

Group Size: 25 students Allotted Time: 1:10 mins Grade Level: Third

Subject or Topic: English Language Arts with integrated science

Common Core/PA Standard(s)

Standard - CC.1.2.3.J Acquire and use accurately grade-appropriate conversational, general
academic, and domain-specific words and phrases, including those that signal spatial and
temporal relationships.
Standard - 3.1.3.C4 C science Distinguish between scientific fact and opinion.
Standard - CC.1.2.3.B Ask and answer questions about the text and make inferences from
text; refer to text to support responses.

Learning Targets/Objectives
The students will be able to identify and determine the meaning of the unit’s vocabulary by
demonstrating their knowledge through discussion and a guided worksheet.
The students will be able to distinguish ideas in nature by reviewing the story, Bats Did it
First, and determine the main idea of a story.

Formative Assessment Approaches Evidence observation or method of collection

1. Pretest - this will be give on the 15th 1. Students will take a pretest at the
during IE time beginning of the period to test their
2. Vocabulary guided worksheet knowledge on the new vocab,
comprehension strategy, and
…. vocabulary strategy.
2. The students will participate in a
guided worksheet and follow along,
marking the correct answers.

…
Assessment Scale for any of the assessments above if needed
1. Pretest
a. Students complete the entire pretest to the best of their ability - proficient
b. Students do not complete the pretest - not proficient
2. Vocabulary Worksheet
a. Students answer all questions on the worksheet and follow along - proficient
b. Students are not participating and off topic - not proficient

Summative if applicable
Subject Matter/Content to be taught in the lesson
Unit vocabulary and new comprehension skill/ strategy
Prerequisites:
- Communication skills
- Critical thinking skills

New Key Vocabulary

- imitate - try to act to like something else
- effective - works well
- identical - exactly the same
- material - the stuff used to make something
- model - a small copy of something
- observed - looked at closely
- similar - alike but not exactly the same
- example - a thing used to show what other similar things are like
- main idea - what a story is about
- summarize - use the main points in the story to tell someone what a story is about
- key details - the most important details in a story that help us understand the main idea
Content/Facts
New vocabulary
- Students will learn the new vocabulary skill by saying the word with the teacher, and
then answering a comprehension question to help solidify the meaning.
Comprehension Skill - Main Idea and Key Details
- It is important to determine the main idea of a story to ensure that we know what is
happening in the story. Key details are the most important details in the story that allow
us to determine the main idea. We can use key details in stories to help us determine
the main idea of a story.
Comprehension Strategy - Summarizing
- Summarizing is what we do when we are telling someone the main idea of a story we
just read. When someone asks about the story you just wrote, instead of repeating all
the details in the story word for word, you use the key details in the story to summarize
it as a whole.

Introduction/Activating/Launch Strategies
- To begin this new unit I will inform the students that we are going to be reading stories
in the unit that are all about nature.
- I will then have the students ask “would you rather” questions such as would you
rather go to the beach? or would you rather go to a lake?
- I will ask the students these questions to get them thinking about all things that are
related to nature.
- I will tell the students that before we review our new story we are going to learn the
new vocabulary words for the unit.
- I will tell the students that I am so excited to teach them this unit and can’t wait to see
how much they learn. I will also remind them that the pretest they took yesterday is
being used to see how much they learn and improve as we learn more throughout the
unit.
Development/Teaching Approaches
- After discussing the different “would you rather” scenarios, I will pull out the
vocabulary cards and begin going over them with the students.
- As I pull out each vocabulary card, I will read the word on it, have the students repeat
the word together, and read the activating question to get their minds thinking about
the word.
- I will repeat this process for all of the words and answer questions that the students
may have as we discuss the new words.
- To make sure that the students have a full understanding of the vocabulary I will have
the students work with me together to complete a guided worksheet.
- The guided worksheet will allow the students to get a greater understanding of the
vocabulary words.
- We will complete a fill in the blank worksheet and I will have students help me answer
the questions.
- I will then have the students mark a T on the papers to make sure that they put them in
their take home folders since we completed it together.
- I will then tell the students that we are going to be starting our new story and to pull
out their small books and turn to page 230.
- I will introduce to the students that we are going to be reading Bats Did it First in our
small reading books.
- I will tell the students that the essential question we will be thinking about is, “What
ideas can we get from nature?” We are going to read how bats inspired a new cane for
blind people.
- I will ask the students what are some inventions from nature that they have seen or
heard of.
- I will call on the students and have them share the ideas they have thought of.
- I will then tell the students that we are going to be Bats Did if First. I will tell the
students that our comprehension skill for this unit is determining the main idea and key
details.
- I will tell the students that key details help us determine the main idea of a story as
these details are the most important ones in the story. I will tell the students that stories
often have details in them that do not help us to determine the main idea of the story.
These details are often used to give depth to a story rather than help determine the true
meaning. When we state the main idea of a passage, we only write a sentence to state
the main idea.
- I will tell the students that as we popcorn read the story, we are going to practice
pointing out key details that will help us determine the main idea of the story.
- We will then begin to popcorn read and I will provide assistance to students that need
it.
- As we read through the story, I will pause and ask students what are some of the key
details that they see in the paragraphs. We will find the main idea in each of the
paragraphs as well.
- We will continue this process till we get to the end of the story.

Closure/Summarizing Strategies
- As a class, we will then collectively make a main idea poster that we will hang in the
 room to make sure that they can refer back to it in future lessons.
- I will then ask the students what they thought about the story, and if it helped them
think of any other inventions that were inspired by nature.
- After discussing this, I will remind the students that we will be using this strategy again
later next week to find the main idea of the second story.

Accommodations/Differentiation
- For students that are having trouble keeping up with the reading, I will make sure to
keep the students on track and where we are in the story.
- For students that are having trouble thinking of ways to summarize the story, I will
give the students activating questions to help them think of ways to find key details in
the story.
Materials and Resources:
- Vocabulary cards (8)
- Guided worksheet for vocabulary (25)
(https://docs.google.com/document/d/14zBZEJZkiLx-
7PSOGqivp24r_gbYiFS64CFrbPWkalM/edit )
- Small Reading book
- Poster Paper
- Pencils

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

All students were proficient in the areas listed above. All of the students participated in
answering my questions and seemed to want to tell me more about the vocabulary words.

Personal Reflection Questions

Will I explain the vocabulary clearly enough to my students?
I think that I definitely described the vocabulary well enough to my students. The students
were not only engaged while I was reading the vocabulary cards, but enjoyed listening to me
explain the examples and act some of the vocabulary words out. For the word imitate I went
over to one of my students and pretended I was her by raising my hand and saying “Miss.
Mosser! Miss.Mosser!” And her and the rest of the kids really got a kick out of that. They
knew all of the answers as we went through the guided vocab sheet and will be continuing to
review it more in the lesson tomorrow through a Kahoot game.

Will the students enjoy reading the story about the bats?
The students seemed to be fine with reading about bats, however, I do think they were a little
bit bored. I tried to regain their engagement by making sure to walk around the classroom and
show more interactive videos on echolocation. A lot of my students show interest in learning
more about nature and read the Guiness Book of World Records on animal facts so I hope that
by including more different types of text into this lesson they will find it to be interesting.

Additional reflection/thoughts
Information for the Anchor Chart

Main Idea and Key Details

Page 233
Main Idea

Detail

Bats make high-pitched sounds through their mouth and nose.

Detail

These sound waves hit objects and bounce back as an echo.

Detail

The Main idea is the most important point the author makes about a
topic. Key details tell about the main idea.

Once you find your key details, you can then figure out the main idea by
seeing what they all have in common.