ED 3002 LESSON PLAN TEMPLATE
Date: 4/10/23
Teacher Candidate Name: Sophie Marra
Lesson Objectives
Describe the focus
area(s) for this lesson:
Primary standards
addressed in this lesson
(can be cross-curricular)
MI State Standards.
Learning for Justice
Teacher Actions:
Student Actions:
Materials/Resources:
List Scaffolded
Supports
(From HLPs and/or Essential
Early Literacy Practices)
**Identify ONE possible
accommodation for a learner
with special needs.
Reflection on last
session & rationale for
this lesson (use
evidence)
Grade: 3
Students can develop the skills and knowledge necessary to foster meaningful
interactions with individuals and information.
Content/Subject Area: ELA/ Writing
Topic: Motivation and Engagement
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly. (page 24)
Teachers will have students sit at their desks. The only supplies needed will be the
book( Red: A Crayon's Story by Michael Hall), and each student will need drawing
materials and paper. Students will be introduced to a text and asked to comment on
the front and back covers. As the story is read aloud, they will be prompted to
observe how the characters are described and how the author communicates the
challenges they face. The children will be given a quote from the book along with
relevant probing questions to discuss either in groups or as a class. One quote could
be, “He was red, but he wasn’t very good at it…” and you could ask, "What are
some indications that he wasn't skilled at it? Is it possible to be good or bad at being
yourself? When someone observes you struggling to do something correctly, is it
beneficial or annoying for them to repeatedly provide advice on how to do it? In this
activity, learners will share their thoughts and ideas from the earlier discussion and
investigate what Hall intended to prompt readers to consider through his book. After
reading, ask the students: Using only one color, what color would you choose to
draw a self-portrait and why do you believe it best represents you? Have everyone
draw it and then create a display showcasing the diversity within the class.
Students below grade level: have them sit with the teacher (either at a kidney table,
or a circle on the floor) and kind of give the students a summary of the book
explaining anything that might be confusing and then have the students ask
questions about anything they might not understand. also explain the message of the
book in case they didn't understand. If there is a student with special needs,
depending on their skill level you could give them the book to look over on their
own, and make sure to have them color at the end of the lesson plan.
students above grade level: have them explain to the class what they think the
message of the book might be and why they think that.
Some students struggle with being themselves and knowing that they are good
enough, and a lot of students struggle with being engaged during reading aloud.
Students love to color and make crafts, so incorporating coloring into a ELA lesson
plan will be beneficial, in making them more motivated and engaged during reading
and writing time.
Ways to integrate
technology (EVEN if you
are not implementing this
technology in your session).
Formative assessment
of learning outcomes:
Teacher Candidate Name: Sophie Marra
Lesson Objectives
Describe the focus
area(s) for this lesson:
Primary standards
addressed in this lesson
(can be cross-curricular)
MI State Standards.
Learning for Justice
Teacher Actions:
Student Actions:
Materials/Resources:
List Scaffolded
Supports
(From HLPs and/or Essential
Early Literacy Practices)
We could read the book online, sharing it on the screen, if we don’t have a paper
copy. Could use youtube for the read-aloud of the book.
- turning in the self portrait as an exit ticket
- teachers ask students questions about the book
ED 3002 LESSON PLAN TEMPLATE
Date: 4/10/23
Grade: 3
Students can learn how to choose and utilize effective instructional methods to
improve their written composition skills. Additionally, they will learn how to
set writing goals, provide and receive feedback, use writing processes and
strategies, and analyze various writing models and non-models for different
purposes and audiences.
Content/Subject Area: ELA/ Writing
Topic: Composition
Actively engage in group reading activities with purpose and understanding. (page
11)
Teachers will make sure to have the book, print out a coloring page with a bunch of
blank fish on it, have coloring materials, scissors and glue. Teachers will read the
book (This Is Not My Hat by Jon Klassen) in a read aloud set up. After reading, ask
the students questions, such as : “What happened to the little fish?” “Do we know
for sure he was eaten?” “What are some other possible outcomes?” and let the
students discuss what they think about the book. After reading, have students go
back to their desk. Pass out the blank fish papers, and make sure everyone has
coloring materials. Have the students color the fish and draw expressions on their
face that show different moods. Have them label the moods, and say why they
colored them the way they did. They will then cut out each fish, and glue it on the
writing pages that they have for kids (the box at the top to draw what's happening,
and then the lines below it). Students will write a short story about each fish and
what they are feeling.
Students below grade level: reread the book with students, talk about what is
happening in the book, ask them if they have questions and make sure to explain the
message to them. If a student has special needs, have them watch a youtube video
about the book. Print out fish with different expressions and glue them on the
**Identify ONE possible
accommodation for a learner
with special needs.
Reflection on last
session & rationale for
this lesson (use
evidence)
Ways to integrate
technology (EVEN if you
are not implementing this
technology in your session).
Formative assessment
of learning outcomes:
Teacher Candidate Name: Sophie Marra
Lesson Objectives
Describe the focus
area(s) for this lesson:
Primary standards
addressed in this lesson
(can be cross-curricular)
MI State Standards.
Learning for Justice
Teacher Actions:
Student Actions:
writing page for them. Have a paraprofessional help students write a story about
each fish.
students above grade level: ask students to tell you what they think the message is,
and ask these questions: “Was it okay for little fish to steal the hat?” “If a
little fish was eaten, did he deserve to be?” “Why did the crab give
away the little fish’s location?” “Was that the right thing to do?”
students are having a hard time comprehending what some books are talking about
and what the message in books are. They have a hard time writing something
similar to what we read about.
Coloring and doing crafts is something that students really enjoy doing. So
incorporating a craft from a read aloud, and turning it into their own short stories
will help a lot with their composition.
Show the youtube video of the read aloud of the book, printing out blank fish pages
turn in a completed fish short story.
ED 3002 LESSON PLAN TEMPLATE
Date: 4/10/23
Grade: 3
Students can learn and use effective strategies to teach and evaluate
vocabulary, including understanding different meanings of words in various
contexts, figurative language, and the structure of words.
Content/Subject Area: ELA/ Writing
Topic: Vocabulary
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies. (page 29)
Teachers will need a poster board, writing materials, bean bags, and a vocab list.
Teachers will choose a book that they have been working on as a class, and make a
vocabulary list. You will then divide the board up into 4 squares and in each square
write one of the following: Use in a Sentence, Define, Act Out, Draw. This
activity involves having students line up, giving each of them a vocabulary
Materials/Resources:
List Scaffolded
Supports
(From HLPs and/or Essential
Early Literacy Practices)
**Identify ONE possible
accommodation for a learner
with special needs.
Reflection on last
session & rationale for
this lesson (use
evidence)
Ways to integrate
technology (EVEN if you
are not implementing this
technology in your session).
Formative assessment
of learning outcomes:
Teacher Candidate Name: Sophie Marra
Lesson Objectives
Describe the focus
area(s) for this lesson:
word, and then having them throw a bean bag onto a board. Depending on
the action that the bean bag lands on, the student must do the
corresponding task. If they miss the board, they can either throw the bean
bag again or move closer to the board. While the students are playing this
game, the teacher will keep note of what words most students understand
and what words they don’t. After the activity, teach students the words that
they didn’t understand, and pass out a quiz that has all the words and they
have to answer with the meaning of the word.
Students below grade level: Give students a copy of the vocabulary list and put
definitions for each word. Students with special needs have a Paraprofessional help
students play the game, and give them hints on what to do when their bean bag
lands.
students above grade level: make the game more competitive by making teams and
give points to teams, or you could even give certain students bonus words that aren't
on the vocab list for them to try to do.
Some students have difficulty remembering what words mean, or how they can be
used in sentences.
When you connect an enjoyable and active activity with the vocabulary words, your
students are more likely to remember the meaning of the words and how to use them
in different situations.
Make a quizlet (or something like that for younger kids) of all the vocab words so
they can continue to practice learning what the words mean.
-turn in completed quiz
Date: 4/10/23
Grade: 3
Students can learn how to use different types of assessments (diagnostic and
formative) to create effective spelling instruction. This instruction will focus
on the relationship between individual and groups of letter sounds, letter
symbols, and meaning units, which will help readers to write down their
thoughts accurately (encoding).
Content/Subject Area: ELA/ Writing
Topic: Spelling
Primary standards
addressed in this lesson
(can be cross-curricular)
MI State Standards.
Learning for Justice
Teacher Actions:
Student Actions:
Materials/Resources:
List Scaffolded
Supports
(From HLPs and/or Essential
Early Literacy Practices)
**Identify ONE possible
accommodation for a learner
with special needs.
Reflection on last
session & rationale for
this lesson (use
evidence)
Ways to integrate
technology (EVEN if you
are not implementing this
technology in your session).
Formative assessment
of learning outcomes:
Teacher Candidate Name: Sophie Marra
Lesson Objectives
Describe the focus
area(s) for this lesson:
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing (page 28)
Teachers will start by preparing a spelling list of their choice. Teachers will need a
worksheet and crossword printed out, and writing materials for all students. They
will pass out a handout with each word. As a class, we will go through the list and
say each word together, and discuss the definition. Students will fill in the
definitions of each word as we say it out loud. Once we are done with this, teachers
will ask students if there are any words they don’t get and need to be re-explained.
Once I feel like students have somewhat of a good understanding of the words, I
will pass out a crossword puzzle. The puzzle will give you the definitions and the
students will fill in the words to their corresponding definitions.
Students below grade level: When everyone is working independently on their
crossword puzzles, meet with the students below grade level and work on the
crossword puzzle as a group.
Above grade level: If students above grade level finish early, ask them to draw
pictures on a scrap paper of what the word means.
Some students can’t remember how to spell words, or what they mean.
Making spelling into a fun game, makes it more exciting for kids to learn and it
makes it not feel like a boring activity that they are forced to do.
printing out and making worksheets and crossword puzzles.
completed crossword puzzle.
Date: 4/10/23
Grade: 3
Students can choose and apply teaching methods that are backed by research
in order to teach and evaluate syntax, which refers to the rules governing the
structure of phrases and sentences. Syntax can vary between languages
and dialects, including factors such as word order, grammar, parts of
speech, and the complexity of phrases and sentences.
Content/Subject Area: ELA/ Writing

Primary standards
addressed in this lesson
(can be cross-curricular)
MI State Standards.
Learning for Justice
Teacher Actions:
Student Actions:
Materials/Resources:
List Scaffolded
Supports
(From HLPs and/or Essential
Early Literacy Practices)
**Identify ONE possible
accommodation for a learner
with special needs.
Reflection on last
session & rationale for
this lesson (use
evidence)
Ways to integrate
technology (EVEN if you
are not implementing this
technology in your session).
Formative assessment
of learning outcomes:
Topic: Syntax
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking (page 28)
For this activity teachers need to have a whiteboard, magnets, hot glue, a laminator,
and printed out sheets. Teachers will write a couple sentences on the white board.
They will print out thumbs up or thumbs down images, laminate them, and glue
magnets on the back. Students will either sit at their desks or on the floor (in a read
aloud set up) depending on the classroom setup. Teachers will read the sentences
out loud asking if they make sense. Some examples of sentences could be,
“Grandma, mom, and I bakes a pie.” or “The basket are full of apples”. Students
will say yes or no if it makes sense. If it makes sense, ask a student to come put the
thumbs up next to it, and if it doesn’t do the same thing with the thumbs down. For
sentences that don’t work, ask students to talk in groups about what needs to be
changed. as a class, you will decide what is correct and change the sentence on the
board, and then switch the thumbs down to thumbs up. Once this activity is done,
the teacher passes out a worksheet like we just worked on as a class, and have the
students complete it in pairs
Students below grade level: Hand out a cheat sheet showing grammatically correct
ways to form sentences, and walk them through it when you have some extra time.
Talk to these students when others are working in groups to figure out what is
wrong or right. When working in pairs on the worksheet, have students below grade
level work in a group with you.
Above grade level: If above grade level students finish early, have them make their
own worksheet for their partner. Have them write some correct and incorrect
sentences, and switch papers, and have students try to figure out what is right and
wrong and how to fix it.
Most students understand the majority of grammar when writing and speaking, but
some struggle with using it correctly. For example, some students don’t know when
they should use “are” or “is” in a sentence.
Doing a whole class activity, and then allowing students to work in pairs on
grammar is very beneficial for students. It gives them time to learn what they are
working on, and then have time to try it on their own. I feel like this makes it less
intense than just doing it on your own.
Looking up the thumbs and worksheet to print out. You can also get a grammar
game for students, to help them work on this.
Completed and turned in the worksheet.