Part A: Lesson Planning

Explorers in Indiana
Your Name and the Date on which the plan will be taught: Allie Nevius, November 16th
Grade Level: 3rd
Length of Lesson: 30 minutes
LEARNING GOALS

CENTRAL FOCUS OF LEARNING SEGMENT: Distances

PURPOSE(S): The purpose of this lesson is to help students learn about the approximate
distances from one location to another.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
1. Determine the estimated distance from one place to another.

Primary Subject Area(s): Social Studies

Standard(s): 3.3.4 Identify the northern, southern, eastern and western hemispheres;
cardinal and intermediate directions; and determine the direction and distance from one
place to another
Integrated Subject Area: Math
Standard(s): 3.M.2: Choose and use appropriate units and tools to estimate and
measure length, weight, and temperature. Estimate and measure length to a quarter-inch,
weight in pounds, and temperature in degrees Celsius and Fahrenheit.

PLANNING CONSIDERATIONS

KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS

PLAN:
According to my Student Survey, none of my twenty-five students enjoy social studies at school
and nine of my students stated that this was their least favorite subject to learn about. Since a
large majority of my class are visual and kinesthetic learners, I have incorporated a visual and
hands-on activity in which the students will be able to use different tools to estimate and perform
the action of measuring. By physically seeing and carrying out the actions, the students will
better understand the concept and skill.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Vocabulary: length, distance, location, measure, feet, yards, miles, inches
Conceptual Understanding: distance, measure, location
PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:
In previous weeks, we have focused on geography and writing directions. Both of these skills
have caught students interest in geography and different places around the world. Additionally,
we have completed a Flat Stanley project in which the students have traveled around the
country. With these relevant events in our classroom, the students will be ready to learn about
the distance between two locations. In math, we have worked on measuring and estimating
distances. All of these skills and conceptual understandings will be used and practiced within
this lesson.

SPECIFIC STUDENT NEEDS:

Student Initials
[may be
multiple]
BH, CJ
KE, KB
KE

SM, JE, JE, KM,

AF, AL, JR, EZ

Type of need
[ELL/IEP/Specific skill deficit/GT/High performing]
IEP Students who receive 120 minutes of literacy instruction each day and
40 minutes of math instruction in the resource room.
IEP Students who receive 30 minutes of specific targeted reading skills
instruction.
IEP Student receives an additional 30 minutes a day of math support in
the resource room and guided study in addition to the general classrooms
math instruction.
These students are all fluent English speakers but come from homes that
are bilingual. The students require visuals and less use of idiomatic
speech.

One Significant Learning Modality and how it will be utilized:

Interpersonal- Students who are interpersonal learners will benefit from working with a partner
to make estimates of lengths and distances by discussing their ideas and thought processes
with one another.

One Significant Aspect of Character and how it will be fostered:

Cooperation- The aspect of character that relates to cooperation will be fostered in this lesson
by having the students work with a partner and reach one answer as a team.

One Significant Habit of Mind and how it will be fostered:

Listening with Attention to Detail in Order to Comprehend- Students enhance the habit of mind
which relates to listening with attention to detail in order to comprehend when they are listening
carefully to the story being read aloud to identify cause and effect relationships.
Co-Teaching Strategy/ies that will be used:
One teach, One assist: During the direct instruction, I will have the primary instructional
responsibility of introducing the lesson, and guiding the students through the guided practice.
Miss Shepperd will assist during the guided practice and independent practice to ensure that
students who are struggling receive additional support. She will also watch during the guided
practice for the students responses to the ALLS and Informal Formative Assessments.

INSTRUCATIONAL AND ASSESSMENT STRATEGIES

RECALL PREVIOUS LEARNING-LESSON: I will ask the students, What did we learn about in
social studies on Wednesday? [We learned about explorers of North America.]

ACADEMIC MOTIVATOR(S):
1. (Learning Activities) Tell the class that they will have to opportunity to work with a
partner.
2. (Learning Materials): Tell the class that we will be measuring objects around the
room.
3. (Relevant): Tell the class that they will be estimating the distance that their Flat
Stanley traveled.
ATTENTIONAL PROMPT(S):
1. (Visual): Hold up a ruler and a yard stick.
2. (High Interest): Ask the class where their Flat Stanley traveled to.
ACTIVE LEARNING LISTENING STRATEGIES:

1. Students will repeat what is said, altogether and at the same.

2. Students will turn and talk to a partner.
3. Students will fill in the cause and effect graphic organizer.
INFORMAL FORMATIVE ASSESSMENTS:
1. Students will stand up for the cause (ALLS 2).
2. The teacher will walk around and check the graphic organizers (ALLS 3).

ORDER OF TEACHING with PROCEDURES:

Words used to tell the children the purpose of the lesson: Today we are going to find cause
and effect situations in a story.
Words used to tell the children the objective of the lesson: By the end of this lesson, you
will be able to identify cause and effect relationships in a text.
1.
a.
b.
c.

DIRECT INSTRUCTION
Recall (see above)
Tell students the purpose and objective of the lesson.
Tell the class that we will read a story that they know and love and that they will have the
chance to come to the board and share their thoughts and earn a Super Reader badge
if they can complete the assignment well. (Academic Motivator 1, 2 and 3)
d. Draw a rain cloud and flower on the board. (Attentional Prompt 1) Ask the class how
these two objects go together. Have the students turn and tell a partner what they know.
(ALLS 1) Discuss that the rain cloud causes the flower to grow.
e. Explain that Super Readers find cause and effect relationships in a text. Remind the
class that they can earn Super Reader badges if they are able to find cause and effect
relationships in the story today. (Academic Motivator 3)
f. Using the anchor chart, discuss the meanings of cause and effect. Relate the meanings
back to the rain cloud and flower. Discuss the meanings of cause and effect signal words
written on the anchor chart. These signal words include because, result, and so.
2. GUIDED PRACTICE:
a. Tell the students that they will listen to a story that they know and love and then will
have a chance to share their thoughts with the class by writing them on the board.
(Academic Motivator 1 and 2)
b. Create the cause and effect graphic organizer on the board and pass out the cause
and effect graphic organizers to the class.
c. Read the portion of A Bad Case of Stripes where the girl turns colors for the first time
to the class. Stop and tell the class you noticed a cause and effect relationship. Tell
the class that when she takes medicine, she begins to look like a pill. If the students
think that taking the medicine is the cause, they should stand up. If they think her
looking like a pill is the cause, they should stand up (ALLS 2) (Informal Formative
Assessment 1). Fill in the graphic organizer while the students do the same (ALLS

3). Check students progress on the graphic organizer (Informal Formative

Assessment 2).
d. Continue reading a short passage. Using the name sticks, ask a student for a cause
and effect relationship. Have the students stand for the cause (ALLS 2) (Informal
Formative Assessment 1).
e. Have a student come to the board to record this cause and effect in the graphic
organizer. Have the class fill it in on their organizer (ALLS 3) (Academic Motivator 1).
Check students progress on the graphic organizer (Informal Formative Assessment
2).
f. Continue steps d and e until you have 4-5 cause and effect relationships on the
graphic organizer.
3. INDEPENDENT PRACTICE:
a. Students will complete an exit slip by writing one more cause and effect
relationship read from the text (Formal Formative Assessment).
b. Pass out Super Reader badges.
4. CLOSURE:
a. At the end of the lesson, I will ask the students, What did we learn about today?.
[We learned about cause and effect.]

DIFFERENTIATION OF INSTRUCTION:

Student
Initials
BH, CJ

KE, KB

KE

Type of need
IEP Students who receive 120
minutes of literacy instruction
each day and 40 minutes of
math instruction in the resource
room.
IEP Students who receive 30
minutes of specific targeted
reading skills instruction.

IEP Student receives an

Differentiation
-

These students will receive alternate

curriculum in the learning center. (Substitute
Curriculum)

The text will be read aloud to the class to

alleviate any struggles from decoding.
(Input)

We will discuss the meanings of the

vocabulary words cause, effect, because,
and result before the students discuss the
text to alleviate any confusion from the
academic vocabulary. (Level of Support)

Additional assistance from Miss Shepperd

and myself will be available during our
guided and independent practice. (Level of
Support)
Additional assistance from Miss Shepperd

additional 30 minutes a day of

math support in the resource
room and guided study in
addition to the general
classrooms math instruction.
SM, JE,
JE, KM,
AF, AL,
JR, EZ

These students are all fluent

English speakers but come from
homes that are bilingual. The
students require visuals and
less use of idiomatic speech.

and myself will be available during our

guided and independent practice. (Level of
Support)
-

The text will be read aloud to the class to

alleviate any struggles from decoding.
(Input)
Additional assistance from Miss Shepperd
and myself will be available during our
guided and independent practice. (Level of
Support)

We will discuss the meanings of the

vocabulary words cause, effect, because,
and result before the students discuss the
text to alleviate any confusion from the
academic vocabulary. (Level of Support)

The text will be read aloud to the class to

alleviate any struggles from decoding.
(Input)

FORMAL FORMATIVE/SUMMATIVE ASSESSMENT: The students will identify one cause and
effect relationship and record it on their graphic organizer.

CHECKLIST:
1 Cause is correctly identified:______ (2)
1 Effect is correctly identified:_______ (2)
Total:______ (4)

MATERIALS:

Prepared by TC:
Cause and effect graphic organizer
Cause and effect anchor chart
Super Reader badges
Prepared by CT:
-

N/A
Other Materials:

White board and markers

SOURCES:
Anchor chart from- https://www.pinterest.com/coffeebabie/eld-cause-effect/
Super reader badge from- https://sites.google.com/site/misskatelynnsclassroom/super-readersclub

Cause

(WHY)

(WHAT)

Effect

Part B: Analysis of Planning in relation to teaching and student learning

To be completed after teaching the lesson.

WHAT WORKED WELL:
[Should only identify the one or two most successful factors]

WHAT DIDNT WORK WELL DESPITE ADJUSTMENTS AND MONITORING:

[Should only identify the one or two most significant problems]

HOW THIS LESSON COULD/SHOULD BE IMPROVED BEFORE FUTURE USE:

MY PROOF THAT THIS LESSON DID OR DID NOT IMPACT STUDENT LEARNING:

NEXT STEPS: