RDG 4313 LESSON 7.

Grade Level /Content Area / Reading Strategy / Teacher Candidate Name Date of Lesson
3rd Grade / Reading / Fluency Hannah Dadles 4/11/18
“Express Yourself”

English Language Arts Common Core State Standards (InTASC 1. Learner Development)

CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.

Learning Outcomes (InTASC 1. Learner Development)

1. The student will be able to demonstrate voice and body language as a form of expression.
2. The student will be able to express emotion while reading.
Important Concepts for the Lesson (InTASC 4. Content Knowledge)
The student will be able to demonstrate voice and body language as a form of expression to bring “life to reading.”
Prerequisite Relationships to New Learning (InTASC 4. Content Knowledge)
1. The student will need to understand that we have many different emotions.
2. The student should be able to distinguish between punctuation marks.
Assessment (InTASC 6. Assessment)
1. Formative Assessments –
Synthesizing: Oral Pre-Assessment – The student will read “Alexander and the terrible, horrible, no good, very bad day”
out loud and I will assess his expression while reading.
During the Lesson:
-The student will choose an expression card and read the chosen statement out loud with the expression that is on the card. I
will assess this by listening to my student read with the correct expression.
2. Summative Assessment
Synthesizing: Oral Post-Assessment – The student will read a dialog out loud. I will have the passage in front of me and I
will be checking to see if the student uses the correct expression while reading. I will also ask to act out what expression he
is using (example, if the expression is happy, the student should have a smile on his face).
Differentiated Summative: If the student is having trouble reading the dialog, I will read it to him with the correct
expression, and he will have to tell me what expression I am using.
Flexible and Responsive Instruction (InTASC 2. Learning Differences)
1. If the student does not understand that we have many different emotions, I will need to begin with a mini lesson. I will ask my
student questions that should get him to think about how he feels. I will ask him how he feels when he receives a new bike, how
he feels when he falls down and scraps his knee, how he feels when someone steels something of his, how he feels when he hangs
out with his friends. All of these questions will make him think of the different emotions that he has. I will then move to the white
board and write each emotion on the board. We will then define them and act them out to make sure my student fully understands
each emotion.
2. If the student is unable to distinguish between punctuation marks, I will need to do a review on grammar. I would need to start
with the simple period. I would ask my student if he knows what a period is and where it should be placed. If he does we will
move on to the next one, if he doesn’t I will define it and give examples. Next will be a coma. This is a more difficult one to
comprehend so I would plan on taking more time on this one. I would define it on the board and give examples. I would continue
doing for each punctuation mark. When I am finished defining and giving examples, I will then move into explaining what we do
with them when we come across them while reading. I will explain that these are prompts to how our voice should change. If it
should be happy, confused, or excited. We will then practice reading statements using the correct punctuation.

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Instructional Procedures (InTASC 2. Learning Differences / InTASC 6. Assessment / InTASC 7. Planning for Instruction /
InTASC 8. Instructional Strategies)

Formative Pre-Assessment: The student will read “Alexander and the terrible, horrible, no good, very bad day” out loud and
I will assess his expression while reading.
Formative Assessments During the Lesson:
- The student will choose an expression card and read the chosen statement out loud with the expression that is on the card. I
will assess this by listening to my student read with the correct expression.

Anticipatory Set
 In this lesson I will introduce the topic of fluency and expressing. I will begin by asking my student to draw a marble out of
the bucket. There will be a color chart to tell my student what he needs to do based on the color.
 After you draw the colored marble, you will need to do what the chart says.
 For example “if you draw a blue marble, create a statement that gives the expression of happy. Write your statement on the
board, and act it out for the class using the correct expression.”
 I will then explain to my student what our lesson will be about.
 I will explain that we will be learning how to use correct expression while reading out loud in order to correctly express
ourselves.

Direct Instruction (“I” Learning Phase)

1. Use note cards to create emotion cards, or cut out the cards. Emotion cards should include an emotion that students will be
asked to use as they read. (Surprise, sadness, wistfulness, anger). Create statement cards by selecting several simple
statements and write each of them on a card.
2. Select one emotion card and one statement card without revealing them to students. Model saying the statement while
conveying the emotion on the card. Reveal the emotion to students.
Guided Practice (“We” and “With You” Learning Phases)
1. Ask a student to select an emotion card and a statement card without revealing it to the class. If desired, the may use a
handheld microphone while preforming. Act as a talk show host by saying “class, it is time to Express yourself!”
2. Have the selected student read the statement with the specified dramatic expression. For example, if the student draws an
emotion card that says surprise and a statement card that says don’t do that, the student would say to the audience. Don’t do
that! In a very surprised voice. I will then ask my student what expression do you think the reader was trying to share in his
or her dramatic expression statement? Have the audience respond with what kind of expression they think the student
performed and as the student to reveal the correct emotion.
3. My student and I will then work as partners. We will have a set of emotion cards and statement cards. One partner will select
an emotion card and a statement card to read with expression. The other partner will listen and determine the emotion being
expressed. Partners will reverse roles and repeat these steps.
Closure (“By you,” learning phase)
1. Place emotion cards, statement cards, and a microphone on the table. My student will select a statement card and an emotion
card and read the statement with the specified dramatic expression.
Summative Assessment:– The student will read a dialog out loud. I will have the passage in front of me and I will be
checking to see if the student uses the correct expression while reading. I will also ask to act out what expression he is using
(example, if the expression is happy, the student should have a smile on his face).

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Anticipatory Set Direct Instruction / Guided Practice Closure
 In this lesson I will introduce the  Use note cards to create emotion  Place emotion cards, statement
topic of fluency and expressing. I cards, or cut out the cards. cards, and a microphone in a
will begin by asking my student Emotion cards should include an reading center. Students may
to draw a marble out of the emotion that students will be select a statement card and an
bucket. There will be a color asked to use as they read. emotion card and read the
chart to tell my student what he (Surprise, sadness, wistfulness, statement with the specified
needs to do based on the color. anger). Create statement cards by dramatic expression.
 After you draw the colored selecting several simple Summative Assessment: The
marble, you will need to do what statements and write each of them student will read a dialog out
the chart says. on a card. loud. I will have the passage in
 For example “if you draw a blue  Select one emotion card and one front of me and I will be
marble, create a statement that statement card without revealing checking to see if the student
gives the expression of happy. them to students. Model saying uses the correct expression while
Write your statement on the the statement while conveying the reading. I will also ask to act out
board, and act it out for the class emotion on the card. Reveal the what expression he is using
using the correct expression.” emotion to students. (example, if the expression is
 I will then explain to my student  Ask a student to select an happy, the student should have a
what our lesson will be about. emotion card and a statement smile on his face).
 I will explain that we will be card without revealing it to the
learning how to use correct class. If desired, the may use a
expression while reading out loud handheld microphone while
in order to correctly express preforming. Act as a talk show
ourselves. host by saying “class, it is time to
Express yourself!”
 Have the selected student read the
statement with the specified
dramatic expression. For
example, if the student draws an
emotion card that says surprise
and a statement card that says
don’t do that, the student would
say to the audience. Don’t do
that! In a very surprised voice. I
will then ask my student what
expression do you think the
reader was trying to share in his
or her dramatic expression
statement? Have the audience
respond with what kind of
expression they think the student
performed and as the student to
reveal the correct emotion.
 My student and I will then work
as partners. We will have a set of
emotion cards and statement
cards. One partner will select an
emotion card and a statement
card to read with expression. The
other partner will listen and
determine the emotion being
expressed. Partners will reverse
roles and repeat these steps.
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Lesson Materials and Supplies (InTASC 2. Learning Differences)
- Dialog
- Emotion Cards
- Emotion Statements
- Paper
- Marbles
- Jar
- Book
Student Lexile Measure & Grade Range / Text Information (InTASC 2. Learning Differences)
1. Lexile Range: 575-625, 3rd grade
2. Viorst, J. (1972). Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York: Aladdin Paperbacks.