Lesson Plan

Teacher Candidate: Lauren Mosser Date: 2/23/22

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

Subject or Topic: English Language Arts

Common Core/PA Standard(s)

Standard - CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade-
level text
Standard - CC.1.2.3.G Use information gained from text features to demonstrate
understanding of a text.
Standard - CC.1.2.3.I Compare and contrast the most important points and key details
presented in two texts on the same topic.
Standard - CC.1.2.3.L Read and comprehend literary non-fiction and informational text on
grade level, reading independently and proficiently.

Learning Targets/Objectives
The students will be able to summarize their new findings of an idea from nature and connect
their evidence from Bats Did it First and Big Ideas from Nature in a mini research project.

Formative Assessment Approaches Evidence observation or method of collection

1. Main Idea worksheet on their specific 1. The students will complete a main
idea from nature idea and key detail graphic organizer
2. Root Word Google Slides on a given idea from nature and fill it
3. “Research paper” out as we read the story aloud.
…. 2. The students will participate in an
interactive root word mini lesson
before starting their research on the
topic they did the main idea on.
3. The students will have the choice of
either writing a written paper or
making a small poster with the
information they summarized from
their article, Bats Did it First, and Big
Ideas from Nature.
…
Assessment Scale for any of the assessments above if needed
- Main Idea worksheet on their specific idea from nature
- Students complete the desired amount of details and state the main idea of their
reading - proficient
- Students do not complete the desired amount of details and worksheet is
 incomplete - not proficient
- Root Word Google Slides
- Students participate in the Google Slides activity that incorporates words from
our vocabulary and find the root words of each - proficient
- Students do not participate in the Google Slides activity and are off topic - not
proficient
-
- Summarizing paper using multiple forms of text
- Students complete the paper (rough draft) using all resources given- proficient
- Students do not complete the paper (rough draft) - not proficient

Summative if applicable
Subject Matter/Content to be taught in the lesson - Summarizing/ connecting text from a
number of different resources

Prerequisites
- Knowledge of the main idea
- Knowledge of how to find key details in a story.
- Communication skills
- Writing skills
- Grammar skills
- Summarization skills
New Key Vocabulary
- Research - things that you gather or collect to expand your knowledge on something
- Summarize - using the main idea and key details to tell someone about something you
may have read
- Connecting Evidence form the text - taking evidence from different resources and
combining it all together for one collective summary
Content/Facts
- Why do we need to connect evidence from a text to our writing?
Connecting text you read to text text is an important skill to learn to get a deeper
understanding of what you are reading. This skill is important when reading texts that
may be talking about the same thing. You can use your knowledge from other readings
to expand more on what you are reading now.
- Why is it important to summarize?
It is important to summarize to help tell a story or something you read to someone.
Summarizing is when you find the most important details in a story, along with the
main idea, and put them together to tell someone about what you read. Summarizing
does not include all of the unwanted details that are not important. In this lesson, we
will be taking all of the expository texts we have read and summarizing them to make
one paper about a specific idea in nature we read about.
- Why are root words important to know?
Root words help us determine the main meaning of words we see and read. Root words
help us determine the meaning of a word. In this lesson we will be reviewing how to
identify root words in our vocabulary that we see in this unit.
Introduction/Activating/Launch Strategies
- To begin this lesson, I will tell the students that we are nearing the end of the unit. I
will tell the students that we are going to be reviewing root words through an
interactive google slides presentation, then expanding on our ideas we learned about
yesterday.
- As I bring up the Google Slides, I will ask the students to take out their main idea
papers from the day before, and tell me something they learned about their specific
idea from nature.
- The students will share their learnings and I will call on multiple students.
- I will tell the students that they are going to be learning more about their ideas from
nature later in the lesson.
- I will then start the Google Slides with a short video on determining root words.
- https://www.youtube.com/watch?v=U-jiKoAHRkY
Development/Teaching Approaches
- After playing the short video, I will show the students some of the words we have been
seeing in our reading and begin to break down the root words.
- https://docs.google.com/presentation/d/
1RB2dN7OK5OWfzn1rIzksOOnTK0sTwqE87TmHhB-yNMI/
edit#slide=id.g115ac694132_0_30
- Through the Google slides, I will give students the formal facts about root words and
explain the tree example (the base of every tree is roots!)
- We will then continue on and find the root words in some of the words we have been
seeing throughout the two stories.
- After this we will find more root words in common words we see and match words
together that have a common root word.
- After this the students will complete a quick 3 question activity and as they turn it in
they will get Smarties as their brain breaks during our transition.
- After all the students have completed the 3 questions, I will bring us back to thinking
about nature by bringing up the tree example again.
- I will tell the students that their project for this unit will be taking what they have
learned from Bats Did it First, Big Ideas from Nature, and their articles, and
summarizing all of them to complete a short paper.
- I will tell the students that they are going to be receiving an article about the idea from
nature they found the main idea on yesterday, and are going to be reading more about
it.
- I will hang our anchor chart from the previous day to have the main facts about
summarizing they can refer to.
- I will tell the student that the first thing they should do is summarize their new article.
They should take the facts that they find are most important and will expand on what
they already know.
- After they have read their article, they should be using the key details from the other
two stories to use to write their paper.
- I will model to the students the steps in this to ensure that they are on task and are
aware of what is expected of them.
- I will tell them that they will start this today, and if they finish, they are to draw a
picture of their big idea from nature to have a visual of what they are writing.
 - If the students do not finish their writing today, they will continue tomorrow to
complete their writing.
- I will tell the students that for our last day we will be having a “presentation day” and
to get excited….
Closure/Summarizing Strategies
- I will pass out all of the papers to the students that correspond to their big idea they
found the main idea on and tell them to begin working.
- As the students work I will walk around the room to help with spelling and ensure that
they are using correct grammar and punctuation.
- As the class period comes to an end, I will collect all of their papers to make sure
nothing gets lost.
- I will again remind the students of the importance of summarizing and to only include
what they think is MOST important in their writing.

Accommodations/Differentiation
- For students that are struggling with spelling and grammar, I will be walking around
the class to help remind them of the rules.
- For students that do not finish on time, they will be given time after taking the post test
during the last day.
- For students that finish early, they are to color their pictures of their ideas from nature,
read, or practice more summarizing/root words.

Materials and Resources:

Google Slides:
https://docs.google.com/presentation/d/1RB2dN7OK5OWfzn1rIzksOOnTK0sTwqE87TmHh
B-yNMI/edit#slide=id.g115ac694132_0_30
3 Questions:
https://docs.google.com/document/d/11WBFy7FDi0smINJ1MKaglpZZJSEEOp49vcxMPvLtIf
E/edit
Smarties
Research Papers (printed)
Lined paper
Pencils
Computer
Projector

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

Remediation Plan (if applicable)

The students did not fully complete their rough drafts of summarizing both the article and the
story from the text, telling me they were not proficient in this area. Out of my 26 students I had
in class today more than 90% of them got 3 out of 3 questions correct on the 3 question activity
sheet, telling them that they are proficient in this area.

Personal Reflection Questions

Is the activity appropriate for the students?
When explaining this project to my students, their faces told me that they were unsure if they
were going to be able to complete this. After further explanation and showing them the visual
aids I made as examples of the project, they were sure that they could complete this. I gave all
of the students the chance to pick what idea from nature they wanted to learn more about,
besides the one I did, as my mentor said that they would be more inclined to copy the same
thing that I did. The students are not used to writing a lot, and it showed on their faces as I was
explaining the goal of the project. They really enjoyed the fact that they had a choice to pick
what idea and how they want to show this information, so I was very happy with that outcome.

Did I plan too much in the given time? Will the student be able to complete what they
need too in the lesson?
Based on the final outcome of the lesson, I do think I left enough time for the students to
complete the activity. I was able to complete the root word mini lesson for the students that
was interactive, allowed time for small groups to read the story again, then used the rest of the
given time to start rough drafts. If I could change anything, I would have liked to do the root
word lesson during the AM ELA period, however, there wasn’t any time for that. The students
were all able to start their writing process and ask questions when need be. I am slightly
worried that the students will not not be able complete their full projects in tomorrow class,
however, I think we will have time to do it during our ELA AM period tomorrow.

Additional reflection/thoughts