UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Alexa White PSMT Name: Amber Ponte

Lesson Plan The Talented Lesson Plan Reading
Title: Clementine Topic:
Date: 2/28/17 Estimated Time: 50 min.
Grade Level: 3rd School Site: Bonner Elementary

1. State Standard(s):
RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
RL.3.6 Distinguish their own point of view from that of the narrator or those of
the characters.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.

2. Teaching Model(s): direct instruction, direct modeling

3. Objective(s):
SW demonstrate an understanding of the story by answering comprehension
questions and using the text to support their answers
SW determine the POV of the narrator and other characters
SW read with accuracy and fluency to the class
SW share an experience when they felt embarrassed, helpful, confident, or nervous

4. Materials and Technology Resources: McGraw-Hill Reading Wonders books,

notecards, POV anchor chart, pencils

5. Instructional Procedures:
a. Motivation/Engagement: (5 minutes)
Remind students of the essential question for the week: How can you use
what you know to help others?
Review the vocabulary words for the week which will be used in the story:
1. Talents
2. Embarrassed
 3. Apologized
4. Audience
5. Attention
6. Realized
7. Prefixes
Read the background paragraph and introduce the story The Talented
Clementine
Have you ever been in a talent show? How did it make you feel? DOK 1
If you had to perform in a talent show, what would your talent be? DOK 1
b .Developmental Activities or Learning Experiences: (40 minutes)
Begin reading The Talented Clementine with the class
Use Lemovs Cold Call strategy using popsicle sticks to call students to read
While reading, stop after certain passages to ask questions (listed on sticky
notes in book):
1. Who is the narrator of this story? DOK 1 Explain how you know
Clementine is the narrator? DOK 2
2. How was Clementine feeling at this point in the story? DOK 1 Why
do you think she felt that way? DOK 2
3. What was Clementines POV of the cartwheelers? What was
Margarets teachers POV of what Clementine did? DOK 1
4. Make a prediction about why Margarets teacher was feeling antsy?
DOK 2
5. Look at the word impossible. How can the prefix im- help you figure
out what impossible means? DOK 1
6. Do you think Clementine is a good director? Explain why or why
not. DOK 2
7. Explain what Clementines talent was? DOK 2 How did she use
what she knows to help others? (essential question) DOK 2
8. What would happen if the story was told from the teachers POV?
DOK 3
Finish story, then pull out anchor chart
Explain instructions
1. Each student will receive one notecard with 1 of 4 words on it
(embarrassed, helpful, confident, nervous)
2. The student must find specific textual evidence of when a character
in the story felt like the word on the card, or their POV in that
moment
3. Write on the card and then stick it to the anchor chart (Use
sentence starters such as, ____ felt _____ because on pg. ___ the
text says _____)
Once everyone is finished, review some of the notecards with the class

c. Closure: (5 minutes) Review the main idea of the story. Have students share
some experiences of when they felt embarrassed, helpful, confident, or nervous.
Discuss the POV of the narrator of the story and how the POV can change if the
narrator changes.
 d. Extension: If a student finishes their notecard early, have them draw a picture of
the textual evidence that they wrote about on the notecard. Include details like the
characters facial expression, what he/she might have said in the part of the story,
etc.

6. Accommodations: stand by the students who have difficulty reading for extra support,
help them pronounce words that they struggle with

Modifications: allow struggling students to read less than what the others read (Brianna,
Alli, Kara, Mossimo)
Differentiations for Diverse Learners: suggest to certain students to follow along with the
story using a pencil so that it is easier to follow, allow some students to work in partners
to find textual evidence for their notecards (Mossimo, Kenyin, Alli, Kara, Brianna)

7. Assessment and Evaluation of Learning:

a. Formative: teacher will observe students as they are reading and answering
questions about the story, formative assessment seating chart will be used to monitor
student understanding and reading fluency and the answers on the notecards
b. Summative: POV test at the end of the week

8. Homework Assignment: POV reading assignment

9. Reflection:
a. Strengths: This lesson proved to be a great way to assess my students for their
reading and comprehension skills. The notecards held all of my students
accountable for their answers.
b. Concerns: The only concern that I had was when a few students took too long on
finding their text evidence. All I had to do was give them a little extra support by
helping them identify the certain parts of the story when characters had different
POV.
c. Insights: Overall, it was a very smooth lesson and there is not much that I would
change. As another extension and to involve writing, I would have students write a
story and draw a picture about a time that they felt embarrassed, helpful, confident
or nervous. This would allow the students to connect to the main character and
work with the vocabulary words even further.