LESSON PLAN 1 of 3

Your Name: Liz Tames

Date plan will be taught: April 13, 2020
Grade Level: 3rd
Length of Lesson: 30 minutes
LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT: [This is day one of a three day series of lessons
focusing on retelling a fable, folktale, or tall tale using story elements (setting, characters, and
sequence). The lessons will review story elements and provide the students with practice
identifying and describing these elements from a story.]

PURPOSE(S):
To practice identifying setting from a text.
To practice describing the setting from a text.

LEARNING OBJECTIVE(S):
At the end of this lesson, students will be able to [identify and describe the setting of a text.]

Primary Subject Area(s): Language Arts

Standard(s): 3.RL.2.2 Recount folktales, fables, and tall tales from diverse cultures; identify
the themes in these works. Further guidance for support will be provided in the Literacy
Framework.

Integrated Subject Area(s): [N/A]

Standard(s): N/A

PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
[13 of 16 students enjoy working with a partner (student survey). 13 of 16 students enjoy working in
centers/stations (student survey). We completed a previous lesson and activity where we used
passports and the students were very excited and asked to use them again (observation).]

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

[Literacy: vocabulary, describe, identify, setting.
Conceptual Understanding: setting, text referencing skills, summarizing, find evidence in the text.]

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

[Based on observations, analysis of student answers on comprehension test questions from weekly
stories, IREAD practice, and ILEARN practice, additional practice with recounting texts would be
beneficial to the students in preparation for ILEARN testing.]

SPECIFIC STUDENT NEEDS:

Student Initials Type of need
[may be multiple] [ELL/IEP/Specific skill deficit/GT/High performing]
H. J ELL- mid-level ELL, has difficulty with spelling and reading vocabulary,
second grade reading level.
C. M, M. A, H. T, Struggling Readers- second grade reading level, difficulty
H. J recognizing/pronouncing/understanding larger words, lack of concentration
while reading due to lack of understanding.
A.L, S.V, P.J Advanced readers- need additional challenges and higher order thinking
W.A IEP- wheelchair accessibility
One Significant Learning Modality [not linguistic] and how it will be utilized:
Interpersonal: During this lesson, students will read the short text aloud together or analyze an
image based on the station that they are at. Then, the students will discuss what the setting is with
their partner. The students will talk with each other about what the setting is and provide evidence
to their partner about how they knew from the text or image.

Visual: During this lesson, the students will use both images and short texts to analyze and
determine the setting. Students will reference the image to provide support for their description of
the setting.

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

Interpersonal problem solver: If students disagree with each other on what the setting is for their
station, they will need to problem solve and use evidence from the image or text to support their
answer and respectfully convince their partner of their view. The students may also decide to
“agree to disagree” and each put their own answer.

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

Applying past knowledge to new situations: The students will need to use past knowledge of what
setting is. In addition, the students may apply past knowledge to recognize that if the text is
discussing pioneers, the setting of this text is a long time ago (when the story takes place). The
students may use past knowledge of events and times to assist them in determining the setting for
these images and texts.

Co-Teaching Strategy/ies that will be used:

One teach-one assist.

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)

RECALL PREVIOUS LEARNING-LESSON: “What did we learn about or work on Friday?”

[We took our comprehension and vocabulary test.]

Words used to tell the children the purpose of the lesson:

[Today we are going to practice finding and describing the setting of a story.]

Words used to tell the children the objective of the lesson:

[By the end of this, you will be able to tell me what a story’s setting is and describe it to me.]

ATTENTIONAL PROMPT(S):
[I will show the students an image (visual) of Little Red Riding Hood
standing in the city. I will ask the students if this is the right place for
Little Red Riding Hood. [No, Little Red Riding Hood walks through
the forest/woods.] Then, we will discuss how the story might change
if Little Red Riding Hood walked through the city. We will emphasize
how this makes the setting of a story important.]

Guided Practice
- I will inform the students that the information that we are learning about today will be
essential for a fun learning activity that we are going to do on Thursday and Friday. The
activity will be the creation of their own recount book. Each student will create a book in
which they retell a fable, folktale, or tall tale and illustrate it. The students will be able to
read their books to a second grade or younger classroom during state testing weeks.
Academic Motivator: Knowledge that is perceived to be useful, learning activity,
creating for real audiences
 - Inform students of passports that will be used for setting stations. There will be a circled
number on the top of your passport for how many stations you and your partner are to
complete. Students will have 20 minutes to finish all of their stations. Each student must fill
out their own passport (Informal Formative Assessment). I will pass out the passports to
each student.
- Review of what setting is and what it consists of (when and where the story takes place).
Including a brief example relating back to the Little Red Riding Hood attentional prompt
where we will discuss the setting for Little Red Riding Hood. I will also use this time to
model how the students are to fill in their passports for stations and the students will fill
these in along with me ALLS.
- I will call partners one at a time to choose their first station and begin working.
- Students will have 20 minutes to work with time reminders every 5 minutes. Both teachers
(CT and TC) will walk around to assist as needed.
- Once both partners have finished, they will turn in their passports and have a seat on the
front rug to review what we learned and did and give an example or 2 of the settings that
were discovered in stations.

CLOSURE:
What did we practice working on today? [We practiced finding and describing the setting.]
Why did we practice working on this? [To help us retell stories.]

DIFFERENTIATION OF INSTRUCTION:

Student Type of need Differentiation

Initials
H. J ELL- mid-level ELL, has difficulty with
The student will do 3 stations with
spelling and reading vocabulary, lower Lexile leveled texts and images.
second grade reading level. Will be placed with a stronger reader as
a partner. Teachers walking around to
assist as needed.
C. M, M. A, Struggling Readers- second grade These students will do 3 stations with
H. T, H. J reading level, difficulty lower Lexile leveled texts and images.
recognizing/pronouncing/understanding Will be placed with a stronger reader as
larger words, lack of concentration a partner. Teachers walking around to
while reading due to lack of assist as needed.
understanding.
A.L, S.V, P.J Advanced readers- need additional These students may do 5-6 stations.
challenges and higher order thinking
W.A IEP- wheelchair accessibility Clear pathway for stations.

FORMAL FORMATIVE/SUMMATIVE ASSESSMENT: Assessment of students’ unaided

performance
[N/A]

MATERIALS:
Prepared by TC: Passports, texts, and images.

Prepared by CT: None

 LESSON PLAN 2 of 3
Your Name: Liz Tames
Date plan will be taught: April 14, 2020
Grade Level: 3rd
Length of Lesson: 45 minutes
LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT: [This is day two of a three day series of lessons
focusing on retelling a fable, folktale, or tall tale using story elements (setting, characters, and
sequence). The lessons will review story elements and provide the students with practice
identifying and describing these elements from a story.]

PURPOSE(S):
To practice describing the characters from a text using character traits.

LEARNING OBJECTIVE(S):
At the end of this lesson, students will be able to [identify and describe a character’s character
traits.]

Primary Subject Area(s): Language Arts

Standard(s): 3.RL.2.2 Recount folktales, fables, and tall tales from diverse cultures; identify
the themes in these works. Further guidance for support will be provided in the Literacy
Framework.

Integrated Subject Area(s): [N/A]

Standard(s): N/A

PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
[The majority of the students significantly enjoy competing against each other in games
(observation). 14 of 16 students enjoy playing games (student survey). 16 of 16 students enjoy
watching movies, shows, or videos (student survey). 13 of 16 students enjoy working with a partner
and 14 of 16 like working in a group (student survey).]

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

[Identify skills students NEED to have before they will be able to learn what is in this lesson:
Literacy: vocabulary, describe, identify, character, character trait.
Conceptual Understanding: character, character traits]

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

[Based on observations, analysis of student answers on comprehension test questions from weekly
stories, IREAD practice, and ILEARN practice, additional practice with recounting texts would be
beneficial to the students in preparation for ILEARN testing.]

SPECIFIC STUDENT NEEDS:

Student Initials Type of need
[may be multiple] [ELL/IEP/Specific skill deficit/GT/High performing]
H. J ELL- mid-level ELL, has difficulty with spelling and reading vocabulary,
second grade reading level.
C. M, M. A, H. T, Struggling Readers- second grade reading level, difficulty
H. J recognizing/pronouncing/understanding larger words, lack of concentration
while reading due to lack of understanding.
A.L, S.V, P.J Advanced readers- need additional challenges and higher order thinking
One Significant Learning Modality [not linguistic] and how it will be utilized:
Visual: The students will use images of the characters to help them determine the character’s
character traits as well as remind them of their character and who their character is. The students
will also be watching other students in their group act out characters and will use the actions and
faces to help determine who the character is.

Kinesthetic: The students will be acting out the character traits for their character as the rest of their
group guesses who the character is.

Interpersonal: The students will talk and discuss with a partner to determine the character traits for
their own character. In addition, the students will discuss as a group in order to guess the character
of the person who is acting out their character.

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

Self-controlled: The students will need to remain quiet and focused on the pair of students who are
acting out their character to the group. If the students become too loud or crazy, no one is able to
hear or see the partners acting out the character traits and no one will be able to guess the
character.

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

Listening with attention to detail in order to comprehend: The students will need to listen carefully to
the clues that the partners are telling them and the actions they are performing to guide their group
to the correct answer.

Co-Teaching Strategy/ies that will be used:

Parallel teaching

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)
RECALL PREVIOUS LEARNING-LESSON: “What did we learn about or work on yesterday?”
[We practiced finding and describing the setting of a story.]

Words used to tell the children the purpose of the lesson:

[Today we are going to practice describing characters using character traits.]

Words used to tell the children the objective of the lesson:

[By the end of today, you will be able to pick and describe a character’s character traits.]

Guided Practice
- I will begin the lesson with my Attentional Prompt (High interest, Curiosity). The
students will all be randomly given either a card with a picture of a character from Frozen or
a card with a character trait on it. The students will have a moment to look at their cards
and then they will go on a hunt to find their matching pair (one character image with a
matching character trait). Then, I will ask the students to tell us their match. Informal
formative assessment
- Remind the students of the fun recount book learning activity which they will be able to
create and share with a second grade or younger class during state testing weeks.
(Academic Motivator: Knowledge that is perceived to be useful, learning activity,
creating for real audiences)
- Review character traits: what they are, examples, and character traits list. Students will
write down examples and their own list of character traits (ALLS, informal formative
assessment).
- Introduce Character Traits Charades. The class will be split in half. One half of the class
will be with me and the other half of the class will be with my CT. Within these small groups,
 the students will pair up. Each pair of students will receive a top-secret card with a picture
of a character from The Lion King (All students said that they had seen The Lion King).
Then, each pair must determine at least 4 (or more/less for differentiation) character traits
that they can use to describe their character. The students will also come up with a plan to
act out their character to help their small group guess.
- The first group to correctly guess all partners’ characters wins! (Academic Motivator:
Pressure)
- While students are planning with their partner, the teacher for each group will walk around to
observe and assist as needed (Informal formative assessment).
- Students will act out their character using character traits to their groups. The group will
guess the Lion King character based on the partners’ clues. The first group to get through
all of their partners with the correct guesses, wins!

CLOSURE: What did we practice working on today? Why did we practice this?
[We practiced using character traits to talk about characters.] [To help us retell a story.]

DIFFERENTIATION OF INSTRUCTION:

Student Type of need Differentiation

Initials
H. J ELL- mid-level ELL, has difficulty with
The student will use at least 3
spelling and reading vocabulary, character traits to describe their
second grade reading level. character. Will be placed with a
stronger reader as a partner. Teachers
walking around to assist as needed.
C. M, M. A, Struggling Readers- second grade These students will use at least 3
H. T, H. J reading level, difficulty character traits to describe their
recognizing/pronouncing/understanding character. Will be placed with a
larger words, lack of concentration stronger reader as a partner. Teachers
while reading due to lack of walking around to assist as needed.
understanding.
A.L, S.V, P. J Advanced readers- need additional Must use at least 5 character traits to
challenges and higher order thinking describe their character.

FORMAL FORMATIVE/SUMMATIVE ASSESSMENT: Assessment of students’ unaided

performance
[N/A]

MATERIALS:
Prepared by TC: matching game, charades character cards.

Prepared by CT: Character Trait list (used in previous year)

 LESSON PLAN 3 of 3
Your Name: Liz Tames
Date plan will be taught: April 15, 2020
Grade Level: 3rd
Length of Lesson: 60 minutes
LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT: [This is day three of a three day series of lessons
focusing on retelling a fable, folktale, or tall tale using story elements (setting, characters, and
sequence). The lessons will review story elements and provide the students with practice
identifying and describing these elements from a story.]

PURPOSE(S):
To practice identifying the beginning, middle, and end of a story or text.
To practice describing the beginning, middle, and end of a story or text.

LEARNING OBJECTIVE(S):
At the end of this lesson, students will be able to [identify and describe the beginning, middle, and
end of a story or text.]

Primary Subject Area(s): Language Arts

Standard(s): 3.RL.2.2 Recount folktales, fables, and tall tales from diverse cultures; identify
the themes in these works. Further guidance for support will be provided in the Literacy
Framework.

Integrated Subject Area(s): [N/A]

Standard(s): N/A

PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
[The majority of the students significantly enjoy competing against each other in games
(observation). 14 of 16 students enjoy playing games (student survey). 13 of 16 students enjoy
working with a partner and 14 of 16 like working in a group (student survey).]

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

[Identify skills students NEED to have before they will be able to learn what is in this lesson:
Literacy: vocabulary, describe, identify, sequence, beginning, middle, end.
Conceptual Understanding: sequence, beginning, middle, end.]

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

[Based on observations, analysis of student answers on comprehension test questions from weekly
stories, IREAD practice, and ILEARN practice, additional practice with recounting texts would be
beneficial to the students in preparation for ILEARN testing. Leveled texts are determined based on
a combination of students’ Lexile, NWEA, and RIT scores.]

SPECIFIC STUDENT NEEDS:

Student Initials Type of need
[may be multiple] [ELL/IEP/Specific skill deficit/GT/High performing]
H. J ELL- mid-level ELL, has difficulty with spelling and reading vocabulary,
second grade reading level.
C. M, M. A, H. T, Struggling Readers- second grade reading level, difficulty
H. J recognizing/pronouncing/understanding larger words, lack of concentration
while reading due to lack of understanding.
 A.L, S.V, P.J Advanced readers- need additional challenges and higher order thinking

One Significant Learning Modality [not linguistic] and how it will be utilized:
Visual: Students will be able to visualize the sequence of events through the peanut butter and jelly
demonstration. Students can visually see that the order of events (beginning, middle, and end) are
important to the story. This will also help with the conceptual understanding of beginning, middle,
and end.

Interpersonal: The students will be talking to each other in our peanut butter and jelly discussion to
determine important ideas about sequence. In addition, the students will be talking and interacting
with each other during the B-M-E competition. The students will be discussing which events belong
in the beginning, which events belong in the middle, and which events belong in the end of the story
and why.

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

Supportive of others’ success: The students on both competition teams will need to be supportive of
one another when each team gets a question correct. In addition, the team that does not win the
competition will need to be respectful and congratulate the other team rather than pouting or acting
in a disrespectful manner.

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

Organizing work: The students will be organizing the process of making a peanut butter and jelly
into a beginning, middle, and an end. The students will also be organizing the events of 2 stories
into beginning, middle, and end using their B-M-E chart.

Co-Teaching Strategy/ies that will be used:

One teach-one observe

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)

Words used to tell the children the purpose of the lesson:

[Today we are going to practice telling about the what the beginning, middle, and end of a story
are.]

Words used to tell the children the objective of the lesson:

[By the end, you will be able to tell me what the beginning, middle, and end of a story are.]

RECALL PREVIOUS LEARNING-LESSON: “What did we learn about or work on yesterday?”

[We practiced picking and describing character traits for characters.]

Guided Practice
- I will place peanut butter, jelly, and bread on a table. Attentional prompt: visual, novelty
- Remind the students of the fun recount book learning activity which they will be able to
create and share with a second grade or younger class during state testing weeks.
(Academic Motivator: Knowledge that is perceived to be useful, learning activity,
creating for real audiences).
- Then, I will inform the students that every story is like making a peanut butter and jelly
sandwich, there is a beginning, middle, and an end. We are going to figure out the
beginning, middle, and end of making a peanut butter and jelly sandwich.
- We will discuss what each should be (beginning: get a plate, a knife, bread, jelly, and peanut
butter. Middle: spread peanut butter and jelly onto 2 slices of bread. End: eat your
sandwich.) The students will come up and each student will represent a step in the process
of making a peanut butter and jelly sandwich. (ex: student 1: grab a plate, student 7:
smooth jelly onto a slice of bread, student 14: eat the sandwich) ALLS.
 - Mix up the line! Does it make sense? No, it doesn’t. We cannot eat our sandwich before we
get bread or jelly. The sequence, the order, the beginning, middle, and end in order are
very important.
- Introduce competition game Academic Motivator: Pressure. The class will be split in half
down the middle. The students will choral read a short text with me ALLS. The students
will have a few minutes to talk to their team about what the beginning, middle, and end are
for this story.
- Then, the game show questions begin. I will choose an event from the story and the
students must determine whether it was in the beginning, middle, or end of the story
Informal formative assessment.
- As the correct answer for each question is revealed, the students will fill in their B-M-E
(Beginning-Middle-End) chart, adding an event after we have discussed it ALLS.
- Once all 11 questions have been completed, the winning team will be revealed.
- Afterwards, the students will all receive an individual paper for practice. The students will
have 1 of 3 leveled texts based on their reading level. The students will read the story and
complete a B-M-E chart. When the students have finished, they will turn them into the
basket. I will assist as needed by students.

CLOSURE: What did we learn about and work on today?

[We practiced telling what the beginning, middle, and end of a story were.]

DIFFERENTIATION OF INSTRUCTION:

Student Type of need Differentiation

Initials
H. J ELL- mid-level ELL, has difficulty with
The student will receive a leveled text
spelling and reading vocabulary, to read. The non-leveled text used for
second grade reading level. the game will be read aloud. Repetition
and visuals.
C. M, M. A, Struggling Readers- second grade The students will receive a leveled text
H. T, H. J reading level, difficulty to read. The non-leveled text used for
recognizing/pronouncing/understanding the game will be read aloud. Repetition
larger words, lack of concentration and visuals.
while reading due to lack of
understanding.
A.L, S.V, P.J Advanced readers- need additional The students will receive a leveled text
challenges and higher order thinking to read.

FORMAL FORMATIVE/SUMMATIVE ASSESSMENT: Assessment of students’ unaided

performance
[N/A]

MATERIALS:
Prepared by TC: Peanut butter and jelly materials, competition game questions, readings,
B-M-E charts.

Prepared by CT: None.