LESSON/ACTIVITY INFORMATION

Wednesday February 10th

Your name:
Jaquelin Chavez

Age or
Grade Level:
3rd Grade

Integrated
Time
Disciplines/Subje frame for
cts:
Lesson:
Reading

25 minutes

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska State Standards; Nebraska Early Learning Guidelines
and NET-S (as appropriate for the lesson):
LA 3.1.4 Fluency: Students will develop accuracy, phrasing, and
expression while reading grade level text.
LA 3.3 Students will learn and apply speaking and listening skills and strategies to
communicate.
Objectives: Students will be able to demonstrate their understanding of the text by
answering trivia questions. Students will should be about to show their comprehension
correctly, 80% of the time.
Assessment:
Recorded data of answers and comprehension questions.
Materials:
PowerPoint
White erase boards
White erase markers
The Voyage of the Plastiki

LESSON PROCEDURES
Anticipatory Set:
Talk about the cover and back of the book, analyze some of the pictures
Input/Modeling/Guided Practice/Check for Understanding:
How can do we use our text to answer questions?

What are context clues?

Teacher will:

Quickly review the cover

of the book.
Analyze the pictures
through out the book.
Have the students read
the book out loud.
Explain the rules on the
game.
Use PowerPoint to
present the students
with the questions:
-The Plastiki is made mostly of
recycled ___________.
-How long did it take to build
the Plastiki?
-What is some of the things
found in the Great Garbage
Patch?
- How long was the Plastikis
journey?
- How do you think that the
creators of the Plastiki came up
with its name?
Talk about how they did in the
game.

Students will:

Review the cover of the book.

Analyze the pictures without
reading the text.
Students will then read the book
aloud, together.
Students will listen to the rules
of the game.
Students will answer the
questions to the best of their
ability.
Students will be asked to go
back in the book and show
where they found the answer.
Students will give further
explanations and talk more
about their answers.
Students will keep track of their
points.
Students will discuss how what
they thought about the game.

Closure: We will look at the point of our students, as we are working

in small groups.
Differentiation:
Students who need it will receive more one-on-one attention.
References:

LESSON ANALYSIS
Words to focus on:
Context clues
Teaching Methods/Strategies:
Small group discussion

Reflection:
I went a different way with this lesson. We usually do mostly writing and discussing. My
students really enjoyed this game! I chose this group of students to play this game with
because I knew that they would be the ones that would be able to best handle it; they
were the group that would know how to handle themselves appropriately and not get to
disruptive with this game. They were great! They could easily go back to the book and
tell me where they found their answers. While reading aloud, I did catch them with some
reading errors, simple reading errors that were easy to go back and fix. Their
comprehension seemed to be great; they could easily give me more details about some of
the questions that I asked more about.