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SETON HILL UNIVERSITY

Lesson Plan Template

Name Rachel Satira

Subject ELA

Grade Level 3rd Grade

Date/Duration 2/15/19, 90 minutes

RATIONALE Standards (SAS and PA Keys)


Standard - CC.1.2.3.D: Explain the point of view of the author.
Standard - CC.1.2.3.E: Use text features and search tools to locate and interpret information.
Standard - CC.1.2: Reading Informational Text: Students read, understand, and respond to
informational text – with emphasis on comprehension, making connections among ideas and
between texts with focus on textual evidence.
Standard - CC.1.5.3.B: Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media formats, including visually, quantitatively, and orally.
Standard - 10.4.3.F: Recognize positive and negative interactions of small group activities.

Big Idea Statement


 Graphic sources can help a reader with a story.
 Graphic sources are features that can help readers understand information.
 Graphic sources can be subtitles, headings, titles, pictures, charts, and graphs.
 Graphic sources are common in non-fiction texts.

Essential Question Statement


 How do pictures help you imagine the story?
 How do the paragraph headings help you understand what you are about to read?
 Predict what the story is about using graphic sources.

Objective Statement (Audience, Behavior, Condition, Degree)


 Third grade students will read a narrative nonfiction as a whole class in a read aloud.
 Third grade students will identify graphic sources within the narrative nonfiction by
circling examples with 100% accuracy and share finds with class.
 Third grade students will engage in a technology based web game that identifies
examples and non-examples of graphic sources with 50% accuracy.
 Third grade students will participate in group work to find graphic sources in
newspapers with 90% accuracy and share their poster in a small presentation in front
of their peers.
 Identify graphic sources in Kahoot game, nonfiction text, and newspapers.
 Learn through three types of learning: listen, follow along, inference, problem-solving,
test taking skills, and group work/teamwork.

Vocabulary
 Graphic sources
 Heading
 Subheading
 Caption
 Graph
 Chart
 Advertisement
 Report
 Newspapers
 Teamwork
 Kahoot
LESSON PROCEDURE Pre-Assessment of Students
 Example and non-example Kahoot game.
 Students log on Chromebooks, enter Kahoot.it and play pre-made game based on
graphic sources examples and non-examples.

Activating Prior Knowledge


 Ask students to think back into other texts they have read and noticed graphic sources.
 Suggest looking in science and social studies books.

Hook/Lead-In/Anticipatory Set
 Explain the three activities we will complete and relate them to the objectives for the
lesson (Kahoot game of graphic sources examples and non-examples, Swarms of Terror
read aloud and identifying graphic sources in story, and graphic sources scavenger hunt
in groups using newspapers).
 Begin with Kahoot game and write website on board along with log in code.
 Post my own scavenger hunt poster on board with magnets.

Modeling the Concept


 Walk through log in steps for Kahoot and explain concept of game.
 Teacher will create a model of what scavenger hunt result should look like.
 Teacher will circle examples of graphic sources in Swarms of Terror.

Guiding the Practice


 Explain steps for Kahoot game.
 Explain that students are to listen and read along to read aloud of Swarms of Terror.
 Provide newspapers, large paper, group of student arrangements, scissors, glue sticks,
and scavenger hunt checklist for scavenger hunt.
 Read over scavenger hunt list as whole group. Explain that list and will be accepted for
answers.

Providing Independent Practice


 Students will log in and play Kahoot examples and non-examples graphic sources game:
https://create.kahoot.it/share/graphic-sources/59b6aabb-d3dc-42bc-8694-
f6b704b38c38 Kahoot game pin: 159892
 Students will listen and read along to audio clip of Swarms of Terror, read by author:
Story Read-Aloud: 600L-700L: On Level (06:12)
https://storyworksjr.scholastic.com/issues/2018-19/020119/swarms-of-
terror.html#tab (found under resources - audio)
 Students will circle with marker or pencil the graphic sources found in Swarms of
Terror.
 Students will read over graphic sources and engage in whole group discussion about
how these helped the understanding of the story.
 Students will review scavenger hunt list and form pre-determined groups. They are
working around the classroom using newspapers, scissors, and glue sticks. With a
poster, they are adding their finds to share with the class. We can hang up the posters
around the classroom.

Closure/Summary/Review of Learning
 Groups can share their finds and explain why they selected certain graphic sources.
 If time is left over, begin daily warm up.

TRANSITIONS  Students must get Chromebooks and put it back when finished.
 Coming back to desk, students must take out StoryWorks Jr. magazine.
 After reading and circling graphic sources, students must put their magazines away to
prepare for scavenger hunt.
 Teacher places students in groups around classroom.
 Students are in charge of gathering materials needed for scavenger hunt.
 Students clean up and share their scavenger hunt poster to wrap up the lesson.
READING MATERIALS,  Chromebooks (class set)
TECHNOLOGY, AND  Kahoot game
SUPPLIES  Newspapers
 Large pieces of paper
 Pencils
 Markers
 Scissors
 Glue sticks
 StoryWorks. Jr magazines (class set)
 Scavenger hunt checklist
 Daily warm up

EVALUATION OF THE Formative Evaluation


LEARNING/MASTERY  Kahoot game answers (print out results).
OF THE CONCEPT  Active participators in discussion after reading Swarms of Doom.

Summative Evaluation
 Collection of scavenger hunt posters to hang up around classroom.

INDIVIDUALIZED Accommodations
STUDENT SUPPORTS  Students can work in pairs for Kahoot game (how desks are set up).
 Students can read story in small group at back table with teacher.

Modifications
 Students can work by themselves for scavenger hunt.
 Students can have pre-selected graphic sources to cut out and glue.

Enrichment
 Students can find graphic sources through online resources using the Chromebooks
along with scavenger hunt list.

REFLECTION

STUDENT GROUPS:
Room 16:
1. Nevaeh, Miley, Makayla, Jackson, Jacob
2. Cade, Ryan, Hunter, Caitlyn, Addison
3. Jae, Ian, Marissa, Raina, Domanik
4. Joe S, Joe G, Adilyn, Audrey, Nina
5. Kaylee, Andrea, Gabe, Jayden, Trey

Room 17:
1. Nick, Zoey, Lexie, Colby, Tanner
2. Sophia, Lucas, Tom, Arabella, Sydney
3. Ava, Adalyn, Jim, Rob, Ryan, Jax
4. Adin, Conor, Grady, Vayolet, Kaitlyn

Room 18:
1. Noah, Gia, Anthony, Roman, Isabella
2. Jacob, Mayah, Ava, Carson, Giulio
3. Casey, Madyson, Brayden, Nico, Molly
4. Stephen, Kenzie, Riley, Ryan
5. Blaze, Zoe, Skylar, Khloe, Braylee
Teacher note:
 Lesson intro, getting computers, logging in, Kahoot (30min)
 Swarms of terror reading, circle graphic sources, explain what they do for the story (20 min)
 Get into groups and begin scavenger hunt and share posters (30 min)
 Clean up and transitions (10 min)
 If time permits, students read over and complete daily warm up. Then, review warm up as whole
class.

 Go over all types of graphic sources at beginning prior to Kahoot


 Save results from Kahoot and print out
 Print newspaper scavenger hunt (2 on a page, 38 copies)
 Kahoot link and game code: https://create.kahoot.it/share/graphic-sources/59b6aabb-d3dc-
42bc-8694-f6b704b38c38 Kahoot game pin: 159892
 Read aloud link: Story Read-Aloud: 600L-700L: On Level (06:12)
https://storyworksjr.scholastic.com/issues/2018-19/020119/swarms-of-terror.html#tab (found
under resources - audio)

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