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Drexel Lesson Plan

Teacher: Ngozi Ejim


Grade: 3rd
Content Area: Reading

Loaves
1. Content and Standards:

RL.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding
of a text, referring explicitly to the text as the basis for the answers.

RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).

2. Prerequisites: Students should be able to identify key details of a story.

3. Essential Questions: Commented [n1]: Domain 3: These questions provided a


bases for the discussion of the book, during the read aloud
and after the read aloud. Students were able to have multiple
What will the story be about? answers and students were able to discuss with each other.

How does the book make you feel?

What is mood?

What do the awards mean?

How do they think CJ felt throughout the book?

4. Materials and Equipment:

Book- Last Stop on Market Street for read aloud, smartboard- to display visuals for mood and
foldable for activity

Instructional Objective: Students will able to identify mood within a story.

5. Instructional Procedures:

Before: I will introduce Last Stop on Market Street. We will look at the awards on the front of
the book and discuss the different criteria to win each one. We will look at the cover of the book
and title, I will have students turn and talk to their partner to discuss what they think the book
might be about. I will have some students share what they think the book will be about. I will tell Commented [n2]: Domain 3: Students were given the
students that today we will be looking at mood and how authors create a mood within a story. opportunity to discuss with their peers and I was able to
listen in on students who normally don’t volunteer.
I will tell students that books are similar to poetry in the sense that both writers create mood
using descriptive word and draws you in to make you feel you are experiencing what is being
described.
During: Before reading I will tell the students that during read aloud, that they should focus on
how the book makes them feel at different parts. While reading I will check for understanding
and answer student questions. I will read the book and have some student share how they felt
throughout the book. I will ask “how do they think CJ felt throughout the book.?” Students will
share their answers. I will explain what mood is and display a visual on smartboard. I will go
over moods or feelings that can be felt within a book.

After: Students will complete an activity based on mood. I will explain to the students that they
will listen to three different genres of music and write the mood that the music sets in the
classroom. Student will listen to haunting music, a rock instrumental and peanut butter and jelly Commented [n3]: Domain 3: I clearly gave directions to the
time. The song will active a mood within the classroom. Students will write down how each song students as to what they would be doing during the activity.
changed the mood in the classroom, and I will have students share. I will close by going over
mood gain and telling students that we will continue to look at the Last Stop on Market Street
during the week.

6. Assessment: Students will be assessed by their participation during the class discussion and
activities. Commented [n4]: Domain 3: During the activity I walked
around to monitor student learning. I carefully looked at the
students writing and even talked about their answers. During
7. Differentiated Instruction: Checking in with student frequently for clarity and working one the class discussion and read aloud I listen to the questions
on one with the student. the students asked and the answers that they gave. I did this
to see if I needed to provide them with further explanation or
if I needed to add to the activity.
Reflection

Today’s lesson in reading was an extension of mood, a theme that the students have been

discussing in the poetry unit. Working with my cooperating teacher, we decided to switch gears

and try a different approach to mood. With it being Black History Month, I chose the book Last

Stop on Market Street by Matt de la Pena. The book follows a little boy named CJ on a bus ride

with his Nana; as he learns to see the beauty in the world around him. I started the lesson by first

introducing the book to the students and going over the awards that the book has won. One

student thought he had read the book before, but he later learned that he hadn’t. Students were

able to recognize some of the awards that the book had won, like the Newbery and the Coretta

Scott King.

I had the students analyze the cover and turn to a partner to discuss what they thought the book

might be about. After the think-pair-share I had a few students share their answers. One student’s Commented [n5]: Domain 3: Students were willing to share
their answers and were actively engaged in the discussion
imagination ran wild, assuming that the dragon that was on the side of the bus was going to come

alive and the boy would get rescued. Another student simply said that the book would be about

the last stop on market street. Before reading the book, I told students to think about how the

book makes them feel throughout different parts. Throughout the read aloud I stopped to take

questions and asked questions to check for student understanding. When I finished the book, I

asked how they thought CJ, the little boy, felt throughout the book. Students were able to say he

was happy, confused, joyful and sad. I then went over what mood was and how the author

creates this feeling throughout the book with the assistance of the smartboard. I then moved on to Commented [n6]: Domain 3: I used the smartboard to
display the meaning of mood and the vocabulary was
appropriate to the student’s grade level.
the activity for the lesson, which was the students had to listen to 3 songs and then write down
the mood or feeling that it created in the classroom. As students worked, I walked around making

sure to check in with the student that comes in during the middle of reading and all of the other

students. I looked over what they wrote and even helped them if they were struggling. The

activity was my favorite part of the lesson because I knew that the students would love it. I

picked haunting music, a rock instrumental and “Peanut Butter Jelly Time.” I knew these songs

would get the students engaged in the activity and they would connect well. My song choice was

a hit, and the students were willing to share how each song made the classroom feel. I believe

that this was a successful lesson and the students we able to meet the objective of being able to

identify mood.

If I were going to change anything in this lesson, I would have created an anchor chart that

could have had a class definition of what mood is and some emotions that could be felt. I would

have also asked more questions before the reading such as what are some reasons why someone

might take the bus or have any of taken public transportation such as a bus or train. The

questions would have possibly allowed the students to connect with the story more. My

cooperating teacher enjoyed the lesson, and she felt that it went very well. She said that she liked

how I managed behaviors during the read aloud. Classroom behavior is an area that I’m

constantly setting a goal for myself because day to day behaviors change. I want to continue to

grow in confidence when addressing behaviors and have smoother transitions. I have learned that

no one day of instruction is the same; students may clearly understand a concept one day and be

unfocused the next. I have learned that I need to be flexible and if something is not working

trying it a different way and modifying the lesson. During the planning and preparation of my

lesson, I utilized help from my cooperating teacher and resources online. I took into

consideration that the language used in the book and how students would be able to understand it
based on their ability level. The learning activity that was used to help students understand mood Commented [n7]: Domain 3: I made sure during my
planning to pick a book that had vocabulary that was
appropriate for the grade level and the abilities of the
was appropriate and was highly engaging. students.

Reflection of Domain 3

As I looked through my plans and reflection of the lesson to see how it aligned with Domain 3,

there were areas that I felt I showed strength and areas that I will need to work on. In

communicating with students, I clearly stated the directions and procedures the students would

be following during the lesson. I also used appropriate vocabulary when addressing the students,

and with the section of the book for the read aloud. An area within this domain that I am

consistently working on is stating the learning objective. It's vital to have clear expectations for

students and what they will learn by the end of the lesson. My goal is to either state the objective

at the beginning of the lesson or having the objection be part of my smartboard presentation.

Also, even though I did explain the instructions for the activity, I could have also provided steps

for students on the smartboard as well.

Regarding questioning and discussion technique, I consistently use think-pair-share during

classroom discussion. I find this to be an easy way to listen in on students that do not participate

consistently in the discussion. I do see that I have the same students always willing to engage in

the discussion and answer questions I may ask. A goal of mine is to call on students who don’t

initially volunteer. This will help keep them engaged, refocus them if they are not on task and

allow me to monitor their learning. Another area that I want to build on is having students justify

their answer. When the activity was over, I had students share their responses. Some students
read a full sentence, and some just stated a feeling. I could have asked students to tell me why

the music made them feel that certain emotions. By asking this follow up question, students

could connect it back to a personal experience they had.

The activity within this lesson allowed for the students to be consistently engaged by adding an

interactive aspect to it. The essential questions that were asked promoted students to have

multiple answers and drawback to the story. Something I would change would have been after

the activity following up the activity with an exit ticket on what is mood, do you know another

situation where mood may play a role, or what mood did Nana create in the story. It is important

to ask students questions that are going to ignite high order thinking. I plan to continue to work

on developing essential questions to help guide classroom discussions and activities.

For using assessment in instruction, I circled the classroom while the students were working on

the activity and checked for understanding. I worked with one student who had written the same

mood down for each song and I had to restate the directions. I think this student would have

benefitted from having the steps on the smartboard or I could have modeled the activity before

starting.

Lastly, I incorporated student interests by picking one song that I knew would excite the whole

class. Even if the students were unsure of the mood the songs set in song one and two; I knew

they would connect with song three. I used a different approach when helping a student who

misinterpreted the activity directions. By simplifying and scaffolding I was able to get the

student back on track. In teaching, I’ve learned in these last few weeks that you have to be

flexible in your instruction. There may be modifications that need to be made even if the lesson

was well planned. As I continue, I hope to see improvements in this domain and in the goals that

I have set for myself.

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