Richland Parish School Board
Scope of lesson plan:Lessons 1-5Teacher name:Grade:3Subject: ELAPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: Talking with My Peers: Carousel of Reading Superheroes around theWorldLong-term Targets:(Common Core standards addressed)I can effectively participate in a conversation with my peers and adults. (SL.3.1)I can ask and answer questions about a text. (RI.3.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can talk with my partner in order to record “notices” and “wonders” about pictures.I can ask and answer questions about a text.Agenda(Activities / Tasks)1. Opening A. Unpacking the Learning Targets (5 minutes) B. Practicing Observing Closely: I Notice/I Wonder (10 minutes)2. Work Time A. Carousel Protocol: Pictures from around the World (20 minutes)B. Predicting the Text: Quotes Related to the Content of the Module (15 minutes)3. Closing and AssessmentA. Debrief (5 minutes)B. Exit Ticket (5 minutes)Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)7 photographs/illustrations (1 for modeling, 6 for carousel stations) of children reading in different settings (global/local). Consider using pages from the central texts (Rain School, p. 9; Nasreen’s Secret School, p. 13; and That Book Woman, p. 22) to foreshadow the work of this module. 7 pieces of chart paper (one for each photo/illustration) with T-chart: What I Notice/What I Wonder Markers (ideally a different color for each pair) Quotes: My Librarian Is a Camel (one per student)Chart paper: Quote from My Librarian Is a Camel3″ x 5″ index cardsRelevance/Rationale:(How do the strategies employed meet students’ needs?)Clarifying vocabulary meets the needs of students developing academic language.Posting sentence frames can assist students needing additional supports in contributing to classroom discussions.TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Introducing Close Reading: Finding the Main Message and Taking Notes about Rain SchoolLong-term Targets:(Common Core standards addressed)I can identify the main message or lesson of a story using key details from the text. (RL.3.2)I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)I can describe how a character’s actions contribute to the events in the story. (RL.3.3)I can document what I learn about a topic by sorting evidence into categories. (W.3.8)I can effectively participate in a conversation with my peers and adults. (SL.3.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can identify the main message of Rain School by reading the text closely.I can sort key detailsfrom Rain School into categories.I can discuss how the main message is conveyed through key details.Agenda(Activities / Tasks)1. Opening A. Engaging the Reader and Building Fluency: Read-Aloud of Rain School (10 minutes) B. Unpacking the Learning Targets (5 minutes)2. Work TimeA. Rereading on Your Own: Capturing the Gist (20 minutes)B. Reading Again for Important Details: Somebody In Wanted But So (SIWBS)(20 minutes)3. Closing and Assessment A. Debrief (5 minutes)Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Document camera and projectorRain School (one per student)Sticky notes (or a notebook) Close Read recording form (one per student)Chart paper for anchor chart of the Close Read recording form for Rain SchoolChart paper for anchor chart “Close Readers Do These Things”Relevance/Rationale:(How do the strategies employed meet students’ needs?)Allowing students to see the text and illustrations will aid them in their comprehensionWEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Continuing Close Reading of Rain School: Text-Dependent Questions andVocabularyLong-term Targets:(Common Core standards addressed)I can answer questions using specific details from the text. (RL.3.1)I can explain what I understand about the topic being discussed. (SL.3.1)I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can answer questions using details from the Rain School.I can explain why I chose specific details I found to answer questions about the text.I can determine the meaning of word using clues from the text around it.Agenda(Activities / Tasks)1. Opening: Engaging the Reader (10 minutes)2. Work Time: End of Unit 1 Assessment A. Answering Text Dependent Questions (25 minutes) B. Share (5 minutes) C. Vocabulary (20 minutes)3. Closing and Assessment: A. Debrief (5 minutes)Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Anchor chart: Close Read recording form for Rain School (from Lesson 2)Rain School (one per student) Sticky notesChart: A question from the textRain School text dependent questions8.5” x 11” sheet of white paper3” x 5” index cards (one for each student)Anchor chart: Close Readers Do These Things (begun in Lesson 2)Relevance/Rationale:(How do the strategies employed meet students’ needs?)Asking students to talk about details from the day before helps build academic vocabulary for all students.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Choosing a Book That Interests Me: Seeking the Superhero Reader in MeLong-term Targets:(Common Core standards addressed)I can choose texts that interest me. (RL.3.11a)I can effectively participate in a conversation with my peers and adults. (SL.3.1)I can speak in complete sentences with appropriate detail. (SL.3.6)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can select a “power book” that I want to read.I can talk with a small group about why I chose my power book.I can speak in complete sentences when I participate in group discussions.Agenda(Activities / Tasks)1. Opening: Books: We Seek the Power to Read (10 minutes)2. Work Time: End of Unit 1 Assessment A. Search of Classroom Library (20 minutes) B. Building on Class Norms for Discussion: Fishbowl Protocol (15 minutes) C. Small Group Discussions: Why I Chose This Book (10 minutes)3. Closing and Assessment A. Debrief (5 minutes)Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Personal challenging book that belongs to the teacher Bins of classroom or library books (including the books on the Recommended Texts list for Unit 1)Anchor chart: Class norms for discussionConversation Criteria checklistSelecting a Power Book recording form (Homework)Relevance/Rationale:(How do the strategies employed meet students’ needs?)Posting the discussion question is helpful to students and groups who may veer off course or forget the topic. Consider also adding a subset of related questions for groups who may struggle with extending conversation independentlyFRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Informative Paragraph Pre-assessment: What Is One Reason You Want the Power of Reading?Long-term Targets:(Common Core standards addressed)I can effectively participate in a conversation with my peers and adults. (SL.3.1)I can speak in complete sentences with appropriate detail. (SL.3.6)I can write an informative/explanatory text. (W.3.2)I can write an informative/explanatory text that has a clear topic. (W.3.2)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can follow our class norms when I participate in a conversation. I can speak with complete sentences when I participate in group discussions.I can write an informative paragraph with a clear topic that explains why I want to get the power of readingAgenda(Activities / Tasks)1. Opening: Think-Pair-Share: Why did the Children of Chad Work So Hard for the Power of Education and Reading? (10 minutes)2. Work Time A. Small Group Discussion: Why do YOU Want the Power of Reading? (15 minutes) B. Paragraph Writing (Pre-assessment) (30 minutes)3. Closing and Assessment A. Debrief (5 minutes)Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Rain School (one per student; used previously in Lessons 2 and 3)Conversation Criteria checklist (teacher) Anchor chart: Class norms for discussionHandout: What is one reason you want the power of reading?Relevance/Rationale:(How do the strategies employed meet students’ needs?)Students reinforce vocabulary skills by deconstruct various new words by looking at words within them or similar words. For example, inform in informative. ................
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