University of Southern California Rossier School of Education
EDUC 410 The Teaching of Reading and Writing
Lesson Plan Format
Name(s): Rocio Chavez
School Site: N/A
Cooperating Teacher’s Name: N/A
Grade Level: 3rd Grade
I. Focus & Content
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What is the California State
Literacy Standard for this lesson?
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What is/are the expected
outcomes that will drive this
lesson?
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What are your criteria for
success?
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How will you assess the criteria
for achieving the learning
outcome?
II. Connections
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What prerequisite skills,
strategies, or background
knowledge that needs to be in
place before beginning this
lesson?
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What would be your next steps
once the students master this
lesson?
III. Materials & Resources Used
IV. Instructional Sequence
(Narrate and label the instructional
sequence.)
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A. Engagement
How will you motivate student
interest?
B. Development
How will you model?
How will you provide time for
interaction, student talk, and/or
cooperative learning?
How will you accommodate
different ELD proficiency levels
and diverse learners?
What opportunities will you
provide for practice?
How will you assess the students
Date of Lesson Presentation: March 8, 2006
Date of Lesson Observation: N/A
Lesson Plan: Reading/Writing
Lesson Topic: Organizing Ideas
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2.6-Extract appropriate and significant details from
the text, including problems and solutions.
Students will be able to and are expected to
organize the main ideas of a text using a graphic
organizer.
Students will be assessed through the graphic
organizer that they complete.
Students should be able to comprehend the story
they read and be able to convey their
comprehension in their writing.
In the future students will be able to draw the
important information and organize in any graphic
organizer that they find fit.
A large version of a graphic organizer (Look
Instructional Sequence A).
Handouts of graphic organizer.
A- I will create a graphic organizer (that includes
characters, setting, problem, and solution) for a
book that the children choose. Allowing the
children to choose will motivate them to want to
participate when I ask questions. Then each child
will choose a book from the set and I will group
them according to the book they choose.
Allowing them to choose their own book will
motivate them. Once in groups they will create
their own graphic organizer.
B-Modeling will take place during the completion
of the first graphic organizer.
Students will be allowed to talk to the students in
their own group. This will allow them to interact
with each other and share ideas.
ELD students will have support from their peers,
the large version of the completed graphic
during and after the lesson?
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organizer, and from me, as I will be walking
around.
Students will be assessed through the completion
of the graphic organizer.
V. Reflection

Reflect on the implementation of
the lesson. Make sure that you
discuss your initial criteria for
assessment and your assessment
during your lesson.
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How did the lesson go in terms
of: time management, verbal
interaction, materials, groupings,
accommodations for diverse
learners and assessment of
content?
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What went well?
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What would you do differently?
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After teaching and reflecting
upon this lesson, what would
you do next with this group of
students to move them forward
in their literacy development?
Name___________________________________________________________________
Graphic organizer
Title of Book_____________________________________________________________
Setting
Characters
Problem
Solution