Instructional Lesson Plan:
David Coyle
Julia Zingarelli
Angela Buck
Grade: There are fifteen
Date: 7/28/11
students in this third grade class. Subject: Language Arts
Students’ reading achievement
levels are from grades one to
three. One student has a
disability that affects his motor
skills and will need to use a
manipulative other than the
SMART Board pen to respond.
I. Value of the Lesson – What will the students learn? Why is this learning meaningful,
important and appropriate? What will the students say or do that will serve as evidence of
learning?
SC Citation: Reading/ELA
Standard: 1.0 General Reading Processes
Topic: D. VOCABULARY: Students will use a variety of strategies and opportunities to
understand word meaning and to increase vocabulary.
Indicator: 1. Develop and apply vocabulary through exposure to a variety of texts
Objective: a. Acquire new vocabulary through listening to, independently reading, and
discussing a variety of literary and informational texts
SC Citation: Language
Standard: 5.0 Controlling Language
Topic: A. Grammar
Indicator: 1. Recognize elements of grammar in personal and academic reading
Objective: a. Identify and use parts of speech such as nouns, pronouns, verbs, adverbs,
adjectives (including articles)
Maryland Teacher Technology Standard:
Standard V: Integrating Technology into the Curriculum and Instruction
Design, implement and assess learning experiences that incorporate use of technology in the
curriculum-related instructional activity to support understanding, inquiry, problem-solving,
communication or collaboration.
INTASC Principle:
Principle 7: Planning for Instruction
The teacher plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
Lesson Objective
1. Given visual images and context clues, students will be able to predict the meaning of
vocabulary words prior to reading Alexander, Who Used to Be Rich Last Sunday.
2. Given specific vocabulary from Alexander, Who Used to Be Rich Last Sunday, students will be
able to distinguish between nouns, verbs and adjectives as measured by an activity on the
SMART board.
Assessment (planned for use in this lesson)
1. Students will work in groups of three to predict definitions for the words that are introduced
to them. Vocabulary words to be primed will be displayed to students via the SmartBoard
through visual imagery and context clues. After examining images and sentences that relate to
the vocabulary, students will write their group generated definitions on the white board. The
dictionary definition will then be revealed and students will record that definition in their
journals
2. Students will participate in an activity using the SMART board where they will be given the
list of vocabulary words from the book. They will be asked to move them into columns marked
“noun”, “adjective” and “verb”. Each group will have the chance to come to the board and
determine the part of speech of the vocabulary word. If the group is correct, they will receive
points. If they are incorrect, another group will have a turn. This is both a self-assessment and
one that will be useful to the teacher for future instruction.
II. Context for Learning – What factors will influence my instructional decisions? How will my
instruction respond to these factors?
Pre-Assessment
Students’ Prior Knowledge
► ►►
Instructional Decisions based on
(Data-based Information – Pretest
the Data
and/or Formative Assessment)
Anticipated Misconceptions or Areas of Confusion
Based on student reading achievement level Students will predict the meaning of key
and the reading level of the book, students will vocabulary words after being exposed to them
need to be primed on key vocabulary in the
through multiple modalities.
text.
Based on prior learning, students have difficulty As a result, students will be able to practice this
differentiating between nouns, adjectives and skill while being introduced to a new book.
verbs.
Specific Individual or Small Group Needs ► ► ►
(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.)
One student has a disability that affects his
motor skills.
Differentiated Practices for
this Lesson
This student has a laptop that he uses at his
desk in place of a notebook and pen/ pencil. He
will use a manipulative with the SMART board
as well.
III. Instructional Procedures – What instructional strategies will I use to ensure that every
child is a successful learner?
Instructional Materials
Alexander, Who Used to Be Rich Last Sunday, notebook, pen/pencil, laptop, SMART board,
laptops
Technology Integration (If applicable)
SMART Board, laptops
Differentiation
Students were heterogeneously grouped in threes based on their reading achievement levels.
Each group has one student who is a high achiever, one who is a lower achiever, and one
student who represents the middle.
By utilizing images with our SMART Board activities, we differentiated instruction for our visual
learners to assist them in comprehending new vocabulary.
Instructional
Sequence
Approximate
Time
Planned Beginning 5 minutes
Warm-up
Motivation
Bridge
Procedure
Students will be asked to write a reflection about a time
when they received money and what they spent it on. They
may also write about what they would like to have spent it
on.
3 students will share their reflections.
Transition: “Today we are going to read a story about a boy
who was in the same situation that you just wrote about.
Let’s compare his story to your own reflection. In order to
get ready for this story, there are a few vocabulary words
that you’re going to need to know.”
Development of
10 minutes
the New Learning
(Clearly explain step
by step instruction
and activities in
sequence.)
Activity 1:
Teacher will show vocabulary words along with images that
reflect the definitions of the vocabulary words to be primed.
Students will work in groups of three to come up with their
own definitions of the words based on the images and
context clues given. After examining images and sentences
that relate to the vocabulary, students will write their group
generated definitions on the white board. The dictionary
definition will then be revealed and students will record that
definition in their journals.
Transition: “Great job using the clues to define your new
vocabulary words! Now, let’s take a look at a few more
words from the story and decide what part of speech they
are. Think back to earlier this year when we did this with
other stories we have read.”
15 minutes
Activity 2:
Show students a list of words that relate to the actions that
occurred in the story. Explain to students that the goal is to
decide which words are nouns, adjective or verbs. In their
groups, students will play a game where a targeted word is
displayed and each group will be given the opportunity to
respond. The team will need to categorize the vocabulary
word as either a noun, adjective or verb correctly in order to
receive points. If a team guesses incorrectly, another team
will have a turn to gain points. The team with the most
points at the conclusion of the game wins a homework pass.
Transition: “Now that we have learned some of the key
vocabulary that will be used in the story, let’s silently read
Alexander Who Used to Be Rich Last Sunday.”
Planned Ending
(Closure)
Summary
10 minutes
Activity 3:
Students will read the story.
10 minutes
Transition: “Now that we have all had some practice
identifying nouns, verbs and adjectives, let’s write a few
sentences about the book we read today on your group’s
wallwisher. Make sure you use verbs, nouns and adjectives.”
Students will write their responses using laptops on the
wallwisher site.