Implementing the Plan—Artifacts
Sample Artifact for I-A-4: Close Reading Lesson Plan
Name
CRLessonPlan.docx
Tags
I-A-4. WellStructured
Lessons; My
Professional
Practice goal was
to increase use of
Close Reading
Strategies to a
weekly basis with
subsequent
weekly student
work.
Description
Plan for one of
my weekly
close reading
lessons.
Rationale
This lesson plan shows proficient practice in I-A-4.Well-Structured Lessons, as well as my
progress toward my professional practice goal of teaching close reading on a weekly basis. The
plan includes objectives that are aligned to the standards, specific plans for students at different
tiers, and explicit text-dependent questions and appropriate responses, as well as plans for
assessing student understanding. This artifact is representative of the way I develop lessons
with challenging, measureable objectives and appropriate activities (I-A-4).
Artifact:
January 22, 2012
LESSON What About Me?
Grade 3
SUBJECT:  ELA  SS  SCI  Math
Implementing the Plan—Artifacts
PREPARATION
CONTENT OBJECTIVES:

Students will be able to read closely to determine what the
text says explicitly and to make logical inferences from it, using
specific evidence when writing and speaking to support
conclusions drawn from the text.
LANGUAGE OBJECTIVES:


Through discussion and writing students will demonstrate an
understanding of word relationships and nuances in word
meaning.
Students will engage in a range of collaborative discussions
and build on others’ talk in conversation by responding to the
comments of others through multiple exchanges.
*Collaborative discussion includes one-on-one partnerships with students
and/or adults, small groups, and the whole class.
ACCOMMODATIONS (IEP/504): Student struggling the most will be with MATERIALS
Ms. P at this time
ELA/LITERACY STANDARDS: RL.3.1, RL.3.2, RL.3.4, RL.3.5; RF.3.3,


Juicy Sentence selected from the text for pre work
19 copies of the article
CONTENT AREA STANDARDS: N/A
RF.3.4; W.3.2; SL.3.1, SL.3.6; L.3.1, L.3.2, L.3.4
INSTRUCTIONS: First Reading: During the first reading students will read to understand the purpose of the text. On level students will read the
text independently. Below level readers will read the text with the teacher, a partner or using the listening center. Rereading (2 lessons): During
the next readings, done over two days, students will carefully examine the author’s choice of vocabulary, syntax, and literary elements. Students
will cite evidence from the text to gain deeper meaning. During these lessons students may be asked to record their ideas in writing. Culminating
Writing Task: Students are challenged to organize their thinking and cite evidence to explain the big ideas of the text.
Implementing the Plan—Artifacts
BUILDING ACADEMIC VOCABULARY
EMBEDDED INSTRUCTION (Tier 3 & Tier 2)
EXTENDED INSTRUCTION (Tier 2)
Identify vocabulary words that require some attention in order for
students to comprehend the text. Define these words quickly in
context, using a student friendly definition.
Identify vocabulary words that build academic language and are
essential to comprehending the text. These words may be defined
quickly in context, but will be revisited for students to integrate
into their vocabulary.
Trembled-shook
Surged-emerge with force
Fled-leave quickly
Seize-capture
Maidens-young women
Devour-to eat
Melodious-full of beautiful melody
Nimbly-quickly
Soothing-comforting
Haul-to carry something
TEACHER OVERVIEW
BIG IDEAS AND KEY UNDERSTANDINGS: Students will learn a little
SYNOPSIS: This legend is from the island of Guam. It is meant to
Implementing the Plan—Artifacts
more about legends. We have been studying myths as a way to
explain things in nature before Science was able to do so. This
week they will see that a legend is sort of a mix between a
folktale and a myth. They will also surmise the theme that when
people work together great things can be accomplished. The
protagonist in the story is also a female, which provides diverse
representation for the scholars to experience.
explain why the island of Guam has the shape that it has or the
“waist” as it is often referred to. The story goes that a large parrotfish
was eating the island instead of coral. A young girl is the first to
discover this is happening. The men of the village who are strong
hunters attempt to capture it but the fish eludes them. Finally the
women make a net with their hair and lure the fish to them by singing
a beautiful song. Everyone in the village helps pull the net ashore and
they celebrate by feasting on the fish.
LESSON
INTRODUCTION/OPENING: “Today we will read a story called
Stop The Hungry Giant Fish. It is from Guam(show Guam) It is a
legend which is similar to myth and folktale. What do we
remember about those genres?All good readers pay close
attention to the text. As we read today I want you to be
thinking about the text and its meaning.” Before we get
started lets look at one of the juiciest sentences in the
selection and see if we can break it apart for understanding.
TEXT DEPENDENT

QUESTIONS
Begin with a “winnable”
RESPONSES

Answers that
Teacher Notes:
Implementing the Plan—Artifacts
question that will help
reference the text.
orient students to the
 Multiple responses
text.
may be provided
 The sequence of
using different pieces
questions should build a
of evidence
gradual understanding of
 Inferences must be
the key meanings.
grounded logically in
 Questions should focus on
the text
a word/phrase, sentence
or paragraph.
Page After first paragraph,
We learn that there is a giant
fish. The author wants us to
What is happening so far?
sense the size of the fish
Why did the author start with
the words Crunch, Crunch,
Crunch?
After first Column, what is the
problem in the story?
A giant sea creature is eating
the island
Follow up: after reading the
line: a giant sea creature was
eating their island…what can
we say about the genre?
Why?
It shows that it is definitely
non fiction if not a myth or
legend.
Paragraph 4-What do the
mean plan to do?
They plan to use their
strength to seize it.
Implementing the Plan—Artifacts
Who can use the word
seize?seize in a sentence of
their own? Turn and talk
Varied answers
After paragraph 5, why did
the men’s plan not work. Tell
the person across from you…
They could not find the fish
The wisest woman.
After second column, who
does Nineto turn to next?
After 3rd column, how does
Nineto feel? How can we infer
that?
Turn and Talk, how does she
try and calm herself down?
She is scared or frightened.
Her heart is beating faster.
Smelling the beautiful hair
and singing.
Implementing the Plan—Artifacts
What is a kantan Chamorrita?
Context clues
Some sort of song
It meant she had an idea
What does it mean when it
says, “a light flashed in the
maga’haga’s eyes?”
What is the plan of the
women? What are the doing
with their hair?
How do they know the fish
has been on the other side of
the island?
adh
To use their hair to weave a
net and catch the fish.
He has been eating lemons
that the women use in their
hair on that side of the island
By singing a beautiful melody
How did the women lure the
Implementing the Plan—Artifacts
fish?
Did the women pull the fish
ashore alone?
No, it took everyone in the
village
GUIDED PRACTICE (Gradual release leading to students
independently completing task): Text dependent task includes
text dependent questions leading to a culminating question
that allows students to demonstrate understanding of the big
ideas and key understanding by citing evidence from multiple
places in the text.
TEXT BASED QUESTIONS (Taken from close reading):
1. Who did Ninets seek advice from?
2. What was the main problem and how was it solved?
3. What did this story explain?
CULMINATING QUESTION:
This story was used to explain the shape of the island, Guam. I
think it could also be used to teach a lesson. What could that
lesson be? Use evidence from the text to support your answer.
Implementing the Plan—Artifacts
CLOSING: Highlight key skills and strategies students used
while making meaning of the text. For example: I like the way
Bryce cited evidence from the text. I noticed Joe was inferring
meaning when he recognized that Jessie was feeling guilty.
Students will then go to small reading groups or independent reading.
ASSESSMENT: observation checklist, written response