C&I Lesson Plan Template
Unit 2/Week 5
Grade 3
LESSON William’s House
SUBJECT:  ELA  SS  SCI  Math
PREPARATION
CONTENT OBJECTIVES:
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LANGUAGE OBJECTIVES:
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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.
Through discussion and writing students will demonstrate an
understanding of word relationships and nuances in word
meaning.
*Teachers should review the text dependent questions in order to specifically identify
which language features being addressed. Those language features should be inserted
into the objective.
*Teachers can write or adjust content objectives to meet the needs of their students.
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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.
*Teachers should identify and incorporate those language features necessary for
students to effectively communicate their ideas to one another.
ACCOMMODATIONS (IEP/504): Use appropriate accommodations as
MATERIALS
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designated by students’ IEPs and in response to students’ needs.
ELA/LITERACY STANDARDS: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.7,
Teacher’s Edition
Student Anthology
CONTENT AREA STANDARDS: N/A
RL.3.10, W.3.4, W.3.5, W.3.6, W.3.10, SL.3.3, L.3.1, L.3.2, L.3.3, L.3.4,
L.3.5
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.
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C&I Lesson Plan Template
BUILDING ACADEMIC VOCABULARY
EMBEDDED INSTRUCTION (Tier 3 & 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.
EXTENDED INSTRUCTION (Tier 2)
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.
thatch (pg. 256) – a roof covering made of straw, leaves or
similar material
translucent (pg. 257) – clear, can be seen through
smolder (pg. 261) – to burn slowly with smoke but no flame
steep (pg. 262) – sharp rising angle
bleak (pg. 263) – cold and miserable
planks (pg. 256) – a long, thin, flat piece of wood
rafters (pg. 256) – a beam that holds up the inside of a roof,
made of wood
saplings (pg. 256) – young trees
clapboard (pg. 257) – a long, thin, flat piece of wood with
edges horizontally overlapping
creek bed (pg. 257) – the bottom of the creek, usually made
up of gravel and sand
trenchers (pg. 258) – a wooden plate or platter for food
embers (pg. 258) – a small piece of glowing wood or coal in a
dying fire
noggin (pg. 258) – a quarter of a pint
cellar (pg. 259) – a room below ground level in a house, used
to store and keep food cool
clearing (pg. 261) – an open space in a forest
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C&I Lesson Plan Template
TEACHER OVERVIEW
BIG IDEAS AND KEY UNDERSTANDINGS: Different environments demand
SYNOPSIS: William moves to New England from (old) England and seeks
unique solutions to everyday problems.
to build a house identical to his old one in England. However, the
different weather in New England forces him to make many
adaptations.
LESSON
INTRODUCTION/OPENING: “Today we will read William’s House. 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.”
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TEXT DEPENDENT QUESTIONS
Begin with a “winnable” question that will help orient
students to the text.
The sequence of questions should build a gradual
understanding of the key meanings.
Questions should focus on a word/phrase, sentence or
paragraph.
Page 256
Describe the setting using evidence from the text.
Page 257
William was very resourceful and creative – he used
materials from nature to make his home more
comfortable. Give examples of how he did this.
Page 258
On page 258, it says, “William smiled.” What had made
him happy?
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RESPONSES
Answers that reference the text.
Multiple responses may be provided using different
pieces of evidence
Inferences must be grounded logically in the text
New England, 1637, in a wooded area.
Possible text-based evidence: Page 256: New England,
1637 (Section Heading). Page 256: “…he went into the
woods…” Page 256: Context clues – thatched roof,
“cleared an area”
Possible text-based evidence: He made a window from
an animal horn. He used clay and stones from the creek
bed to build a fireplace. He made a table from a packing
crate. He stuffed bags with corn husks for beds.
Possible text-based evidence: Page 258: He had built a
house just like the one he grew up in, his father’s house
in England.
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Teacher Notes:
C&I Lesson Plan Template
Page 259
Why did William have to dig a cellar?
Page 261
William encounters many problems after building his
original house. What is the main factor causing these
problems?
Page 261
What character traits describe William? [Facilitation
note: students must support responses with evidence]
Page 263
The text says “In January, the days were bleakest of all.”
Bleak means hopeless, cold, and unwelcoming. What
evidence on page 263 shows that life was bleak during
the winter?
Page 265
When Cousin Samuel arrives why does he ask William,
“What kind of house is this?”
Possible text-based evidence: Page 258: The summer is
hotter in New England than in England. Page 259: The
barrels of pork spoiled and the root vegetables began to
sprout (because of the heat).
The environment in New England is different than in
England. Possible text-based evidence: Page 258: It’s
hotter. Page 260: It’s windier. Page 261: It’s drier.
Possible text-based evidence: Hard working [He builds
his own house and fixes all the problems that arise.]
Caring [He fixes everything that causes his wife and
family to be uncomfortable or that puts them in danger.]
Resourceful/A good problem solver [He uses the
resources that are available to fix his problems.]
Possible text-based evidence: Page 263: The boys could
not move their toys because they were so cold. The dog
could not wag its tail. William’s wife is afraid they will
freeze in their sleep.
Because William had made so many changes to the
house over the year that it was now much different than
houses in England.
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. William encounters many problems after building his original house. What is the main factor causing these
problems?
2. William was very resourceful and creative – he used materials from nature to make his home more comfortable.
Give examples of how he did this.
3. When Cousin Samuel arrives why does he ask William, “What kind of house is this?”
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C&I Lesson Plan Template
CULMINATING QUESTION:
Although William planned to build a house exactly like the one he had in England, he needed to make many changes
to its design over the course of his first year in New England. Pick three changes William made to the house and
explain why they were necessary.
Sample responses: He dug a root cellar to keep food from spoiling in the hot New England summer. He cut a clearing
around the house because the wind was causing trees to fall, endangering the house. He replaced the thatch roof
with cedar shingles. He did this because the dry New England weather dried out the thatch and caused a fire hazard.
He built a new roof with a very steep pitch to allow snow to slide off. He built a bigger fireplace because the winters
were much colder than in England.
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.
ASSESSMENT: observation checklist, written response
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