Brookhaven Elementary School

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Lesson Plans

 

 

Teacher: Dean       Date: October 16-20, 2017     Subject: Language Arts/ SS   Topic: Reading Skills

 

Standard(s)






RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

RF.3.3d Read grade-appropriate irregularly spelled words.

L.3.1d Form and use regular and irregular verbs.

L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b Provide reasons that support the opinion.

W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d Provide a concluding statement or section.

Learning Target(s)

(based on the language of the standard)








I can identify the theme in stories.

I can compare and contrast themes in stories by the same author.

I can compare and contrast settings in stories by the same author.

I can compare and contrast plots in stories by the same author.

I can compare and contrast the main points and key details from two informational texts on the same topic.

I can read third grade sight words.

I can form regular and irregular verbs.

I can form simple verb tenses.

I can engage effectively in a range of collaborative discussions.

I can determine main ideas and supporting details from a text read aloud or information I hear from a speaker.

I can ask and answer questions about information from a speaker using appropriate details.

I can speak in complete sentences to provide details or explanations.

I can write about a topic stating my opinion.

I can create a way to organize my reasons in a clear way (lists, bullets, sentences)

I can support the opinion with details.

I can use linking words to connect opinions and reasons. (because, therefore, since, for example)

I can write a concluding statement.

Procedures (with general times)

8:15-9:05-Reading Instruction

9:10-10:00- Activity

10:00-11:20-Reading Instruction

Swap classes

11:25-12:15-Reading Instruction

12:15- 12:40- Lunch

12:40- 1:00- Recess

1:05-1:45-Reading Instruction

1:45-2:05 A.R.

2:05-2:35-Reading Instruction

2:35- 2:50- Snack and pack up

 

 

 

 

 

 

 

 

 

 







Monday

  • Prior knowledge

TTW refer back to the students’ homework from last Thursday to review prior knowledge of comparing and contrasting two fiction texts. TTW tell students that just like they compared and contrast these two texts, the class will compare and contrast two more fiction texts.

  • Activities/Centers

Phonics: The class will choral read a small phonics book and the students will identify sight words as they read. The class will then discuss the sight words found and their meanings.

Vocabulary: TTW use a powerpoint to introduce this week’s words.

Comprehension: TTW remind students when we compare and contrast two fiction texts we will look at the characters, setting, theme, and plot. TTW then handout to students two fiction passages. TTW read the text with the students, then students will work in groups to answer some questions on comparing and contrasting. The class will then discuss the groups’ answers.

Language/Writing: TTW remind students that verbs can be written in different tenses. TTW ask students what they are. TSW answer past, present, or future tense. TTW then project four sentences on the board. TSW then work independently to put the sentence into the correct tense asked. When students finish TTW go over the answers with students. The class will then work on writing opinion starters. TTW tell students that when you are stating your opinion you must use transitions on your sentences and then put your opinion on the topic asked. TTW will also tell students that when we opinion write to a text with a prompt you will do the same thing. Students will then practice writing their opinion on different topics by giving an opinion sentence.

  • Closure

TTW allow a few students to share their opinions on the topics discussed. TTW then tell students that tomorrow we will work on explaining why we have these opinions.

Tuesday

  • Prior knowledge

TTW begin by going through a speed drill of sight words with students. TSW say each word as it pops up on screen. TTW tell students that these words are important to remember by sight because of their irregular spelling or because of how often they are seen in a text.

  • Activities/Centers

Phonics: TSW choral read a phonics text together. After reading TTW tell students to look back in the text and find the sight words in it and write down what page number they are on. TTW then ask students some questions about the text and students will answer.

Vocabulary: TTW call out to students the definitions of the vocabulary words for the week. TSW work in groups to decide which vocabulary word the teacher is saying the definition of. Each time a group is correct they will get a point. TTW do this till all vocabulary words have been said. The group with the most points wins.

Comprehension: TTW tell students that today they will compare and contrast two nonfiction texts. TTW remind students that when comparing two nonfiction texts you compare the key details. TTW then handout the two passages to the students. She will then read the two passages with the students. TSW then work in groups to answer compare and contrast questions about the two passages. TTW then go over the groups answers with the class.

Language/Writing: TTW ask students if all verbs become past tense by added –ed to the end of the verb. TSW answer no. TTW say that is right. Sometimes there are irregular past tense verbs. TTW refer to an anchor chart in the room. TTW then project four sentences on the board. TSW work independently to correct sentences with irregular verbs to the tense asked. TTW go over the answers with students. TTW then tell students to get back out their opinion starter sentences from yesterday. TTW then tell students that there are reasons you have your opinions on certain topics. TTW then guide students in writing that evidence up under their opinions. TTW then tell students that when we start writing to a text you will do the same thing except you will also pull details from the text to support your reasons.

  Centers: Phonics, Vocabulary, Comprehension, Fluency, Writing

  • Closure

TTW tell students that tomorrow we will do a model opinion writing to a text.

Wednesday

  • Prior knowledge

TTW ask students to write on their marker boards their opinion on what is the best place to eat in town. TSW then write their opinion sentence. TTW then ask students to show their boards to her. TTW call on a few students and get them to explain their reasons. TTW then say today we will write an opinion piece together to a text.

  • Activities/Centers

Phonics:  TTW do the sight word speed drill powerpoint.

Vocabulary: Students will work in groups to come up with their own definition of their vocabulary words.

Language/Writing: TTW begin by handing out to students a text with an opinion writing prompt. TTW then tell students when writing to a text you must first read the text. The class will then read the text together and discuss what it was about. TTW then tell students after reading the text you must read the prompt to see what you are to write about. The class will then read the prompt together and underline what the prompt is wanting them to write about. TTW then tell students that they must determine their opinion and go and underline things that support that opinion. This is a close read. TTW guide students through doing this. After the close read, TTW instruct students on how to draw a graphic organizer for opinion writing. TTW tell students that to plan an opinion writing they must first state their opinion in their introduction sentence. TSW then write their introduction sentences with guidance from the teacher. TTW then guide students in planning their reasons and details to support their opinion. TTW then say lastly when you do an opinion writing you will write a conclusion. Your conclusion will restate your opinion. After planning out the writing, TSW then write their opinion paragraphs. 

Centers: Phonics, Vocabulary, Comprehension, Fluency, Writing

  • Closure

TTW say that today I did a model write with you. The next time we write you will do more on your own. Keep the model we did to look back at and help you.

Thursday

  • Prior knowledge

https://www.youtube.com/watch?v=TRKnOxPow2M

TTW begin by showing the video from the link above. TTW say just like the video showed them finding the similarities and difference of Gretel and Little Red Riding Hood, we will also compare and contrast today with our texts.

  • Activities/Centers

Phonics: TTW call some sight words to students for them to spell. TTW then take up what the students wrote to look over how they did.

Vocabulary: TTW go back through the vocabulary powerpoint with students to review the words.

Comprehension: TTW review comparing and contrasting both fiction and nonfiction texts. She will also go over strategies used for these skills. TSW independently work on comparing and contrasting texts. TTW go over their answers with them.

Language/Writing: TTW review simple verb tenses and irregular and regular past tense verbs. She will then review informational writing with students. She will then ask students the similarities and differences between this writing and the opinion writing they did the day before. The class will discuss. TTW then tell students that they will continue to do both types of writing throughout the year.

Centers: Phonics, Vocabulary, Comprehension, Fluency, Writing

  • Closure

TTW handout to students a study guide. TTW tell students to complete this tonight to help them study for their test tomorrow.

Friday

  • Prior knowledge

TTW go over the students study guide and review skills with students.

  • Activities/Centers

TSW complete their first biweekly test for the second nine weeks.

  • Closure

TTW tell students that next week we will start a new set of skills that will continue to help us become better readers.

 

 Homework

Monday- Practice identifying characters, setting, and plot sheet

Tuesday- Practice comparing and contrasting sheet

Thursday- Study Guide

Example of an Assessment Item Related to the Standard





Explain the details that helped you determine the theme of the two stories.

What were similarities and differences between the two stories?

Compare key details from “Why Recycle?” and “Recycling is Good”.

How are the two texts similar and different?