Component I: Classroom Teaching

Task A-2: Lesson Plan

Students will complete the following lesson plan template (A-2) for two lessons. One of the lessons will be taught and videotaped by the
Demographic Information
Teacher Candidate: Heather Hunt
Studies/Technology/Reading

Date: 6/29/2015

# of Students: 27

Unit Title: The Underground Railroad

Age/Grade Level: 3rd grade

Content A

Lesson Title: 1B

Lesson Alignment to Unit

Respond to the following items:
a)

Which specific unit objective(s) or target(s) are addressed by this lesson?

Students will be able to:

1. Express why the Underground Railroad is culturally significant.
2. Express their point of view about a specific story
3. Summarize main events of a story
ISTE Standards
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students apply digital tools to gather, evaluate, and use information.

b) Connect the objectives to the state curricular documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academi
CCSS.ELA-LITERACY.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
Archdiocese of Louisville Standard 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluatin
solve a variety of problems in real-life situations.
CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

c) Describe students prior knowledge or focus of the previous learning.

Students have completed a unit on the Underground Railroad and will evaluate literature to coincide with this unit. Students will write their ow
well as answer/analyze questions about the literature they encounter. Students are familiar with Wiki pages and know how to complete various
Wiki.

d) Explain how this lesson connects to the units summative assessment.

The summative assessment will ask for a students opinion on a piece of literature where students will be expected to provide supporting details
opinion.
COMPLETE ONLY IF APPLICABLE

e) Explain the rationale for differentiating instruction to meet diverse needs.

Struggling students will receive more time for this assignment. Their assignment will also be chunked into smaller pieces to make the lesson
Gifted students will be given a more challenging piece of literature to evaluate.
COMPLETE ONLY IF APPLICABLE
f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets.
I will discuss the importance of evaluating texts and ask about previous stories the class has read. We will dissect these books and give spe
about why or why we did not like a story.

g) Describe how you will activate prior knowledge.

Students have read several books and have given various opinions about what theyve read in the past. Now, we will put these opinions into a
writing.
Instruction and Assessment Plan
2

Lesson Objectives/
Learning Targets
Add rows as
necessary.
Objective/target:
Express their point of
view about a specific
story
Objective/target:
Express why the
Underground
Railroad is culturally
significant.
Objective/target:
Summarize main
events of a story

Lesson Assessment
In parentheses, indicate the Blooms Taxonomy level (knowledge, comprehension, application, etc.) for each asse
learning objective/target is measured by a formative assessment item.

Formative Assessment Item: (Application/Analysis) Students will create a book review

based on a piece of literature read in class.

Activity:
Book Review

Formative Assessment Accommodations: Students will be given appropriately leveled

literature and the assignment will be chunked into smaller tasks for those that may feel easily
overwhelmed.
Formative Assessment Item: (Synthesis) Unit Assessment over literature and class
assignments.

Activity:
Unit Test

Formative Assessment Accommodations: reading questions aloud, unlimited time

Formative Assessment Item: (Synthesis/Analysis) Answer various questions on wiki page

and create a book review.

Activity:
Book Review

Formative Assessment Accommodations: Assistance will be provided by my assistant and

me for those that need it. Students will be given extended time if necessary.

Wiki Pages

Procedures

List in chronological order the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what
of the instructional strategies and activities.) Add more rows as necessary. BE SURE TO INDICATE WHAT YOU ARE DOING THROUGH
INSTRUCTION AS WELL AS WHAT STUDENTS ARE DOING. BE SURE TO MAKE YOUR I-DO, WE-DO, YOU-DO EXPLICIT IN TH
Time Range
Day 1
10:00-11:00
Day 2
10:00-11:00
Day 3
10:00-11:00
Day 4
10:00-11:00
Day 5
10:00-11:00

Description
I-do/We-do- I will show the story UnSpoken to the class. I will then do a think-aloud of how I felt about the
story using specific examples from the text. I will ask the students to partner up and do the same. We will go
over what a book review is and what one should include in a review. Again, we will practice in groups with the
story, Sweet Clara and the Freedom Quilt. We will share our reviews in groups.
You-do-Students will be asked to read one of three books (Moses, Follow the Drinking Gourd, Henrys Freedom
Box).
They will complete the assignments attached on the corresponding Wiki Page.
You-do-Students will read the second of the three books and complete the Wiki activities.
You-do-Students will read the final book and complete the wiki activities.
You-do-Students will decide which book they would like to write a book review on and complete it on a Wiki
page.

Media/Technologies/Resources:
List all media, technology, and resources utilized in this lesson. Cite where appropriate.
Wiki Page
YouTube
BrainPop
3

Lino
Moses
Follow the Drinking Gourd
Henry's Freedom Box