UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:

Rebekah Reyes

PSMT Name:

Childers/Giancaspro

Unit Plan Title:

Take Over

Lesson Plan Topic:

Math/ELA/Reading

Date:

Week of 6/15

Estimated Time:

85 minutes/rotation

Grade Level:

3rd

School Site:

Roundy Elementary

1. State Standard(s):
MATH:
3MD.1A Tell and write time to the nearest minute and measure time intervals in minutes. Solve
word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram
ELA/READING:
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events
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.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1.D Explain their own ideas and understanding in light of the discussion.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.

2. Teaching Model(s):
Direct Instruction
Indirect Instruction
Cooperative Learning
3. Objective(s):
MATH:
Students will review the concept of telling time on an analog clock.
Students will tell and write time to the nearest minute using both analog and digital
clocks.
Students will learn strategies to determine elapsed time.
ELA/READING:
Students will listen to the story and recall details from the book.
Students will accurately describe main characters in a story based upon their
characteristics, circumstances, motivations and feelings.
Students will compare and contrast their own lives to the life of a character in a story
Students will answer questions to demonstrate understanding of a story.
4. Materials and Technology Resources:
SMART Board
Elmo
Kagan Timer Tools via computer
Media Player via computer
iPods
iPads
White Board
Markers
Pencils
Math Notebooks
Reading Notebooks
Writing Notebooks
Minty: A Story About Young Harriet Tubman by Alan Schroder
Harriet Tubman passage

5. Motivation/Developmental Activities:
Monday:
MATH BLOCK:
Review telling time As a whole group, we will create a Circle Map on the Elmo entitled Telling Time
(Lemov Technique: Everybody Writes)
Teacher will model circle map on the Elmo while students copy it down into their math
notebooks
I can statement: I can tell and write time to the nearest minute.
Call on students via Kagan Name Selector to tell me what they know about clocks/
telling time
Telling Time Interactive SMART Notebook Presentation: http://exchange.smarttech.com/
details.html?id=7db70025-6db2-4c50-be30-a72c0795794b (Lemov Technique: Shortest
Path)
What is another way to say 4:30? (DOK 2)
What is another way to say 6:15? 6:45? (DOK 2)
SMART Board practice sheet via Kagan Name Selector
Students will work independently on Common Core Sheets analog/analog digital match
worksheets (one page; front and back)
Students that finish early may work with a partner to draw hands on the clock sheets (in
page protectors) with dry erase markers
Teacher will walk around taking formative assessments and provide assistance where
necessary (Lemov Technique: Circulate)
If necessary, review worksheet (or parts of worksheet) together on board
Break into math centers

ELA/READING BLOCK:
POD (Picture of the Day) - Minty: The Story of a Young Harriet Tubman:
Move back tables and come together in a circle
Teacher will introduce book Minty: A Story of Young Harriet Tubman by Alan
Schroeder
Briefly examine cover & think time to make predictions
Call on 5 students to share their predictions (volunteers)
We will listen to/discuss story whole group

Briefly discuss main idea of story

Students asked to open up their reading notebooks
On the Elmo, I will model a Double Bubble Map/Compare and Contrast
I can statement
Make yours look like mine
Students will be given 45 seconds of think time (details about Mintys life) and then we
will do a Stand-up, Pair-up, Share-up (Kagan) to share with a partner (one way that
they are similar and one way that they are different from young Harriet Tubman)
Use Kagan Selector to call on students to share details about Mintys life
Repeat with details about YOUR own life
In what ways is your life similar to Mintys life? (DOK 2)
Close by taking note of our many similarities and differences, and the fact that regardless of what similarities and differences people have, all people deserve to be treated
equally.
Refer back to our dancers vs. non-dancers in the classroom discussion last week.
Centers:
- Silent reading
- Word work at the beach
- Insta-Learns
- Syllable Station
- Computers
- Sight Word Tic-Tac-Toe

TECHNOLOGY LAB:
Facilitate iReady Reading/iReady Math
Pull RTI small groups

Tuesday:

MATH BLOCK:
Briefly review yesterdays telling time lesson whole group
What do you know about telling time? (DOK 1)
Students will refer to math notebook to answer question
Call on students via Kagan Name Selector
Prompt students to identify the minute hand and hour hand of the clock.

 Instruct distribution manager to get math notebooks for their teammates from cubbies
Open to the next clean page
Model what I want students to write in their notebooks on the Elmo (Lemov Technique: Board = Paper)
I can statement: I can solve elapsed time word problems by adding and subtracting
minutes.
Definition of Elapsed Time in math notebooks: the amount of time that passes from
the start of an activity to the end
Teach students mhm trick (minutes, hours, minutes) for elapsed time
First, add minutes until you are at the next hour, then add hours until you are at the
hour you need to be at, next add remaining minutes. I.e. to find the amount of time that
passes from 1:45-4:15, you MHM. 15 minutes (which takes you to 2:00), + 2 hours
(which takes you to 4:00) + 15 more minutes. 15 min + 2 hours + 15 min = 2 hr. 30
min.

Together, we will write our mhm N' strategy in math notebooks (I will model into
my notebook on Elmo)
Next I will share the T-chart strategy on Elmo (students will put this strategy into notebooks as well)
I will also discuss the number line strategy (which also works best with mhm).
Teacher will introduce interactive SMART Notebook Presentation http://exchange.smarttech.com/details.html?id=17e8ca95-0358-4a07-8f6c-678c9c81f45d

Use Kagan Name Selector during SMART Notebook Presentation for active student
participation (Lemov Technique: The J-Factor)
Teacher will display an elapsed time picture worksheet on the Elmo
Students will write problems in their notebooks (teacher will model how to draw the
chart into their notebooks on the very next page)
Review answers whole group
Distribute time dice to each table
Allow students to come up with their own elapsed time problems/answers with table
teams
Break into math centers

ELA/READING BLOCK:
DOL Centerpiece

 Timed, 8-minute activity, followed by up to 8 minutes to correct as a whole group (We

will work to beat the clock) (Lemov Technique: Control the Game)
Who is Harriet Tubman? (DOK 1)
The students will get their notebooks and glue a small photograph of Harriet Tubman in
their notebooks.
The teacher will model in notebook on the Elmo
Teacher draws a KWLS chart on the Elmo and asks students to make theirs look like
mine
The students will be given two minutes of think time on everything they know about
Harriet Tubman.
When the students have thought of something, they will put their thumbs to their chest,
when they have two ideas they will put up two fingers, and so on.
The students will be given 1 minute to write what they know about Harriet Tubman.
The students will Round Robin their responses at their table
The teacher will use Kagan Selectors to answer the K. The teacher will write the responses on the smart board and students will copy it in their notebooks.
What do you want to know about Harriet Tubman? (DOK 1)
The teacher will call on students to answer the W.
Students will push back tables for a campfire chat in the floor
Students will sit cross-legged in a large circle around the virtual campfire
Campfire video will be displayed on Elmo and on iPads propped up in the middle of the
circle
The teacher will pass out the Harriet Tubman biography story.
Teacher will model a think-aloud, skimming and highlighting key terms/phrases that
stand out to me (explaining why this word/text feature stands out)
Students will follow along and mimic this behavior
Students will be given the opportunity to silently read the passage
Brief discussion of the main idea of the passage before returning to seats to clean up
Centers:
- Silent reading
- Word work at the beach
- Insta-Learns
- Syllable Station
- Computers
- Sight Word Tic-Tac-Toe

TECHNOLOGY LAB:
Facilitate FastFoward/RAZ Kids; ST Math
Pull RTI small groups

Wednesday:

MATH BLOCK:
Discuss importance of understanding and applying elapsed time (real life application)
Ask students questions such as what time does school start? What time do you wake up
in the morning for school? How much time does it take you to get ready in the morning? How long does it take you to walk/drive to school? etc. (DOK 1 & 2)
Show students elapsed time video via https://www.brainpop.com/math/numbersandoperations/elapsedtime/

Tim & Moby explained a few reasons why elapsed time are important in real life..
Have you ever been to the movies? (DOK 1)
Did you know that we use knowledge of elapsed time every time we go to the movies?
(DOK 2)
We have to know what time the movie starts, how long it will take us to get ready, how
long it will take us to get to the movies, anticipate how long it will take us to stand in
line for tickets/popcorn, etc. in order to make it to our movie in time..
Introduce ELAPSED TIME AT THE MOVIES activity
Hang Movie Theater poster on whiteboard
Allow students a few minutes to buddy buzz about what they are seeing on the poster
What do you notice about the poster? (DOK 1) I.e. titles, times, info we might need to
figure out elapsed time, etc)
Go over a few questions together on the Elmo
Distribute Elapsed time at the movies worksheet (1 page front/back)
Students work independently on their own worksheets, but are encouraged to discuss
the problems with their teammates as they work
Break into Centers
ELA/READING BLOCK:
POD (Picture of the Day)
Students are asked to return to class with their Harriet Tubman passages (Lemov Technique: On Your Mark)

 What is the first thing you notice about the biography? (DOK 1)
Find a specific sentence that you had a strong reaction to. How did it make you feel and
why did it make you feel that way? (DOK 3)
Re-read passage aloud as a class
Discuss main idea of the passage
First, allow think time, then allow students to confer with their teammates
Use Kagan Name Selector to ask multiple students what they think the MAIN IDEA of
the passage is
Discuss as a class to decide on the main idea
Students are asked to go back and highlight the evidence of their main idea in the passage in a different colored highlighter
Students open up writing notebooks to create a main idea/supporting details web
Students are to write I can statement, modeled on Elmo, at the top of their notebook
page, along with the main idea that the class decided upon in a bubble (modeled on
Elmo)
Students work independently on highlighting 3 supporting details and writing them in
their journals
Continue adding to KWLS chart
Centers
- Silent reading
- Word work at the beach
- InstaLearns
- Syllable Station
- Computers
- Sight Word Tic-Tac-Toe
TECHNOLOGY LAB:
Facilitate iReady Reading/iReady Math
Pull RTI small groups

Thursday:

MATH BLOCK:
Brief recap of this weeks unit on telling time and elapsed time on SMART Board
Introduce QR Code elapsed time activity
Distribute iPods

 Students will work in pairs with iPods and will take turns scanning QR codes
Distribution managers will retrieve math notebooks for their teams from classroom
cubbies
Teacher will post each question individually on the Elmo (with QR code answer hidden)
Students will work out problems in math notebooks, being sure to show their work for
each problem
Thumbs up when finished
When all students are finished with each problem, I will reveal the QR code on the
SMART Board and students will scan to figure out if their answer is correct
Students will draw a check mark in colored pencil if correct, and if incorrect, they will
rework the problem in colored pencil as we go over the problem together
Kagan Name Selector to have a student come up and show us how they answered the
problem (correctly or incorrectly) and we will discuss
Math Centers
Exit tickets on an elapsed time word problem
ELA/READING BLOCK:
DOL
Students are asked to return to class with their passages.
Think back to the story of Minty and the passage we have been reading. What is the
Underground Railroad? (DOK 2)
Prompt with was it an actual railroad? Was it underground? etc.
Why did Harriet become a conductor on the Underground Railroad? Support your response with evidence from the story. (DOK 2)
Which character trait best describes Harriet? (Brave, determined, Intelligent) Give at
least two pieces of evidence from the text to support your choice. (DOK 3)
Freewriting in journal with prompt
Model a 2 minute free write for students on Elmo so they can see what it is like to write
without stopping (even if that means repeating yourself)
Distribute iPads
Help students sign onto Kahoot!
Kahoot! questions on Harriet Tubman passage and Minty via individual iPads
Prize to the top 3 winners
Clean up

 Centers:
- Silent reading
- Word work at the beach
- InstaLearns
- Syllable Station
- Computers
- Sight Word Tic-Tac-Toe

TECHNOLOGY LAB:
Facilitate FastFoward/RAZ Kids; ST Math
Pull RTI small groups

Friday:

Assessment day!
Administe timed M-CAP Assessment (via AIMS Web)
Correct whole group
Administer timed M-COMP Assessment (via AIMS Web)
Correct whole group
Short Kahoot! game quiz on elapsed time via individual iPads
Math Centers

ELA/READING BLOCK:
Facilitate Assessments - DOL & MAZE
We will correct/score as a group
Centers:
- Silent reading
- Word work at the beach
- Insta-Learns
- Syllable Station
- Computers
- Sight Word Tic-Tac-Toe

TECHNOLOGY LAB:
Facilitate iReady Reading/iReady Math
Pull RTI small groups
7. Accommodations, Modifications and Differentiations for Diverse Learners:
Accommodations: To make sure that my lower-level students are getting the most from
this unit, they will be paired them into mixed-ability groups, so that their peers can help
them to understand the material. I will also be walking around for assistance, and will be
sure to keep a special eye on these students to make sure that they are not getting left
behind during the assignment, providing help and guidance where needed.
Modifications: Students that normally require modifications (i.e. IEP, ELL) can be given
a shortened assignments/receive extra assistance. We also have a push-in teacher come in
for a few students, as well as several students that leave to go to the resource room with
their classwork.
Differentiations: Students that need to be more challenged (and/or finish their work early) can begin working more in depth with equivalent fractions, as well as begin adding
and subtracting fractions or can be given additional assignments (i.e. write a letter to the
author, write an alternate ending to the story).
8. Assessment and Evaluation of Learning:
a. Formative:
During my lessons, I will be walking around with my formative assessment log to
note where my students are at, as well as areas of strength and areas of concentration.
Kahoot! app will also be utilized for formative assessments as well as summative assessments.
b. Summative:
MAZE, DOL, M-COMP, Kahoot! quiz on elapsed time