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Name:

Sydney Bohannon

Lesson
Informational Text Breakdown: Preview
Title:
CCGPS or GPS Standard(s):

Grade: 3rd
Date: March 21, 2016

ELAGSE3RI1:Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisforthe
answers.
ELAGSE3RI10:Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,and
technicaltexts,atthehighendofthegrades23textcomplexitybandindependentlyandproficiently.

Classroom/Lesson Context (please check the following that apply):

__x__ Whole Group _____ Small Group _____ One-on-One __X__ Students with IEPs/504s ___X__ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__8___ Girls ___8__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson: No Individual Education Plan Goals or
Benchmarks are specific to this lesson.

Learning - Focus

Strategies

Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

How can I refer to my text to answer questions about the topic?

How can I make predictions on a text through previewing?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The student will be able to comprehend informational text proficiently. Comprehension

proficiency will be measured through review of the Informational Text Breakdown guide
(formative) as well as the post assessment (summative).

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions: demonstrate

Materials
What resources can be
used to engage
students?

Informational Text Breakdown guide

Language Vocabulary: Key vocabulary words for this segment include preview, memorial,
structure, recognizable, obelisk, delayed, inscription, statue, flock, and designer.
Academic Language Demand: listening

Memorials in Washington DC Informational Text

Bell to signal transition from group to group

BENQ Projector
Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher-level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

Hook: What strategies we as good readers already use as we read to help us comprehend a
text? If highlighting, numbering paragraphs, previewing both the text and the questions are
not discussed, I will prompt those as correct responses.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?

I will have the students follow along with me as I read through the text in order to complete the
preview portion of the Informational Text Breakdown guide. As I read, I will stop to address,
explain and discuss any unfamiliar vocabulary. I will prompt students to break down any
unfamiliar vocabulary and to relate it to a word they already know before discussing the correct
definitions.

What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Why do you think the memorials were constructed in Washington D.C. and not anywhere else
in the country?

Language Discourse: Students will raise a quiet hand if they wish to provide an appropriate
comment, pose an appropriate question, or answer a teacher prompted question.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: A call to attention (Ex: Class, Class?/ Yes, Yes? or Hocus
Pocus/Everybody Focus) will be administered to gain focus from each student. As I begin
reading the passage, any students who speak without raising a quiet hand will be asked to
flip their cup. This cup contains warm fuzzies which are pom poms that directly correlate
to their dojo points on the Class Dojo app. If another warning becomes necessary after the cup
has been flipped, the student must return a warm fuzzy to the warm fuzzy jar as well as
loose a dojo point on Class Dojo.

To promote higher order thinking, I will pose the following questions:

Why do you think were monuments created for both George Washington and Abraham
Lincoln?

Where else would you think there could be a memorial for these two Presidents?
Language Syntax: Students will record their answers to the questions found in the preview
section of the Informational Text Breakdown guide.
Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: Any students who speak without raising a quiet hand will be asked to
flip their cup. This cup is simply a paint cup that contains warm fuzzies (pom poms) that
directly correlate to their dojo points on the Class Dojo app. If another warning becomes
necessary after the cup has been flipped, the student must return a warm fuzzy to the warm

fuzzy jar as well as loose a dojo point on Class Dojo.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are

Language Syntax: Students will record their answers to the questions found in the preview
section of the Informational Text Breakdown guide
Language Discourse: Students will raise their quiet hand to share examples of their answers
to the questions found in the preview section of the Informational Text Breakdown guide
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
The student will alert me to any hearing difficulty??
Management Plan: I will explain to the students that we are transitioning into groups. I will
then explain the directions and objectives for the remaining parts of the worksheet and address
any appropriate questions or comments from students. Displayed on the BENQ projector will
be a slide presentation of the appropriate group rotation so that each group is aware of which
station they are at in each rotation. One chime of the bell will signal the students to pack to
rotate to the next station. Three chimes of the bell will signal the students to rotate to and begin
the next station. The class begins group rotations with 3 group Class Dojo points. For every
noisy, ineffective transition, a point is lost until there are no points awarded for group work.
Reminder: Assessment plan must align with objective(s)/standard(s).
Assessment Plan for Learning Objectives:
I will formatively assess my students by observing their engagement with me as I read through
and analyze the text aloud. I will also formatively assess the students through their level of
participation as I pose questions.
I will summatively assess the students through reviewing the quality of their responses to the
preview portion of the Informational Text Breakdown guide. Additionally, I will summatively
assess the students ability to answer questions from an informational text by re-administering
the pre-assessment- Men on the Money Informational Text and corresponding comprehension
questions..

based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.