Instructional Lesson Plan

Interns Name
Brittney Stover
Courtney Seebach
Rebecca Kuhn
Grade

Third Grade
Class Size

24
Date / Time

November 7, 2013, 10:50 am
Subject
Language Arts
School
Franklin
Elementary
Mentor Initials


I. Purpose of the Lesson What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will the
students say or do that will serve as evidence of learning?
Standard (Use MD State Core Curriculum)
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers
CCR 2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.

Lesson Objective
Students will be able to distinguish elements of fantasy and realism using the text Dogzilla, by Dav Pilkey.

Formative Assessment (planned for use in this lesson)
Students will create an alternate ending or continuation of the story Dogzilla, by Dav Pilkey, including
elements of both fantasy and realism in their writing, using Storyjumper.com.


II. Instructional Decision-Making What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning
and/or build on students strengths?

Knowledge of Learners
Instructional Decisions based on

this knowledge


Knowledge of Age-Level
Characteristics
Children can work diligently for
longer periods
Child decreases dependence on
adults
Beginning to realize there may be
other valid opinions
Child has a high level of creativity
Need reminders of responsibilities



Students will have to concentrate
on creating their alternate
ending/continuation independently
for 15 minutes.
Students will have a chance to work
independently on their alternate
endings/continuations, where
teacher assistance is decreased.
Students will have a chance to hear
the alternate endings/continuations
of the story written by other
students, which will be different
from their own.
Students will be able to express
their own creativity by creating an
alternate ending/continuation of
Dogzilla.
Directions and examples will be
reviewed and posted on the
chalkboard during the entire lesson.
The teacher will give reminders of
what is expected when the children
start their work and during their
work time.
Directions and examples will be
reviewed and posted on the
Promethium board during the
entire lesson.
Knowledge of Academic Readiness
(based on pre-assessment)
9/24 students are considered gifted
students
5/24 students are below reading
level


Students who are above grade level
can read along silently as the
teacher reads the story Dogzilla.
They will also have the opportunity
to write an alternate
ending/continuation of the story
using their previous knowledge of
writing.
Students below grade level will be
able to follow along with the teacher
as the story is read aloud. Also,
vocabulary words that may be
difficult will be discussed before
reading the story.
Knowledge of Subgroup or Individual
Needs (IEP accommodations, ELLs,
G/T, other strengths/needs)
Charlotte Wears hearing aids,
needs to sit in front of the teacher in
order to read lips
Sam- ADHD, Dysgraphia trouble
with writing
Ibaad and Hamaad Second
Language Learners, Both speak
Urdu at home, but English in class



The teacher will wear a FM device
at all times during the lesson, so
Charlotte will be able to hear what
is being said from the teacher. The
teacher will also make sure that
Charlotte is sitting in front of the
teacher when Dogzilla is being
read, and the teacher will always
face towards her while speaking for
some lip reading.
Sam will be the partner turning the
pages of the book, so that he can
have some movement. There will
be times when the students have to
move from their seats to the rug
(and vice versa), so he will be able
to get up and move at those points.
Sam will have the opportunity to
write his story on the computer if he
feels the need to, but will still be
drawing his illustration to go along
with it.
Ibaad and Hamaad will participate
in the discussion and writing in
English as normally done in class.
Pictures are on the worksheet to
add extra clarification to the
directions and examples will be left
on the board for them to look at.
Knowledge of Interests and other
Motivational Factors
Still like to be read to by teachers
Like fiction books
Like to talk and discuss



The students will follow along as the
teacher reads Dogzilla aloud.
The students will follow along
and listen as the YouTube video
reads the story Dogzilla to the
class.
Dogzilla is considered fiction and
also fantasy, which the children will
enjoy.
Students will have an opportunity to
speak during the introduction
discussion of fantasy and realism
examples, share their ideas during
the picture walk, discuss elements
of fantasy and realism in the story,
and to share their creative stories
with the class.



Multicultural Considerations / Equity Measures
Implications for this Lesson


Mice and dogs are found in both
urban and suburban lifestyles.
The animals participate in activities
that humans participate in.





The mice and dogs in the book are
found in urban and suburban areas,
so students from different areas
should have an idea of how those
animals act and how they look.
The animals participate in cookouts,
meetings, and ride trucks, so the
students should be able to relate on
some level to the activities that are
occurring in the story.


Academic Language Demands
Scaffolds to support language

development in this lesson




Students may not understand some
of the words used in the text, such
as, crater, heroic, colossal, and
etched.
Students may not remember the
exact definition of fantasy and
realism.



The teacher will review the specific
vocabulary included in the text that
may cause the students confusion.
These words will be placed on the
board using sentence strips and will
remain there until the end of the
lesson.
The definitions of realism and
fantasy will be reviewed at the
beginning of the lesson before the
discussion of fantasy and realism
examples. The definitions will be on
the board in sentence strips during
the entire lesson.


III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?

Instructional Materials and Technologies
Dogzilla, by Dav Pilkey, with student copies in their textbooks
Large chart comparing fantasy and realism
Example photo of the worksheet (Alternate ending)
Crayons/colored pencils and pencils
Chalkboard to hang up posters
Sentence strips with vocab words
Realism vs. Fantasy examples (For class discussion)




Management Considerations (Procedures, Transitions, Materials, Behavior)
Students will be called to and from the carpet based on table numbers.
Students will complete a picture walk of Dogzilla to transition into reading the
story.
Teacher will pause during the reading and ask questions based on what the
students had read up until that point. (What do you see in the illustrations on this
page? Do you think these things happen in real life?
What do you think will happen next?)
The students will receive the worksheet for the writing assignment after the
directions are given and the teachers example is shown.
The teacher will walk around during the writing period to make sure students are
on task and to clarify any questions.
Students will share their stories with the whole class.




Instructional
Sequence
Approximate
Time
Procedure

Planned Beginning
Warm-up
Motivation
Bridge







5 minutes

1. The students will be called to the rug with their textbooks
by table number.
2. The teacher will ask the students if they have ever heard
the words fantasy and realism as the sentence strips
with the words are placed on the board; if so definitions
from the students will be accepted for the class to hear.
3. The teacher will place the exact definitions of the words
on the board and explained thoroughly.
4. The teacher will then give examples of both fantasy and
realism sentences and have the class decide whether it is
considered fantasy or realistic.
5. Explain to students that the class will be reading Dogzilla
and that while reading they should look for elements of
both realism and fantasy.


Development of the
New Learning
(Clearly explain
instructional activities in
sequence.)


(Think I Do, We Do, You
Do or Modeling, Guided
Practice, Independent
Practice)




















45 minutes
1. The teacher will review the vocabulary words that will
appear in Dogzilla that the students may not know.
2. The teacher will display these words on the chalkboard
with their definitions and leave them there during the
reading as a reference for the students. The words will be
crater, heroic, colossal, and etched, which will join fantasy
and realism that are already displayed.
The teacher will display the vocabulary words that
will appear in Dogzilla on the flip chart and leave them there
during the reading as a reference for the students.The
students will complete a matching activity before the story is
read to them.
3. The teacher will have the students open their books to
the title page (pg. 264 in the reading textbook, students
will share textbooks since there is a limited supply).
4. The teacher will ask the students to look through the
pictures of the story make predictions with the person
next to them about what they think the story will be about.
5. The teacher will ask for volunteers to share their
predictions with the class.
6. The teacher will explain that while they are reading to take
note of examples of fantasy and realism in the story that
they notice.
7. The teacher will then read Dogzilla to the class, while






stopping throughout to ask questions to the class.
The teacher will then play a Youtube video of the story,
while stopping throughout to ask questions to the class.
What do you see in the illustrations on this page?
Do you think these things happen in real life?
What do you think will happen next?
8. When the story is finished the teacher will ask if the
students enjoyed the story.
9. The teacher will then display the fantasy vs. realism chart
on the board and ask students to give examples in the
story of both fantasy and realism and their reason why it
goes in each category. These will then be written on the
chart.
The teacher will then display a fantasy vs realism t-chart
on the flip chart and ask the students to come up and write
examples from in the story of both fantasy and realism. Then,
explain their reason why it goes in each category.
10. The teacher will then say that when students return to
their seats they will be given a worksheet that looks like a
book. On the left side, the students will be told to write an
alternate ending/ continuation of the story, but they must
include some element of fantasy and realism in their
writing. On the right, they will draw a picture that goes
along with the story they wrote. The students should write
at least a paragraph
The teacher will then tell every student to return back to their
seats. When they return back to their seats they are informed
that they need to use their tablets to log onto Story Jumper.
Story Jumper is an online book making for children. The
students will be told to write and alternate
ending/continuation of the story, but they must include some
element of fantasy and realism in their writing. They are also
given the option to use pictures in their story.. The students
should at least write a paragraph in the story.
11. The teacher will hang up the finished example and explain
the model to the class. Then, the teacher will answer any
questions the students have about what is expected.
12. The students will be called back to their seats based on
their table numbers.
13. The teacher will then pass out the papers to the students
at their desks and they can begin working
14. The students will be given 20 minutes to work on their
stories and the teacher will walk around to the students to
make sure they are on task and are clear of the
assignment.
15. Students will be given a reminder when five minutes is
remaining.
16. Students will share their stories with a partner.


Enrichment or
Remediation
(As appropriate to

Enrichment:
Students are encouraged to write more than one
paragraph if they feel like they can in order to enhance
their stories. They can also try to use the vocabulary
lesson)


words that were discussed before the reading in their
stories as well.
This activity will be assigned to all students in the Charlie
and the Chocolate Factory reading group.

Remediation:
The students will be able to view the fantasy vs. realism
chart throughout their work time for a reference. The
definitions will remain on the board as well. The teacher
will go over the directions several times to make sure that
they are clear and will stress to finish the writing before
working on the pictures.
Planned
Ending
(Closure)
Summary
4 minutes
1. The teacher will ask for two students to remind the class
of the definitions of fantasy and realism.
2. The teacher will ask students to volunteer to share their
stories to the class.
3. The teacher will ask for a volunteer from each table to
collect the worksheets and bring them to the teacher.