Student Teacher:____Kelsey Gile___ Date:___________

Subject: Reading/Writing Lesson Topic: The Cat In The Hat

Grade: 3rd Length of class: 30 minutes

Learning Objective (performance, conditions, criterion):

​Students will understand and comprehend what we can we see from the illustration and text in
a book? Students will work to extend their knowledge of the text further using a comprehension
strategy?
Student Friendly Objective:
I can comprehend and follow along with a story. I can write a sentence with the help of
an adult.
State Core Standard Alignment:
​Reading: Literature Standard 6
Distinguish their own point of view from that of the narrator or those of the characters.
Reading: Literature Standard 7
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting).
Writing Standard 3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.

Core and Supplemental Materials:

Teacher Materials: Student Materials:
Cat In The Hat​ by Dr Seuss Pencil
Worksheet for sentences
Whiteboard
Expo marker

Context for Learning:

Organization of the
students (e.g., small Small Group (3) Shyanne, Emilio, and Hayden
groups, whole group,
partners)
 Pre-Lesson Assessment
Data

IEP Goal Links Students will use writing skills to express comprehension
(Also describe individual from the text. Students will return to the text for clarification
student modifications & of meaning and spelling help.
accommodations)

Pre-Instructional Set: (​Approximately 3 minutes)

Gain students’ attention #/minutes
(Activity and Script) We will start with breaking apart words with
the slinky. I place a picture on the table that 5 minutes
represents a word. On the bottom it will show
buttons for how many sounds the words
contain. After we have identified what the
picture is together we break apart the word
using the slinky. They will then do it one at a
time so I can hear their sounds and help them
make any adjustments.

Inform students of #/minutes

learning objective(s) Today we are going to do some more writing
like we have done the past few day. I am going (30 seconds
to read the book without showing you the to 1 minute)

pictures until after I have finished the page. I

want to to listen to how the writing paints a
picture. We need to remember that for when we
do our writing.

“This is important to We need to remember that for when we do our #/minutes

know because…” writing. Having this tool is important to our
(Informed instruction) writing so that we can paint a picture in the (30 seconds
audiences heads. This also shows what we to 1 minute)

remember from the book which is an important

part of reading.

Preparing students for instructional content: ​(Approximately 6 - 15 minutes)

 Review of prior As we are reading I want to guys to really pay #/minutes
knowledge, if attention to the details in the writing and how
applicable the author paints a picture for us using only 2 minutes
words. I also want you to pay attention to
different things the kids do in the book
because it will be important for us to look back
to when we start our writing.

Instruction: ​(Approximately 20 to 40 minutes – depending on length of class)

Explicit Modeling of I will read the book ​The Cat In The Hat​. Pausing #/minutes
Skill (what cognitive to ask questions and build the comprehension.
steps should the Also pointing out details that Sally and brother.
students be using to I want to help give the class ideas from the
successfully perform book that they can use or reference in their
the skill?) own writing. Really focus on how the words
(I DO IT) paint a picture in a reader’s mind, but also how 10 minutes

the illustration add to the story itself.

After finishing I will then pose the question

“What would you do if The Cat in the Hat came
to your house?”
Guided Practice #/minutes
(WE DO IT) As a group we will create a list of things they
could do either with The Cat or to get him to 12 minutes
leave. Make sure each student provides at least
1 idea for the list. Center the discussion
around student input and ideas.

Strategies to check for With the list the students create I will be able
understanding to gauge their level of understanding and if I
need to readdress and area before we move
on. If they are able to pull details from the story
and participate in creating a list of things they
could write about I will feel comfortable moving
on.

Independent Practice Students will begin to write their version of

(YOU DO IT) what happened when the cat came to their
house. I will talk with each child individually
and provide strong support and scaffolding.

***while they are working continuously remind

them to write with detail so the reader can
paint a picture with the words.***

If needed, how will you address re-teaching of specific skills.

If all 3 students are having issues or confusion I will re ask the question and have
them look to the list of ideas we made. I will individually talk with each student to make sure
they have an idea they are working with.

Assessment:
Concrete and tangible I will have students share their story with the group (if they
assessment to know would like) and then I can collect the work they have done
whether students have and assess what they have written. I will be able to see their
met learning objective writing skills and comprehension on the worksheet.
Closure: ​(1 – 5 minutes)
Organization/transition Good job today! Please hand me your #/minutes
routines (e.g., put worksheets and then get an Ipad or your
assignments in folders, Chromebook and log onto Lexia. 30 seconds
prepare for bell,
transition to next
lesson/activity