2019. 5. 16.

Unit Lesson 3 - Google Docs

Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: John Park

Date: 04/03/2019 Subject/ Topic/ Theme Variety of Linking Phrases Grade: 3rd Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson is to teach about different ways to start a sentence and organize the information as the students are writing their informational text.

cognitive- physical socio-e

Learners will be able to: R U Ap An E developme motional
C* nt
● understand starting the sentence with a similar pattern is not good U X
● understand how linking phrases can help organize information U X
● apply the new linking phrases into their own writing Ap X X
● understand the importance of organizing information U X
● name different linking phrases to start and organize the information Ap X X
Common Core standards (or GLCEs if not available in Common Core) addressed:
3-W2C: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information
3-W7: Conduct short research projects that build knowledge about a topic.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite The students need to have their organized information.
knowledge and skills. The students need to understand what an informational text is.

Pre-assessment (for learning): Ask the big question “Why do we use the different linking phrase?”

Formative (for learning): Listen to student discussion and response of the students, looking at their writing
notebook.
Outline assessment
activities Formative (as learning): The student will learn about the new linking phrase to apply it into their own writing to
(applicable to this lesson) organize, express and improve their writing.

Summative (of learning): The students will gather around in a large circle to share about the linking
phrase that they wrote.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Allow the students to choose their
work space
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
The teacher is going to go
around the class to check on
each students’ progress and give
feedback about their writing.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
The teacher will show
instructions and example of
what to do before the students
create their own linking phrases.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
The teacher will ask one student
to summarize the expectation of
the lesson and what needs to be
done.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short &
long-term goals, monitor progress,
and modify strategies
Long term: understand the
importance of organization and use
the new linking phrase that was
taught in other writings as well.
Provide options for expression and
communication- increase medium
of expression
The students get a chance to
verbally speak to peers, write
their thoughts and listen to their
peers

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2019. 5. 16. Unit Lesson 3 - Google Docs

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students have the freedom
to choose any linking phrase in
their writing.
Provide options for perception-
making information perceptible
The students are going to write
down their linking phrase. Then
have a chance to verbally share
with the class.
Provide options for physical action-
increase options for interaction
Freedom of space. The students
can work anywhere they want
to.

Writing notebook
Materials-what materials Pencil
(books, handouts, etc) do Projector
you need for this lesson Source text from Stewart, M. (2011). Deadliest Animals. Washington, DC: National Geographic Kids.
and are they ready to use? Information lists/ table of content
Idea adapted from Calkins, L., & Cruz, C. M. (2013). The art of Information Writing. Portsmouth, NH:
Heinemann.
Large circle
Working area
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 - The teacher is going to start by saying the - The students are going to think about it.
minute big questions. “Why do we use different
Motivation
s linking phrases?”
(opening/
- The teacher asks “Can anyone tell me - The students are going to try to answer it.
introduction/
examples of linking phrases that we went
engagement)
over in class?”
- Tell the students that “linking phrases that
are going to go over today is a bit different
and that it helps their information to be
more organized.”
- The teacher will use the projector to show
examples of link phrase that has been
prepared.
20- 25 - Ask the students to go to their working - The students will move to their working
minute area with their notebooks. area with their notebook.
s - The teacher in going to tell them about
cause and effect link phrases.
- The teacher is going to write cause on one
side and effect on the other. Ask the - The students are going to copy it on their
Development
students to copy it onto their own notebook.
(the largest
notebook for future reference.
component or
- Ask the students about “What is a cause - The students will answer what cause and
main body of
and effect?” effect is.
the lesson)
- It is when one event or action resulting in
something else. It is when I threw a ball
and window broke. The cause is I threw
the ball and effect is the window broke.
- It is like a problem and solution. Ex) If I
get sick, I need to go to the hospital.
- Do a few more examples with the - The students will discuss it with their
students. Ask them about their opinion and neighbors about their opinion.
ask them to discuss with their neighbors.

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- Then apply this into the teacher’s example

of the Polar bear. Ex) Since the polar bear
has white fur, it is difficult for the preys to
notice the polar bear on the white snow.
- Do a few more example with the teacher
example. - The students are going to copy it on their
- Tell the students to copy it onto their notebook.
notebook.
- Move onto the next linking phrase of Pros
and Cons. - The students are going to answer what
- “What are Pros and Cons?” pros and cons mean.
- “You can use pros and cons chart to help
you organize your information as well.
- Polar bear example. Pros of living in cold
arctic are not too many human predators
trying to kill a polar bear, it can survive
the cold, camouflage with the white fur.
- Cons of living in cold arctic are there is
not much prey or food to hunt every day. If
injured it is very visible since everything is
all white. - The students are going to copy it on their
- Tell the students to copy it onto their notebook.
notebook.
- Ask the students if they understand how it
works.
- Lastly, move to compare and contrast a
linking phrase. - The students are going to answer what
- Ask the students what this might mean? compare and contrast might mean.
- Give examples Polar bears white fur is
similar to chameleon because it uses color
to camouflage with the surrounding.
- Polar bears hunting skills are different
from lion’s hunting skills because they
wait on the ice hole until seal pops up and
grabs it out of the hole while lion runs and
chases around to hunt their prey. - The students are going to copy it on their
- Tell the students to copy it onto their notebook.
notebook.
- Ask if they understand it. - One student will summarize what needed
- Ask one student to summarize what we to be done.
learned and what they need to do. - The students will ask for help if they are
- The teacher let the students work and walk stuck or confused.
around to check on students’ progress and
help them if needed.
5-8 - Gather the students and ask students to - The students are going to share the linking
Closure
minute share their linking phrases phrases that they were working on.
(conclusion,
s - Ask the big question “Why do we use - The students are going to try to answer the
culmination,
different linking phrases?” because it is big question after learning about the
wrap-up)
easier for the writer and reader to see what lesson.
comes next and catch the flow of the
writing. a more creative way to list
information compared to polar bear skin is
white. It is white for camouflage.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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2019. 5. 16. Unit Lesson 3 - Google Docs

I did not have an chance to teach my 3rd lesson. In my opinion, this lesson would have been the most challenging lesson to teach
because there are many different types of linking phrases that the students needed to learn. One way that I could implement was to
split this lesson into 2-day lesson and teacher half of the linking phrase one day and finish the other half the next day. Also, I would
need to well prepare this lesson because it contains lots of explaining and giving examples of how to use the linking phrases. The
lesson would greatly depend on how well I would lead the group discussion and how much attention I would get. I would choose to
use a large circle group where all the students could see each other and freely join the discussion and I will mix a few ‘turn to your
neighbor. and share’ or stand up stretch for a minute to refresh their brain to refocus. I would definitely grow more into classroom
management, using teacher's voice and leading discussion by teaching this lesson.

I would expect the students to follow along with the example sentences that I created using the linking phrases. I also expect the
students to be creative when using the linking phrases and not just copying the exact same pattern that I would have shown them. The
students will try to apply it with the researched information that they have in their notebook. During the work time, I will go around to
see each student and have a conferring time to check up how they are doing with the lessons until now from day 1 of the lesson. I
could gather a general idea of how many students are on track. At the end of the lesson, I will ask volunteers to share their sentences
that they used the linking phrases that were learned today from the lesson. As the teacher, I can evaluate how much students have
understood the lesson and were able to make it into their own knowledge. The students’ final assessment will be a hard copy of
published nonfiction writing in the end of the unit.

Source:

Michigan K-12 Standards for English Language Arts. (2019). Retrieved February 22, 2019, from

https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

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