UNLV Student: Toni Haws PSMT Name: Mellin/Mooshagian

Lesson Plan Title: Description Lesson Plan Topic: Reading

Date: 3/6/2017 Estimated Time: 60 Minutes
Grade Level: 3rd Grade School Site: Roundy ES

1. State Standard(s): RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

2. Teaching Model(s): Teacher-Student Centered

3. Objective(s): SWBAT identify the text structure, descriptive, in a given passage.

4. Materials and Technology Resources: literacy notebooks, pencils, computer, projector, Elmo,
graphic organizer, activity sheet, library books, highlighters, glue sticks

5. Instructional Procedures:
a. Motivation/Engagement:
TW instruct students to turn to the next empty page in their literacy notebooks.
o TW display the days objective via the Elmo for students to copy into their
notebooks. (Post It Lemov)
o TW review the objective with the students for complete understanding.
o TW provide students with a text structure graphic organizer.
o SW glue the graphic organizer under their written objective.
o TW read over the graphic organizer with the students with focus on
descriptive texts.

b. Developmental Activities or Learning Experiences:

TW provide students with the activity sheet for the text structure, descriptive.
o SW read a descriptive passage about grilled cheeses.
o SW highlight cue words/phrases that make the passage descriptive.
o SW fill in the appropriate thinking map for descriptive texts.
o SW answer summary questions pertaining to the text.
What specific person, place, thing, event, or concept is being
described? What are the components of the grilled cheese? When
did the grilled cheese become popularized?
o SW create their own descriptive paragraph using the given topic sentence,
The first day of school is always an interesting day.
o SW turn in the activity sheet to the teachers basket in number order.
o SW silently read their library books until the flip period ends.

c. Closure: SW stand up, hand up, pair up and explain what makes a text descriptive to
their partner (Kagan).

d. Extension: Next to their graphic organizer, SW find and list examples of descriptive
text from their library books.
6. Accommodations, Modifications and Differentiations for Diverse Learners: Accommodations
will be met according to the students individual IEPs, 504s, and needs. Some examples may
include: partner work, extra assistance, scribing for the student, various paper colors, different
sized text, etc.

7. Assessment and Evaluation of Learning:

a. Formative: Circulation during activity/closure
b. Summative: Activity Sheet

8. Homework Assignment: None

UNLV Student: Toni Haws PSMT Name: Mellin/Mooshagian

Lesson Plan Title: Sequence Lesson Plan Topic: Reading
Date: 3/7/2017 Estimated Time: 60 Minutes
Grade Level: 3rd Grade School Site: Roundy ES

1. State Standard(s): RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

2. Teaching Model(s): Teacher-Student Centered

3. Objective(s): SWBAT identify the text structure, sequence, in a given passage.

4. Materials and Technology Resources: literacy notebooks, pencils, computer, projector, Elmo,
graphic organizer, activity sheet, library books, highlighters

5. Instructional Procedures:
a. Motivation/Engagement:
TW instruct students to turn to the next empty page in their literacy notebooks.
o TW display the days objective for students to copy into their notebooks.
(Post It Lemov)
o TW review the objective with the students for complete understanding.
o TW review over the graphic organizer with the students with focus on the
text structure, sequence.

b. Developmental Activities or Learning Experiences:

TW provide students with the activity sheet for the text structure, sequence.
o SW read a sequenced passage about grilled cheeses.
o SW highlight cue words/phrases that make the passage a sequence text
structure.
o SW fill in the appropriate thinking map for sequenced texts.
o SW answer summary questions pertaining to the text.
 What sequence of events is being described? What are the steps,
directions, or procedures to follow? (What must be done first,
second, etc.?) What is the end result?
o SW create their own sequence paragraph using the given topic sentence,
The first day of school is always an interesting day.
o SW turn in the activity sheet to the teachers basket in number order.
o SW silently read their library books until the flip period ends.

c. Closure: SW round-robin with their table: How can we tell if a text has a sequence text
structure? (Kagan).

d. Extension: Next to their graphic organizer, SW find and list examples of sequencing
from their library books.

6. Accommodations, Modifications and Differentiations for Diverse Learners: Accommodations

will be met according to the students individual IEPs, 504s, and needs. Some examples may
include: partner work, extra assistance, scribing for the student, various paper colors, different
sized text, etc.

7. Assessment and Evaluation of Learning:

a. Formative: Circulation during activity/closure
b. Summative: Activity Sheet

8. Homework Assignment: None

UNLV Student: Toni Haws PSMT Name: Mellin/Mooshagian

Lesson Plan Title: Problem and Solution Lesson Plan Topic: Reading
Date: 3/8/2017 Estimated Time: 60 Minutes
Grade Level: 3rd Grade School Site: Roundy ES

1. State Standard(s): RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

2. Teaching Model(s): Teacher-Student Centered

3. Objective(s): SWBAT identify the text structure, problem and solution, in a given passage.

4. Materials and Technology Resources: literacy notebooks, pencils, computer, projector, Elmo,
graphic organizer, activity sheet, library books, highlighters

5. Instructional Procedures:
a. Motivation/Engagement:
TW instruct students to turn to the next empty page in their literacy notebooks.
o TW display the days objective for students to copy into their notebooks.
(Post It Lemov)
 o TW review the objective with the students for complete understanding.
o TW review over the graphic organizer with the students with focus on the
text structure, problem and solution.

b. Developmental Activities or Learning Experiences:

TW provide students with the activity sheet for the text structure, sequence.
o SW read a problem and solution passage about grilled cheeses.
o SW highlight cue words/phrases that make the passage a problem and
solution text structure.
o SW fill in the appropriate thinking map for problem and solution texts.
o SW answer summary questions pertaining to the text.
What is the problem(s)? What is causing the problem? What
solution is recommended or attempted?
o SW create their own problem and solution paragraph using the given topic
sentence, The first day of school is always an interesting day.
o SW turn in the activity sheet to the teachers basket in number order.
o SW silently read their library books until the flip period ends.

c. Closure: SW think-pair-share with their shoulder partner: How can we tell if a text has
a problem and solution structure? (Kagan).

d. Extension: Next to their graphic organizer, SW find and list examples of problem and
solution from their library books.

6. Accommodations, Modifications and Differentiations for Diverse Learners: Accommodations

will be met according to the students individual IEPs, 504s, and needs. Some examples may
include: partner work, extra assistance, scribing for the student, various paper colors, different
sized text, etc.

7. Assessment and Evaluation of Learning:

a. Formative: Circulation during activity/closure
b. Summative: Activity Sheet

8. Homework Assignment: None

UNLV Student: Toni Haws PSMT Name: Mellin/Mooshagian

Lesson Plan Title: Cause and Effect Lesson Plan Topic: Reading
Date: 3/9/2017 Estimated Time: 60 Minutes
Grade Level: 3rd Grade School Site: Roundy ES

1. State Standard(s): RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence.

2. Teaching Model(s): Teacher-Student Centered

3. Objective(s): SWBAT identify the text structure, cause and effect, in a given passage.

4. Materials and Technology Resources: literacy notebooks, pencils, computer, projector, Elmo,
graphic organizer, activity sheet, library books, highlighters, notecards

5. Instructional Procedures:
a. Motivation/Engagement:
TW instruct students to turn to the next empty page in their literacy notebooks.
o TW display the days objective for students to copy into their notebooks.
(Post It Lemov)
o TW review the objective with the students for complete understanding.
o TW review over the graphic organizer with the students with focus on the
text structure, cause and effect.

b. Developmental Activities or Learning Experiences:

TW provide students with the activity sheet for the text structure, sequence.
o SW read a cause and effect passage about grilled cheeses.
o SW highlight cue words/phrases that make the passage a cause and effect
text structure.
o SW fill in the appropriate thinking map for cause and effect texts.
o SW answer summary questions pertaining to the text.
What was the reason for? What was the effect of the event?
What was the outcome of?
o SW create their own cause and effect paragraph using the given topic
sentence, The first day of school is always an interesting day.
o SW turn in the activity sheet to the teachers basket in number order.
o SW silently read their library books until the flip period ends.

c. Closure: SW complete a 3-2-1 (3 things they learned, 2 questions, and 1 thing they
want the teacher to know) on a notecard regarding cause and effect texts.

d. Extension: Next to their graphic organizer, SW find and list examples of cause and
effect from their library books.

6. Accommodations, Modifications and Differentiations for Diverse Learners: Accommodations

will be met according to the students individual IEPs, 504s, and needs. Some examples may
include: partner work, extra assistance, scribing for the student, various paper colors, different
sized text, etc.

7. Assessment and Evaluation of Learning:

a. Formative: Circulation during activity/closure
b. Summative: Activity Sheet

8. Homework Assignment: None

UNLV Student: Toni Haws PSMT Name: Mellin/Mooshagian
Lesson Plan Title: Compare and Contrast Lesson Plan Topic: Reading
Date: 3/10/2017 Estimated Time: 60 Minutes
Grade Level: 3rd Grade School Site: Roundy ES

1. State Standard(s): RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence.

2. Teaching Model(s): Teacher-Student Centered

3. Objective(s): SWBAT identify the text structure, compare and contrast, in a given passage.

4. Materials and Technology Resources: literacy notebooks, pencils, computer, projector, Elmo,
graphic organizer, activity sheet, library books, highlighters, unit test

5. Instructional Procedures:
a. Motivation/Engagement:
TW instruct students to turn to the next empty page in their literacy notebooks.
o TW display the days objective for students to copy into their notebooks.
(Post It Lemov)
o TW provide students with a text structure graphic organizer.
o TW review over the graphic organizer with the students with focus on the
text structure, compare and contrast.

b. Developmental Activities or Learning Experiences:

TW provide students with the activity sheet for the text structure, compare and
contrast.
o SW read a compare and contrast passage about grilled cheeses.
o SW highlight cue words/phrases that make the passage a compare and
contrast text structure.
o SW fill in the appropriate thinking map for compare and contrast texts.
o SW answer summary questions pertaining to the text.
What items are being compared? What is it about
them that is being compared? What characteristics
do they have in common? In what way are these
items different?
o SW create their own compare and contrast paragraph using the given topic
sentence, The first day of school is always an interesting day.
o SW turn in the activity sheet to the teachers basket in number order.
o SW silently read their library books until the flip period ends.

c. Closure: SW complete the unit test that will be on all five text structures learned
throughout the past week.
 d. Extension: Next to their graphic organizer, SW find and list examples of compare and
contrast texts from their library books.

6. Accommodations, Modifications and Differentiations for Diverse Learners: Accommodations

will be met according to the students individual IEPs, 504s, and needs. Some examples may
include: partner work, extra assistance, scribing for the student, various paper colors, different
sized text, etc.

7. Assessment and Evaluation of Learning:

a. Formative: Circulation during activity/closure
b. Summative: Activity Sheet/Unit Test

8. Homework Assignment: None