2.

LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

The central focus of the lesson will be to determine the central message or moral
of the story. Students must be able to provide details from the text to support
Purpose of the the message they ascertain and talk about using academic language such as
Lesson: Central setting, characters, and plot.
Focus The essential questions are:
What is the moral of the story?
What details support the moral of the story?
Students will read and comprehend grade level texts.
Students will determine a central moral or lesson from the text.
Learning Objective(s)
Students will provide details from the text that support the moral.
Students will present their moral and supporting evidence to the group.
EL students will be pulled to a separate table for more individualized instruction.
To maximize instruction time, I will begin by asking some review discussion
questions to help get students thinking about the task at hand. Then students
will be placed in small homogenous groups based on their ACCESS scores to play
a QR iPad game. To avoid distractions associated with games and technology. I
will explain the game and its objective first. After the explanation I will ask
questions to assess whether students understand their expectations. Since it is a
small group I will be able to monitor students closely and thus be able to keep
students from becoming distracted with other students/ or events in the main
Facilitation & Safety
part of the class. To keep transitions smooth and quick, I will have all my
materials ready and organized before class. I will have pens available for students
who forgot their own, so we time is wasted on waiting on students to have their
materials. I will provide a demonstration and example for each part of the lesson.
For students who fail to grasp the instructions I will repeat them and
demonstrate the task again. I will make sure my demeanor is firm, but
approachable. Students need to understand that they cannot play and distract
others and also they need to understand that it is okay to ask for clarification and
assistance when necessary.
Language Students will read, determine, and support the moral they come up with.
Function
Reading- Students will read questions for the QR game, the short stories on small
Academic Language

task cards, and a longer story.

Speaking- Students will demonstrate they understand and can support the moral
from the story by discussing the task cards with peers and from the longer story.
They will use academic language such as According to the story In the
Vocabulary
story. plot, character, and setting
Listening- Students will listen to instruction and other students ideas about the
texts.
Writing- Students will write the moral and supporting evidence on their final
project based on the longer reading.
 Students will demonstrate their understanding of the discourse through their
discussion of task cards with partner and through their independent final project.
Syntax or They will have to demonstrate that they can recount main details from a text that
Discourse support a bigger picture. They will achieve this through reading the texts,
listening to the teacher and peers, writing the moral with supporting evidence
using academic language and speaking by telling their peers about their work.
ELAGSE3RL2: Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
ELAGSE3RL4: Determine the meaning of words and phrases both literal and nonliteral
language as they are used in the text.
WIDA:
Cognitive Function: Students will read, infer, and support on the text with reading and
writing.
Domain: Reading
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 -
Entering Emerging Developing Expanding Bridging Reaching
Entering Emerging Developing Expanding Bridging Reaching
students will students will students will students will students will students may
be able to be able to use be able to be able to use be able to need little to
understand the visual supports employ a wider the L2 write no ESOL
text through that correlate range of vocabulary explanatory support.
reading with to the text. vocabulary and with greater and persuasive
the teacher They can form sentences ease in order texts using a
and visual communicate with some to explain and wider range of
supports. the message grammatical support the necessary
Students can from the story errors. They central idea vocabulary.
communicate a using visual can use visual with evidence Grammatical
moral through supports and supports in from the text. and
GSE - Georgia one word and short conjunction mechanical
visual sentences. with Scaffold: errors will be
Standards of representation. Students can independent Teacher will fewer.
Excellence engage in peer reading and front load
Scaffold: discussion to peer vocabulary and Scaffold:
Visuals of the help with discussion. choral read Teach will front
story will be comprehensio Students with the load
provided that n. should be able students to vocabulary and
follow the plot. to convey the facilitate offer
Students can scaffold: central idea in comprehensio appropriate
use a visual Visuals of the complete n. Students facilitation
support to story will be sentences with will not a visual through
convey the provided that some representation examples and
moral and follow the plot. grammatical of the story modeling.
choose a word Students can errors without being read.
from a word use a visual a word bank.
bank, that has support to
translations. convey the
moral and Scaffold:
choose a word Teacher will
from a word front load
bank to help vocabulary and
them form a choral reading
simple sanction with these
conveying the students to
central help them with
message. difficult
pronunciations
of words.
Visual
 representation
s are available
for a further
scaffold if
needed.

Informal assessment will be conducted during the QR reader game and task card
activity. The QR reader game will inform the teacher on whether the students
know the different elements of a story and on the types of literary works there
are. The task card activity will inform the teacher on whether students can
Formal and Informal recount a story, derive a central message, and support that message with textual
Assessment evidence. The formal assessment will be based on the final artifact that is
produced. Students will read a longer passage, derive a central message, support
it with three details/ text evidence, and utilize academic language; such as plot,
character, and setting. They will use illustrations with captions to help them
express the central message in written and oral form.
3. LESSON AND ASSESSMENT PLAN ACTIVITIES
To introduce the lesson, I will start a quick review discussion on terms such as
plot, setting, and character / character traits. To motivate studetns and grab
their interest I will play a quick QR code game. This will help them think about
Introduction
Instructional Strategies & Learning Tasks that Support Diverse Student Needs

the parts of a story and refresh their memory. Students will be placed in two
(10 minutes)
homogenous groups based on their ACCESS scores. Students with lower L2
abilities will have a multiple choice scaffold in the game and students with higher
scores will not have that scaffold.
For the body of the lesson we will focus on the story task cards. I will do one with
the class as an example. We will read the task card together, think about what
happened, and put the events in order. Then we will write down what the setting
is and who the characters are. Then we will talk about what the lesson of the
story is. Once we have decided what the moral is then we will, use a highlighter
to highlight some detail or evidence in the text that supports that moral or
lesson. Then we will draw a quick picture depicting the lesson. After students
Body have seen the model I will put them in homogenous pairs, or if necessary, groups
(20 minutes) of three based on their ACCESS scores. The higher level students will be given
task cards with stories that are a little longer and complex than students who
have lower scores. Each group will have three task cards to complete. Once they
have completed them Each group will be given the opportunity to discuss one of
the task cards. I will ask discussions questions to make sure students understand
plot, characters, setting, and how to determine a central lesson. I will also
determine if students understand how to find appropriate details and evidence to
support that message.
. I will ask discussions questions to make sure students understand plot,
characters, setting, and how to determine a central lesson. I will also determine
if students understand how to find appropriate details and evidence to support
Closure
that message. In preparation for the second part of the lesson, to be conducted
(15 minutes)
the next day, we will talk about the story The Wet Pants. I will ask some
questions such as who is the author? What is the title? What do you think
the story is about?. Then I will front load some of the more difficult vocabulary.
 I will have them use a highlighter to highlight those terms, and then students will
write them at the bottom of the page with the meaning of the word. Then I will
have students quickly read the story. Students with higher ACCESS scores will
read the story independently and students with lower ACCESS scores will grouped
together to choral read with the teacher.
The QR game will be differentiated in the format. For students who struggle with
reading and language will be given multiple choices. The task cards will be
differentiated based on the readers. Longer more complex task cards will be
given to the more advanced students. The reading of the longer story will have
vocabulary frontloaded as a general scaffold and students who struggle with
reading and phonics will participate in choral reading to help them through the
reading. I will base my differentiation on a combination of factors. I will use data
from their ACCESS, DRA scores in conjunction with observations of the students
Differentiation,
strengths and weaknesses from class work. The students will be paired up in
Modification(s), and
homogenous groups. This way they can work through the tasks at a similar pace
Accommodation(s)
with the same necessary supports and modifications. Students with the lowest
ACCESS and DRA scores will be given a multiple choice format for the game,
shorter and simpler task cards, and choral reading support for the longer story.
Students with higher ACCESS and DRA scores will be given just the questions for
the game, more complex task cards, and will read the longer story in partner
groups. All students will be given the support of modeling for all activities, front
loaded vocabulary, review and oral comprehension questions for the story. All
students will be allowed to conference individually on their final poster.
4. LESSON AND ASSESSMENT PLAN RESOURCES
IPad
Task cards
Materials Highlighters
Individual copies of The Wet Pants short story
Pencils/ pens