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
task cards, and a longer story.
Speaking- Students will demonstrate they understand and can support the moral
Academic Language

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
Syntax or
discussion of task cards with partner and through their independent final project.
Discourse
They will have to demonstrate that they can recount main details from a text that
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
one word and short conjunction mechanical
visual sentences. with Scaffold: errors will be
representation. Students can independent Teacher will fewer.
GSE - Georgia engage in peer reading and front load
Standards of Scaffold: discussion to peer vocabulary and Scaffold:
Visuals of the help with discussion. choral read Teach will front
Excellence 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 day’s activities I will have them reexamine The Wet Pants story.
Introduction
I will ask comprehension questions to ascertain what they remember and if they
Instructional Strategies & Learning Tasks that Support Diverse

(5 minutes)
are developing ideas about what the moral of the story is about.
First I will have students reread The Wet Pants. We will review the front loaded
vocabulary first as a group. The students grouped with higher DRA/ ACCESS
scores will read the story in partner groups. They will take turns reading a
paragraph. Students with lower DRA/ACCESS scores will participate in choral
reading with the teacher. I will ask comprehension questions to determine if
students comprehend the content of the story. Next I will show students an
Student Needs

example of the poster I want them to produce for y summative assessment. I will
Body use a story that they are familiar with The Tortoise and the Hare, so they already
(30 minutes) have a schema for the content of that story. I will explain, through my example,
what content is needed for the poster. Students must include the title, the
setting, characters, plot, the moral and three pieces of text evidence to support
the moral they determined. Then I will allow students to work in their partner
groups on the posters. Students must produce their own induvial poster.
Continuous instruction and guidance will be given and adjusted throughout the
poster making process. Students who need additional support will be seated
closes to the teacher.
Students will be given the opportunity to share their posters with their peers.
Closure
They will explain the moral they determined and how they came to that
(10 minutes)
conclusion through the visual representation of the appropriate text evidence.
The reading of The Wet Pants 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 student’s strengths and weaknesses from
Differentiation,
class work. The students will be paired up in homogenous groups. This way they
Modification(s), and
can work through the tasks at a similar pace with the same necessary supports
Accommodation(s)
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

 Highlighters
Materials  Individual copies of The Wet Pants short story
Pencils/ pens
 Blank white paper

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