C909 Task 1
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School
Western Governors University *
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Course
C909
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
4
Uploaded by ProfessorSnowBarracuda26
Direct Instruction Lesson Plan Template
General Information
Lesson Title
Spotting Clues
Subject(s)
ELA
Grade, Level, and Setting
3
rd
Grade
Prerequisite Skills or Prior Knowledge
Students need to possess the skill of reading and comprehending passages.
Standards and Objectives
State/National Academic Standard(s)
https://tea.texas.gov/academics/curriculum
Knowledge and skills.
(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively, ask relevant questions to clarify information, and make pertinent comments;
Learning Objective(s)
Using clues and evidence (condition) students will be able to predict (behavior) characters’ actions using clues from the text with an 80% accuracy (criterion).
Materials and Technology
Materials
Pencil
Highlighter Markers
ELA Journals
Follow the clues Worksheet Index Cards
Exit Ticket
Technology
The SMART board will be used to access a variety of reading materials for guided practice activities. Chromebooks will be used to access reading passages for individual and group tasks.
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s)
Explain: Students will be able to determine the character's next move by analyzing the text for clues.
Vocabulary
Prediction: Telling a forecast
Clues: Evidence
Discourse and/or Syntax
Discourse: Through oral discussion, the teacher will ask students questions that will jog students understanding when identifying context clues.
Ex: What do you think the context clues mean?
Planned Language Supports
On the SMART board, the teacher will model how to identify context clues words when reading passages. The teacher models underlining context clue words. Ex. Therefore, then, after, because etc.
Instructional Strategies and Learning Tasks
Activity Description/Teacher
Student Actions
Anticipatory Set
Ask students to write about a character getting ready for a location without naming
it. Give an example. Five minutes to write.
Once the students have completed their work, collect all of the index cards, shuffle them, and randomly distribute one to each student.
Ask the students to read their cards and identify the location of their character's destination.
Ask students to read their cards and explain their reasoning for naming a specific location.
Tell students that predicting involves using story clues to guess what happens next.
Students will complete and engage in the writing activity. Presentation Procedures for New Information and/or Modeling:
Through oral discussion strategies, the teacher will present new vocabulary words with definitions. The teacher will ask questions in regards to what examples come to mind when the word prediction or clue is given. This strategy will facilitate think-aloud and brainstorming strategies. The teacher will have each student place the correct definition and visual examples Students will learn new vocabulary with definitions with
visual examples.
beside the correct words on the word wall. Guided Practice:
In groups of three, the students pick a book 3
rd
grade-level fictional book with an excerpt of choice or the following text, written in ELA journals. Guide students in finding clues to predict actions.
When questioning the students, please use a highlighter marker to underline the keywords and phrases that are important.
Ask students to make a prediction and share it with their partner along with any supporting evidence.
During a class discussion, encourage students to share their thoughts and ideas by writing them in ELA journals. Each student will pick a book from the bookshelf to use. Students will go to their assigned groups and work on the task.
Independent Student Practice:
Have students complete the "Follow the Clues" worksheet using the "Welcome to Third Grade Guss" passage to predict and locate clues.
Students will work individually to complete the worksheet.
Culminating or Closing Procedure/Activity
On Chromebooks, the teacher will have students play the Making Predictions Game
to help further understanding of identifying
context clues. HTTPs://www.quia.com/rr/828922.htmlstill
Students will work individually and engage in the game to learn
how to make predictions using context clues. Instructional Accommodations
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented Students
I would have students work with partners and designate each gifted and talented student as group leader. Have students choose a book from a grade level higher than third grade. English learners (ELs)
Give students additional time. Have visuals when learning new vocabulary. Students with Other Special Needs
Allow students to create a visual for the Anticipatory Set. And to share their response orally giving a description vs writing. Give students additional time.
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Assessment
Formative
During group tasks, I will walk around and observe understanding and performance. Students will be able to ask questions which will lead to data collection. Summative
The exit ticket includes (2 questions) matching definitions with the correct vocabulary word and then reading a short five-sentence passage and identifying 8 correct context clues by either circling or underlining them. Students will need to score 80% accuracy. Texas Education Agency. (2023b, June 2). Curriculum standards. https://tea.texas.gov/academics/curriculum
Educational games, worksheets, and more for kids. Education.com | #1 Educational Site for Pre-K to 8th Grade. (n.d.). https://www.education.com/
WGU Performance Assessment. (n.d.). https://tasks.wgu.edu/student/010175471/course/28180012/task/3600/
overview