EDR 317/318 LESSON PLAN #2

Lesson Plan #2
Lauren Russell

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Name: Lauren Russell
Lesson Day Date: April 16, 2018
Grade: 3
Topic: PSSA Practice
Grouping: Whole Class (25 students)
Time: 40-50 minutes

Goal Statement  What is the main idea of the text?

A description of the enduring understanding or big ideas that  What is the evidence that supports my answer?
students will possess at the end of the Learning plan based on  How does this evidence prove that my answer is correct?
grade level content standards and curriculum.

In this lesson/activity, the students will practice reading PSSA passages, answering
How will this lesson support the learning goal? multiple choice questions, and completing a writing prompt using the RACES (see
(1c: Setting Instructional Outcomes) academic language) strategy which will help them receive full points on the
assessment. The RACES strategy helps students keep track of the necessary
information which they need to include in their written answer. It requires students
to think further than just writing the answer, as they need to provide evidence and
support/back up that evidence. This lesson is a review in their preparation for the
upcoming PSSA in English Language Arts.

Standard - CC.1.2.3.B
PA Standards Ask and answer questions about the text and make inferences from text; refer to text
List the Pennsylvania Standard(s) relevant for this lesson. to support responses.

Standard - CC.1.2.3.A
Determine the main idea of a text; recount the key details and explain how they
support the main idea.
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Academic Language  Author’s Point of View

What language will students be expected to utilize by the end  Main Idea
of the lesson? Consider Language function and language  RACES
demands (see Lesson Plan User Guide). Restate Question
What key terms are essential? Answer Question
What key terms are essential to develop and extend students’ Cite Examples/Evidence
academic language? Explain how Evidence Supports Answer
What opportunities will you provide for students to practice Sum it all Up
the new language and develop fluency, both written and oral?

1. Students will be able to answer both literal and inferential questions after
Objective(s) reading “Animals at Play” by Aline Alexander Newman
(1c: Setting Instructional Outcomes) 2. Students will include all five parts of the RACES strategy in their response to
Taking into consideration the learning goal what is the the provided writing prompt.
objective(s) of this lesson that will support the progress 3. Students will discuss low-graded responses to the writing prompt retrieved
toward the learning goal? from the PSSA website by identifying what the responses were missing.

The statement should be directly observable (use verbs that

can be measured).

1. “Animals at Play” by Aline Alexander Newman passage from PSSA Grade 3

Technology Materials/ Resources English Language Arts Item and Scoring Sampler (2015) – one for each
(1d: Demonstrating Knowledge of Resources) student (25)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning 2. RACES bookmark (example image below) – one for each student (25)
objective/outcomes? If appropriate, what educational
technology will be used to support the learning outcomes of
this lesson? How do the resources support the learning
objectives?
Cite publications and any web resources.
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The “Animals at Play” passage will be given to each student in a packet with the
reading passage, multiple choice questions, and writing prompt in PSSA format
attached. Students will be allowed to write all over the passage and mark up the
questions in any way they like. The RACES bookmark will be used as a resource
during the writing prompt for students to reference to make sure they are including
all of the information needed in their answer.

Anticipatory Set 1. Good Afternoon, boys and girls. For the past few weeks we have been
(1a: Demonstrating Knowledge of Content and Pedagogy) practicing the many strategies you can use when taking the Language Arts
PSSA and reading the passages and answering questions.
____ minutes 2. Can anyone name a few of the strategies you have learned to use? (expect
How will you set the purpose and help students learn why responses such as RACES, margin notes, text symbols,
today’s lesson is important to them as learners? underlining/highlighting, reading questions first) Ask students to elaborate on
How will you pique the interest or curiosity regarding the strategies.
lesson topic? 3. Great! I am pleased to hear that you have a good memory of all these
How will you build on students’ prior knowledge? strategies, because they will be very helpful to you when you are taking the
How will you introduce and explain the strategy/concept or Language Arts test. An average student would simply read the passage
skill? straight through and answer the questions, but exceptional students would
apply all the strategies we have talked about.
Provide detailed steps. 4. Today we are going to be reading a passage about animals playing together
and you will be answering questions and responding to the writing prompt.
5. The main focus for today’s passage is going to be the writing prompt. You
will be given time to work with a partner and respond to the multiple-choice
questions, but we have already had a lot of practice on multiple choice
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strategies, so I would like to spend some more time on the writing prompt.
6. First, does anyone have any background knowledge on how some animals
play together? Accept all relevant answers
7. This article will give us information about many different animals, some you
may not know much about.
8. We are going to read through the passage together, you will then work with
one partner to complete the multiple-choice questions, and then we will come
together again before starting the writing prompt individually.

I/We do:
Instructional Activities 1. Boys and Girls, the first thing we are going to do is read through the
(1a: Demonstrating Knowledge of Content and Pedagogy; multiple-choice questions. Pull up the passage on the SMART board with
1e: Designing Coherent Instruction) writing features.
2. Read each question and underline important information. For example,
Exploration (Model): How will students explore the new Question 2 asks, “What does the word miserable mean as used in the
concepts? How will you model or provide explicit passage?” Boys and girls, in this question, the underlined word is giving us a
instruction? hint that this word is going to be used in the passage, so when you come
across the word miserable, think about what it means. You may know from
Guided Practice: How will you provide support to students as background knowledge, but it is still smart to think about it only in the
they apply the new concept? How will you allow them to context of the passage.
practice (with teacher support)? 3. After all questions have been discussed, tell students to get ready to listen to
the passage. Remind students that the only items they need on their desk is
Independent practice: How will students review and solidify the passage and a pencil or highlighter. This will eliminate distractions for
these concepts to be able to use this new knowledge? How some students.
will you monitor and provide feedback? 4. I am going to read the passage aloud, so while I am reading remember to
practice your strategies by underlining important information and including
Provide detailed steps. your text symbols!
5. Read passage aloud. Stop briefly between passage sections for students to
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finish up any note taking.

Students do together:

1. Now that we have read through the passage, you should have some margin
notes which will help you not only in the multiple-choice questions, but also
with the writing prompt we will be doing later.
2. The next thing we need to do is answer the multiple-choice questions, and
there are 10 of them that need to be completed. Everyone may work with one
other person, but no more than one. You may also work on the questions by
yourself if you would like.
3. You may spread yourselves out around the room.
4. Give students approx. 15-20 minutes to complete the multiple-choice
questions together.
5. Walk around the classroom as students are working and redirect/answer
questions if necessary.
6. Give students 5-minute warning, if they have not completed all questions by
the end of the time, they will return to their desks and review them with the
class.
7. Ask students to share their responses for each of the multiple-choice
questions.

Before Student Independent Practice

1. Before we move into our independent practice, which is the writing prompt
for this passage, we are going to a review of the RACES strategy you have
learned.
2. Each of you has a white board in your seat pocket, pull that and a dry erase
marker out.
3. As a review, when I say the letter of RACES, I want you to write down what it
stands for and then hold it up. (formative assessment/check for
understanding)
4. Go through each letter of RACES.
5. If any of the letters are difficult for students, review.
6. I have a bookmark for each of you that has each part of the RACES strategy
explained for you. I am giving this to you for this independent practice
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because I want to see the most descriptive and supported short-answer that
you have ever written.
7. Hand out bookmarks.
8. You can use the bookmark to support you if you forget what any of the
requirements are, and check them off as you go.

Students do alone (Independent Practice):

1. Now I think we are ready to complete the writing prompt. The question asks,
“How does the description of the ‘ice skating’ bison support the idea that
animals play in groups? Use information from the passage to support your
answer.”
2. Give students 15-20 minutes to complete the writing prompt.
3. Walk around classroom and redirect/answer questions if necessary.
4. As teacher is walking around, take note of any responses that have answered
the question correctly while using the steps of RACES, if students are not
using RACES, remind them of their bookmark.
5. When time has ended, allow a few volunteers to share their responses.
Teacher points out positive aspects of the response.

Closure 1. Boys and girls, I am very pleased with the hard work you all put into this
(1e: Designing Coherent Instruction) practice today. You have all grown so much as test takers, and I am very
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confident in your abilities to be successful on the assessment.

___ minutes 2. You worked through the multiple-choice questions with ease, and even
How will students share or show what they have learned in though the writing prompt was challenging, you did your best to support
this lesson? your answers.
How will you restate the teaching point and clarify key 3. Before we finish for lunch, I would like to read to you the example answers
concepts? that were submitted by real third graders somewhere in third grade in
How will you provide opportunities to extend ideas and check Pennsylvania. I have already heard some of your great responses that would
for understanding? earn 3/3 points, so I will read the 2/3, 1/3, and the 0/3.
How will this lesson lead to the next lesson? 4. Read each example and ask students to discuss what is missing from the
responses.
5. As you can see, we have had a lot of practice with these writing prompts and
I think we are in great shape for the real deal.
6. As you are taking the test, make sure to keep in mind all the strategies we
have been learning over the course of the year which are going to make it
much easier for you to answer the questions correctly!
7. As always, the most important thing is to try your best!

 Students with exceptional strengths in Language Arts: Will be given the

Differentiation opportunity to work with struggling ELA students as a “mentor” in the
(1e: Designing Coherent Instruction) process of responding to the questions.

What differentiated support will you provide for students  Students who struggle in Language Arts: Will be given a graphic organizer
whose academic development is below or above the current with which they can organize their thoughts before writing them in the
grade level? writing prompt. Student will be paired with strong ELA student for partner
What specific differentiation of content, process, products, work.
and/or learning environment do you plan to employ to meet
the needs of all your students?  English Language Learners: Will read the passage with a one-on-one teacher
How does your lesson support student differences with regard at a slower pace. The student will be stopped at checking points for
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to linguistic, academic, and cultural diversity? comprehension checks and they may ask for clarification on words they do
not understand. Student will be paired with a strong ELA student for the
How will your lesson actively build upon the resources that partner work.
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students,
including English Language Learners, and build upon the
linguistic, cultural, and experiential resources that they bring
to their learning?
How will your lesson is designed to promote creative and
critical thinking and inventiveness?

Accommodations Although there are no students in this class who currently have a 504, there are ways
(1e: Designing Coherent Instruction) in which the lesson could be adapted to suit the student.
 Students with visual impairments: Students who have a slight visual
What classroom accommodations do you plan to employ to impairment (example: far sightedness) will be provided with a larger printed
increase curriculum access for students identified with special text.
education needs or 504?  Students with ADHD: Student will be seated closest to the teacher for simple
Describe how these accommodations align with the current redirection. They will also be given cues for where they should be looking
Individualized Education Plan (IEP) for each student as for the information in the large amount of text (paragraph which writing
applicable (avoid using actual names of students). prompt focuses on will be highlighted) If necessary, they can be given a more
spread out/larger text print version of the passage.
 Verbal, visual, and auditory aids could be used in this lesson if needed by a
student with a specific learning impairment.

Although there are no students in the class who currently have an IEP, there are
Modifications ways in which the standards and expectations could be adapted to suit the student.
(1e: Designing Coherent Instruction)  Student will verbally respond to multiple-choice questions and writing
prompt
What curricular modifications and/or changes in  Choices will be reduced to a lower number.
performance standards, if any, do you plan to employ to  If student qualifies for PASA, they will work on-on-one with a teacher on an
facilitate the participation of students identified with special alternate practice assessment.
education needs?
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Assessment (Formal or Informal). Formative Assessment:

(1f: Assessing Student Learning) Teacher will be listening to student responses during discussion of the multiple-
choice questions. If students do not understand the wording or task of the question, it
How will you and the students assess where the learning will be explained more explicitly. Students are required to write margin notes while
objectives, listed above, were met? reading the passage, the teacher will observe which students are doing this and will
Each formal or informal assessment should describe how it is review the strategy if many students are not. The teacher will also be walking around
aligned to the above objective(s). while students are working in partners to complete the multiple-choice questions.
During the RACES review on the whiteboards, the teacher will be taking mental
notes of which concepts are mastered by the students and which ones need to be
reviewed.

Summative Assessment:
Students will be handing in their packet with the responses to the multiple-choice
questions and their writing prompt. These will both be scored by the teacher. The
writing prompt will be scored with a checklist similar to the RACES bookmark.
Students will receive a point for each piece of information included in the writing
prompt. Half points can be added/removed for partial information.

Checklist example: 2pts. 1pts. 0pts.

Restated Question _____ _____ _____

Answered Question _____ _____ _____
Cited Examples/Evidence _____ _____ _____
Explained how Evidence Supports Answer _____ _____ _____
Summary Sentenc _____ _____ _____
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Reflection on Instruction The opportunity to teach this lesson was given to me by my mentor teacher two days
before I implemented it. The students in this class were preparing for the PSSA,
What evidence did you collect to demonstrate that your which was the following week, and he asked if I would like to lead a lesson in which
students have met or are progressing towards the learning the students practiced answering passage questions and responding to a writing
outcome? prompt. He told me I could select an example passage from the PSSA website, for
What changes or adjustments had to be made during the which he gave me the resources. I was very surprised at the number of practice
lesson (justify those changes) to ensure students make passages that are available for each grade. They really are a great resource for
adequate progress in meeting the learning objective? practice and preparation. In the day and a half I had to prepare for this activity, I
What changes will have to be made to the next lesson in order downloaded to annotated passage from the Pennsylvania website and also annotated
for students to be on pace in meeting the overall goal of the the passage myself so that nothing would come as a surprise me if the students had
Lesson or Unit? to ask me questions. My mentor teacher told me that he would like me to focus on
the writing prompt, as the students seemed to be comfortable with the multiple-
Taking good notes about each lesson will help as you develop choice practice they had been doing. He mentioned that he had previously taught the
a formal reflective narrative at the end of the SLO. students a strategy called RACES which is a way for them to make sure that they are
including all the necessary information in their writing responses that would earn
them the maximum points on the test. I decided that I would focus my lesson around
that strategy, but didn’t want to leave the multiple-choice questions out, since they
are such a large part of the test as well. I printed out little bookmarks for each
student to use during their writing, and I found that this helped them a lot.
During my instruction, there were a few things I would have done differently. While
doing the read-aloud of the passage with the students, I felt as though I was losing
the attention of a few students. I think this happens in any class, and I’m not sure
what reading approach could keep 100% of the students engaged, but I think I could
have chosen a better strategy of reading a length passage such as this one. I had the
students work in partners for the multiple-choice question. I found that some
partners were working better than others, so I think in future lessons I will have pre-
planned partners or groups with students who would work well together. I tried to let
them work as independently as possible, so while I was walking around to
formatively assess I was only interrupting if I heard a conversation going off track or
if students were not focusing on the task.
For the writing prompt, I found that many of the students found the bookmark to be
a very helpful tool in writing a complete response. As I was walking around I
noticed that some students wrote the acronym down the side of the page and checked
off each letter as it was completed. At the end of this lesson, I decided to read some
of the example responses because I had some extra time. This, in hindsight, should
have been a pat of my plan from the beginning. The students engaged in meaningful
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conversations about why each example received the score it did and I thought this
was a great thing for them to see.
Overall, I think this lesson went very well and I got meaningful feedback from my
mentor teacher. The PSSA preparation process is something that usually doesn’t
allow for a lot of creativity, but I was pleased with how the students performed on
the questions and writing prompt.