K-3 Lesson Plan Framework

Preservice
Teacher:
Date:

Lorena Riveras
Day one: March 16, 2015
Day two: March 17, 2015
Day three: March 18, 2015

Title:
Intervention Week Four
Learner
Profile:

Small Group Session: Third grade students, total of four. Three of the four
students are ELLs and in different levels of the ESOL program.
Level 1: one student
Level 5: two students

Subject(s):

Day one:
Reading: Comprehension will be covered in this activity when students recall
details and use the pictures in the book to retell and summarize what
happened in the book Alexander and the terrible, horrible, no good, very bad
day.
Day two:
Reading: Comprehension in this activity will be seen through the students
ability to recall information from the story Alexander and the terrible, horrible,
no good, very bad day to answer questions, such as Main character, setting,
etc.
Physical Education: The students will answer comprehension questions while
they throw a beach ball to one another. The questions are written on the beach
ball and must select a color and answer the question written on that color.
When throwing and catching the ball students will develop gross motor
functions as well hand eye coordination.
Day three:
Reading/Writing: Comprehension will be developed through the students
ability to make connection of the concept of cause and effect by recalling some
causes and effects that may have happened to them in their life. They will use
a dry erase board to write these down.

Standards:

LAFS.3.RI.1.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LAFS.3.RI.1.2
Determine the main idea of a text; recount the key details and explain how
they support the main idea.
LAFS.3.RL.1.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LAFS.3.RI.1.3
Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.

Time Frame:
Objectives:

Three days a week for 30 minutes each day.

Day one: After reading the story Alexander and the terrible, horrible, no good,
very bad day, students will recall information to summarize the story.

Day two: While playing a comprehension beach ball game, students will use
details from the story Alexander and the terrible, horrible, no good, very bad
day to answer comprehension questions.

Materials:

Day three: After reviewing cause and effect, students will be able to come up
with three cause and effects that may have happened in their life, with 80%
accuracy.
Day one:
Book: Alexander and the terrible, horrible, no good, very bad day
Cause and effect graphic organizer
Reflective journal
Day two:
Book: Alexander and the terrible, horrible, no good, very bad day
Beach ball
Reflective journal

Anticipatory
Set:

Day three:
Dry erase boards
Dry erase markers
Book: Alexander and the terrible, horrible, no good, very bad day
Checklist
Day one:
Students will be asked if they can remember the story they read during the
previous meeting of intervention, Alexander and the terrible, horrible, no good,
very bad day. Students will then be given the opportunity to say some of the
things they remember from the story. After, teacher will inform students that
today we will be doing a story walk and explain what a story walk is. A story
walk is when student recalls details from the story and summarizes just using
the pictures and information they may already know.
Day two:
To introduce the lesson, students will be asked if they can remember the story
have been reading, Alexander and the terrible, horrible, no good, very bad day.
Students will then be asked to share some details and important parts about
the story that has been read. Students will then be informed that they will be
taking part in a game where they will have to answer questions about the story
as they throw each other a beach ball. The questions will be written on the
beach ball.
Day three:
Students will be asked they can recall what cause and effect is and what they
have learned from the terms. Students will be given the opportunity to discuss
as a group cause and effect are and share their ideas. Then once students have
given the information which they have gained a video in the concept will be
shown. The video will be used as a refresher to remind the students of any
parts of the concept they might not know.
-

Activities:

Teacher will play video:

https://jr.brainpop.com/readingandwriting/comprehension/causeandeffe
ct/preview.weml

Day one:
Once students have recalled information from the story they have read
earlier in the week, teacher will begin to turn through the pages of the
book and one by one students will be given the opportunity to tell some

details that happened in the specific part of the story.

Each student will be discuss one page of the story. While the discussion
is taking place the other students will be able to share information of
the student who is talking about the specific page is struggling with any
details.
Group will go through the whole story.
As a group students will work together to tell a summary of the story
orally, using details from the story.
Then teacher will hand out a graphic organizer table labeled cause and
effect. Students will then be instructed that they are to use this table to
identify some causes and effects discussed in the book Alexander and
the terrible . . .
Once the students have identified at least four causes and effects they
will share with the rest of the group.

Day two:
Once students have been introduced on to the comprehension game
they will be taking part in the teacher will present the beach ball that
they students will using.
The ball will be thrown up in the air and one student will catch it. The
first student will select a color on the beach ball and will read and
answer the question on the beach ball section that has been chosen.
If student has difficulty answering question, the other students in the
group will be ask to help with the question if they know the answer. If
students are still having a tough time teacher will facilitate by giving
cues using story details.
This step will be repeated, by having the first student throw the ball to
another student in the group. This will be done until all of the questions
written on the ball has been completed.
Once students have answered all of the questions students will be
asked to share something they learned from reading the story
Alexander and the terrible, horrible, no good, very bad day. Each
student will have a chance to share.
Day three:
After playing the brainpopjr video for the students and having sharing
what is remembered of the topic cause and effect, students will be put
into pairs to work together on the activity.
Each pair will be given a dry erase board labeled cause and effect and a
dry erase marker.
Students will then be instructed that they will use the board to write a
cause and effect of their own. Each student will put one cause and one
effect on their board ( there is enough space on the board for the pair)
Once students have written their cause and effects they will share with
the group.
This step will be repeated 3-4 times making sure that all students have
the correct understanding of what cause and effects are and if they are
relating it correctly.
If students are having difficulty with understanding restate instructions
and concept for clear understanding from the students.
Assessment:

Day one:
Student assessment: Students will be assessed through their participation
during the story walk. They will have a page where they will discuss what is
going on in that particular part of the story. While doing so students will also be
asked questions to scaffold their learning. They will be assessed through their
answers for those questions.
Reflective Journal: Teacher will complete reflective journal once the lesson

has been completed. Notes will be taken on how lesson worked and did not
work. Also, what could be planned for the next intervention meeting.
Day two:
Student assessment: Assessment of this activity will be done through the
students ability to answer the questions on the beach ball correctly. A checklist
has been created for the purposes of collecting this data.
Reflective Journal: Teacher will complete reflective journal once the lesson
has been completed. Notes will be taken on how lesson worked and did not
work. Also, what could be planned for the next intervention meeting.
Day three:
Student assessment: Objectives will be assessed when students correctly
identify and write a cause and effect of their own. They will have multiple
opportunities to do so. Teacher will use a checklist to make notes and assess
the students completion.
Reflective Journal: Teacher will complete reflective journal once the lesson
has been completed. Notes will be taken on how lesson worked and did not
work. Also, what could be planned for the next intervention meeting.
ESOL
Strategies:

ESOL strategies that will be used during the intervention sessions are
repetition. The story will be repeated more than once throughout the week.
This will give ELL students the opportunity to fully understand the story or any
concepts learned through the story with so much exposure to it. Also, through
the use of visuals to make connections of context to the story. The lesson of
having the students do the story walk give them the opportunity to connect
visuals to the story.

Adaptations:

Adaptations for this lesson were not necessary, but in the case that they
would be needed, I would read the story myself with the student once
more. Also, through the use of gestures when explaining concepts or giving
instructions. Lastly, by being sure to speak slowly and clearly for student to
receive a better understanding of what is expected from them when
completing a task.

Remediation:

For students who are still having difficulty with the lessons, story can be read
once more for more clarification while answering the questions. Also, students
will have the story in front of them while answering the questions so they will
be able to use it and look for the information needed to answer the questions.
Another way would be to explain the questions being asked in different terms,
using vocabulary that is easier for the students to understand or by giving
examples of how the question could be answered.
Oral Language: Oral language will be seen throughout the activities as the
students answer questions and have discussions with the teacher as well as
one another while discussing the story they have read.
Vocabulary: Any terms the students may not understand will be clarified.
Teacher will take the time each session to ask students to identify any terms
they may not understand. This way students will have an easier time
understanding the story and expand their vocabulary knowledge.
Phonics: Students used their prior knowledge of letter sound correspondence
while reading the story.
Phonological Awareness: Students had to orally retell the story without the
use of the text only what they could remember, or with the use of pictures.
Fluency: Fluency will be integrated as the students each have an opportunity
to read a part of the story. This will give them practice as a reader to build their
fluency.
Comprehension: Comprehension is integrated into all of the lesson in
different forms of questions information and details that were seeing in the
story. This way it could be assessed if students are truly understanding what

Curriculum
Integration:

Home
Learning:
Resources:

Reflection:

they are reading.

Students will read each night for 30 minutes. Each meeting of intervention they
will share what they have read and something new they learned through their
reading.
Book: Alexander and the terrible, horrible, no good, very bad day.
Cause and effect video:
https://jr.brainpop.com/readingandwriting/comprehension/causeandeffe
ct/preview.weml
Day one:
Students took part in another book walk for the story of Alexander and the
terrible, horrible, no good, very bad day. Since it had been the whole weekend I
did not want to jump into any activity without first having a refresher of the
story we would be working with. Also, a book walk was previously done with
the group and some members had been absent during the reading of the story
therefore I wanted to be sure the full understanding of a book walk was
understood. Once the students had completed their book walk, I reminded
them of the cause and effect concept we had been working on. I told them that
there are many causes and effects in the story Alexander and the terrible,
horrible, no good, very bad day. I then told them that they would each receive
a graphic organizer where labeled cause and effect and they would have to
identify at least four causes and effects from the story. Most students were
successful with this task except for one student SO. From this information I was
able to determine that she needed further instruction and we would work on
cause and effect a little longer.
Day two:
To fully understand the story of Alexander and the terrible, horrible, no good,
very bad day, I planned for the students to once more take part in the beach
ball activity. In the activity students would answer questions in relation to the
story, the questions were along the lines of main idea, characters, setting, etc.
Once more students loved the use of the beach ball to answer questions. Once
mastery of objectives was obtained I decided to go over cause and effect once
more and as a group identified and discussed some of causes and effects in the
story. Students SO who had previously been having the most trouble seemed to
understand a bit more during this time, she was able to identify two causes and
effects.
Day three:
This was the final day of intervention and I decided to stay on the topic of
cause and effect. For the final lesson students worked in pairs using a dry erase
board to come up with their own cause and effect. There was enough room on
the board for each students to each write one each turn they had. They all had
4 turns. Originally it should have only been 3 but students SO was having
difficulty. After the second error I made sure to clarify what was expected. On
the third try she did better and in the final attempt I could determine that she
had mastered the task. As a wrap up of the activity the brainpopjr video was
shown once more but this time I cut it off when it became repetitive.