DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

ELEMENTARY LESSON PLAN TEMPLATE

Sample Semester 2 Lesson Plan

Teacher Candidate: Heidi Rowley

Grade Level: 3rd Title: Comprehension Lesson with Balloons Over Broadway by
Melissa Sweet
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
20 students, 10 boys and 10 girls
1 ELL Student- Student A level 2 Student A is unable to read Spanish. He works with an aid during Language
Arts. (His aid does not speak Spanish)
No students with an IEP
Behavior: Student C has Autistic tendencies, but not Autistic, just needs to know what he is doing and why and
he is gifted especially in science areas. He also tends to shout out.
Student B gets distracted easily unless engaged in activities.
Advanced Learners: Student D, Student F, Student G and Student E. (Student E is high in math yet very low in
reading.)
Classroom Environment:

The classroom space is limited because the class is held in the portables which are smaller than the
other classrooms inside of the school. Students desks are group into three tables of six or eight
desks. There is a white board and a smart board in front of the room and a rug where students may sit
for instruction time. In the right corner there is another rug and a level reading center where students
can choose books to read during silent reading time. In the left corner there are computers students
can use during center time. In the back left corner is the teachers area with her computer and
cabinets for storage. In the back of the room there is a table for small group work and instruction.
Along the back wall is where students hang their backpacks and keep their water bottles. Since there
are no drinking fountains near the portables there is a water dispenser in the back right corner of the
room by the door. Ipads are now available.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
State Standard/Objective (from Unit Plan):
CCSS.ELA-LITERACY.RI.3.3
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.
CCSS.ELA-LITERACY.W.3.3.C
Use temporal words and phrases to signal event order.
Content Walk-Away: I will know how to create a timeline of events from a book and use the timeline to draw 3
events to summarize the book and then orally give a summary.
Language Walk-Away: I will know how to write a timeline of events from a book and use the timeline to orally
give a summary of the events in order, using a drawing with 3 events from the book.
Vocabulary:
Pulley, marionette, traditions, rigged, parade, immigrant

ASSESSMENT EVIDENCE (What evidence do I need to

show the students have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the

lesson): Listen for the word parade, Macys, Thanksgiving during
activating background knowledge.
Observe students to see if they are filling in the timeline with the
appropriate content.
Observe students during group and partner work listening for specific
vocabulary: marionette, puppet, and parade.
Observe students and listen for use of sequential words such as; first,
second, third, then, next, finally, and last.

Student A-Give timeline partially

filled out to prevent him from
becoming frustrated. Pre-teach
vocabulary. When reading
Balloons Over Broadway, make
sure he can see the pictures to
make connections with
vocabulary. Allow Student A
extra time to orally present his
summary.

Content Walk-Away Evidence (Summative): Students were able to

complete the timeline and use it to draw 3 events in the story
(beginning, middle, and the end) and orally tell the summary by
describing the pictures.
Language Walk-Away Evidence (Summative):

Students were able to complete a time line by writing and

orally tell the summary using their time line.

Student B- Give timeline partially

filled out in order to help him
keep up during the reading. Put
lines on the timeline paper to help
keep Student B organized.
Student C- Leave timeline open
for him to fill in all parts. To help
avoid outbursts allow Student C
to help fill out time line on the
board. After Student C has drawn
his summary, allow him to use the
iPad to research other historical
events happening in the U.S.A. in
1924.
Student D: Leave timeline open
for her to fill in all parts. After
completing her summary, allow
Student D to research other
historical events happening in the
U.S.A. in 1924 on the iPad. When
presenting to the class have her
use the microphone to be heard.
Student E: Partially filled in
timeline for him. Pre-teach
vocabulary to easily understand
the read-aloud. Allow him to use
timeline if he needs to while
presenting his picture summary.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE,

etc.). Note: Provide a brief
description for each. Do not
simply list SIOP 4,5,12, etc.

I pre-taught Student A and Student E the vocabulary words: pulley,

marionette, traditions, rigged, parade, and immigrant. Both boys already
knew the word parade. I used the four corner vocabulary chart to teach the
words.
Tell Student A and Student E you will ask them to help you when explaining
vocabulary.

1. Illustration:

SIOP 5 Adaptation of Content pre-teach

vocabulary to help better understand
vocabulary in the text. To be given
needed multiple exposure
SIOP 5 Adaptation of Content pre-teach
vocabulary to help stay focused on
timeline

2. Sentence:

The well must

have a pulley
to retrieve
(get) water.

3. Definition:

A wheel with
grooved lines
for carrying a
line
(string/rope.)

4. Vocabulary Word:

Pulley

Activating Prior Knowledge: Boys and girls lets come to the rug. Now I
know Thanksgiving is coming next week! Thumbs up if you are excited for
Thanksgiving. I am excited too! Remember a few weeks ago when we
brainstormed what we already knew about the human body? (SIOP 8)
Well today, before we read our book that tells of a Thanksgiving tradition,
we are going to brainstorm our favorite Thanksgiving traditions we have.
(SIOP 7) Student A can you tell the class what a tradition is? (SIOP 27)
Good! A tradition is something we do with our families at a certain time
or on a certain day. Post tradition word strip and the meaning to the
board. (SIOP 9) Write Thanksgiving Traditions on the SMART Board.
(SIOP4) One of my favorite Thanksgiving traditions is making pie with
my mom. Write making pies on the board. Lets think in our heads some
traditions we have or do with our families and when you have an idea
whisper it in your fist. (SIOP 5) Allow wait time. (SIOP 18) Now with your
elbow buddy share your familys traditions. (SIOP16) Call on several
students to share their ideas. Be sure to call on Student Bto keep him on
task. Student B what is one of your favorite Thanksgiving traditions?
(SIOP 16) If no one mentions the Macys Thanksgiving Day Parade, say:
Raise your hand if you have seen Macys Thanksgiving Parade we can
watch on television Thanksgiving morning? Show a short clip of the Macys

SIOP 8 Links explicitly made

between past and new concepts.
Brainstorming.
SIOP 7 Concepts explicitly linked to
students background experiences.
Thanksgiving traditions
SIOP 27 Review Key Vocabulary for
Student A before reading.
SIOP 9 Key Vocabulary tradition
introduced to everyone.
SIOP 4 Supplementary materials.
Gives model.
SIOP 5 Adaptation of content. By
having Student C whisper the
answer in his hand, keeps him from
shouting out.
SIOP 18 Allow wait time for

Thanksgiving Day Parade. (SIOP 4)

Formative assessment: Listen for the word parade as the students pairshare.
Modifications/Accommodations: Have Student C whisper the answer into
his hand to keep from shouting out. Call on Student B to tell his
Thanksgiving tradition to keep him on task.
Focus Lesson (I do it): Boys and girls, we will now read our objectives,
written on the board, for Language Arts today together. Content WalkAway: I will know how to create a timeline of events from a book. I will
use the timeline to draw 3 events to summarize the book and then orally
give a summary. (SIOP1)
Language Walk-Away: I will know how to write a timeline of events from
a book and use the timeline to orally give a summary of the events in
order, using a drawing with 3 events from the book. (SIOP 2) (SIOP 3)
Good reading class! Everyone think in your head what these objectives
mean in third-grade language. Student D can you tell us what these
objectives mean in third-grade language? (SIOP 1 & 2) Allow Student D to
use the microphone. (SIOP 4) Thank you Student D. Today I will read you
half of the book titled Balloons Over Broadway by Melissa Sweet. While I
am reading we will fill out a timeline to help us summarize the book. A
timeline helps us map out a sequence, or order of events that happened.
Summarize means we retell the important parts of the book, beginning,
middle, and end. (SIOP 9) Tell your shoulder buddy what a timeline is.
(SIOP 9 & 16) Good! I heard you all say a timeline shows the events that
have happened in order. (SIOP 29) Now tell your shoulder buddy what it
means to summarize. (SIOP 9 & 16) It sounds like you all know summarize
means to retell the important parts of a story. (SIOP 29) After we have
finished filling out the timeline, we will use the timeline to create pictures
to help us summarize the book. (SIOP 1&2) Ask Logan; What will we be
doing as I am reading the book? (SIOP 1&2) Good listening Logan! As I
am reading we will also discuss some new vocabulary words in the book.
Now everyone tip-toe quietly back to your desks.
Before I hand out our timeline papers, I need to tell you your neighbors
timeline might look a little different than yours. That is okay, just be sure
to focus on your own timeline and listen to the story. Pass out
differentiated timelines. (SIOP 5)(SIOP 6) Give Student A partially filled in
timeline to keep his frustration level down. (SIOP 5) Give Student E
partially filled in timeline to help him better focus on understanding the
reading. (SIOP 5) Give Student Bpartially filled in timeline with lines to
keep him organized.(SIOP 5) Give Student Ca blank timeline to fill in as he
is able to keep up and will be less likely to shout out if he has somewhere to
put his focus. (SIOP 5) Give Student D a blank timeline as she enjoys
writing. (SIOP 5)

I like to use a timeline because it helps me map out events that happened
in order. As I am reading I will be looking for ages, dates, if the setting
changes, and new ideas. I have marked 8 lines on your timeline for you to

students to think of their

traditions. Especially Student A.
SIOP 16 frequent interaction.
Allows Student A to practice using
L2.
SIOP 16 Helps Student B stay on
task.
SIOP 4 Supplementary materials
which gives students a fresh visual
of the parade.

SIOP 1 Introduce and post content

objectives.
SIOP 2 Introduce and post
language objectives.
SIOP 3 Content Concepts
appropriate for age and level.
SIOP 1&2 Reviewed concepts with
students.
SIOP 4 Supplementary materials to
help Student D talk loud enough.

SIOP 9 Key Vocab introduced.

SIOP 29 Provide feedback on
vocabulary understanding.
SIOP 1&2 Objectives reviewed with
students especially for Student E
and Student A.

SIOP 5 Adaptation of Content

Give Student A partially filled in

timeline to keep his frustration
level down. Give Student E
partially filled in timeline to
help him better focus on
understanding the reading.
Give Student B partially filled in
timeline with lines to keep him
organized. Give Student C a
blank timeline to fill in as he is
able to keep up and will be less
likely to shout out if he has
somewhere to put his focus.
Give Student D a blank timeline
as she enjoys writing.
SIOP 6 Meaningful activities.

fill in. If you think there are more important parts you may add them in.
(SIOP 5)
Lets begin reading. Have own timeline on the SMART Board. (SIOP 4)
From the time he was a little boy, Tony Sarg loved to figure out how to
make things move. He once said he became a marionette manA
marionette is a puppet with strings attached to its body. (SIOP 9) when
he was only six years old. I just read he became a marionette man at six
years old that will be my first event on my timeline because it tells the
beginning. Write Tony became a marionette man at six years old! Allow
wait time. (SIOP 18) Have Student As aid help him to read what I have
written on the board to clarify language. (SIOP 19)

Timeline

SIOP 5 Adaptation of Content

Student C may come up with more
ideas. Student D may also come up
with more ideas.
SIOP 4 Supplementary materials
Book help students grasp vocab.
SMART Board- Allow students to
see teacher thinking.
SIOP 9 Key Vocabulary

SIOP 18 Allow Student B enough

time to write.
SIOP 19 Have Student A aid help
him clarify any language questions.

Students should have the first box at this point. Continue reading.
His father had asked him to feed their chickens at six-thirty in
the morning-every day. Tony had an idea-what if he could feed the
chickens without leaving his bed? He rigged up some pulleys and
ran rope Explain that a pulley is a wheel with grooved lines for
carrying a rope or a string. Post vocabulary word and meaning to
the board. (SIOP 9) Show students the pulley illustration from
the chicken coop door to his bedroom window. That night, he
spread chicken feed outside the chicken coop door. The next
morning Tony pulled on the rope, and the door to the chicken
coop opened! The chickens ate their breakfast, Tony stayed snug
in his bed, and his dad, so impressed, never made Tony do
another chore. When Tony grew up he moved to London, Oh
it looks like the setting has changed, I better write that on the
next marker of my timeline. where he discovered that no one
was making marionettes for kids anymore
Formative Assessment: Listen for students to explain that a timeline helps us
organize events that have happened. Listen for students to explain that a summary
tell us the important main parts of the story. See if the students first and second box
matches mine as I walk around the room and read.

SIOP 9 Introduce Content

vocabulary

Modifications/Accommodations: Allow Student D to use the microphone.

Review walk-aways a third time for Student E who may have had
difficulty reading with the class. Review walk-aways a third time for
Student A to clearly understand. Give Student A partially filled in timeline
to keep his frustration level down. Give Student E partially filled in
timeline to help him better focus on understanding the reading. Give
Student B partially filled in timeline with lines to keep him organized. Give
Student C a blank timeline to fill in as he is able to keep up and will be less
likely to shout out if he has somewhere to put his focus. Give Student D a
blank timeline as she enjoys writing.
Guided Instruction (We do it)
Okay I am going to continue reading and if you hear something that
should go on our timeline raise your hand. He figured out ways to make
his marionette movement so lifelike that they performed as if they were
real actors. Word soon spread about Tonys amazing marionettes. When
Tony moved to New York I can see a few of you raising your hands.
Student E what did you hear that you think should go on our timeline?
(SIOP 16) Allow wait time (SIOP 18) Why should that go on our timeline?
(SIOP 16)Good observation Student EI can tell you were listening. Now on
our timeline we have first that Tony became a marionette man at six years
old, and then he grew up, moved to London, and then moved to New York
to perform on Broadway with his marionettes. Lets keep reading.
Macys had heard about Tonys puppets and asked him to design a puppet
parade for the stores windows. So Tony made puppets based on
storybook characters Student B did you hear an event that should be on
our timeline? (SIOP 16) Allow wait time (SIOP 18). Why should that event
be on our timeline? (SIOP 16) Good observation Taner! Student D did you
add anything to your timeline that we have not added to ours? (SIOP 16)
Allow wait time. (SIOP 18) Lets summarize what events have happened
so far. Student A, what happened first in our story? (SIOP 16) Can you use
it in the sentence In the beginning of the story_______. (SIOP 9)Allow
Wait time (SIOP 18) Student C will you please tell us the next two events of
the story using a connecting word such as then or next? (SIOP 16) Allow
wait time(SIOP 18)
Formative Assessment: Asking questions to understand the reading, making sure
the events line up with my timeline. Ask questions to help understand sequence.

Student E what did you hear that you think should go on our timeline?
Student B did you hear an event that should be on our timeline? Student D
did you add anything to your timeline that we have not added to ours?
Student A, what happened first in our story? Student C will you please tell
us the next two events of the story using a connecting word such as then or
next?
Modifications/Accommodations: Give Student A partially filled in timeline
to keep his frustration level down. Give Student E partially filled in
timeline to help him better focus on understanding the reading. Give
Student B partially filled in timeline with lines to keep him organized. Give
Student Ca blank timeline to fill in as he is able to keep up and will be less
likely to shout out if he has somewhere to put his focus. Give Student D a
blank timeline as she enjoys writing.
Collaborative/Cooperative (You do it together)
Now as I read you will listen with your shoulder buddy to find the next
two events. But Macys had an even bigger job in store for Tony. Many of
the people working at Macys were immigrants,(they came from another
country) and as the holidays approached, they missed their own holiday

SIOP 16 Interaction to help

understand lesson concepts
SIOP 16 Interaction to understand
lesson concepts.
SIOP 18 Wait time to gather
thoughts.

SIOP 16 Interaction to further

understand concepts
SIOP 18
SIOP 16 Interaction to help
understand summarization
SIOP 9 Using sequential
vocabulary
SIOP 18 Wait time
SIOP 16 Interaction to understand
sequence
SIOP 18 Allow wait time

traditions of music and dancing in the streets. Maceys agreed to put on a

parade for their employees. I heard an event you could write down. At
your table discuss what event comes next. (SIOP 16 & 17) Boys and girls as
I walked around and listened to your tables discuss the next event. I heard
many of you say that Macys decided to put on a parade for their
employees. I also heard some of you say that it should be the next event
because it was a new idea. An idea is an event we can put on our timelines.
(SIOP 29) and they hired Tony to help. Tony was an immigrant, so he
loved the idea of creating a parade based on street carnivals form all over
the world. He made costumes and built horse drawn floats I saw
everyone had written Tony was hired to help with the parade. It looks like
you all understand which events are important. (SIOP 29) Now in your
tables explain the events in order using first, then, next, and last. It sounds
like you all are beginning to understand our sequence or order words.
(SIOP 29)

SIOP 16 & 17 Interaction among

students to gather ideas. High-low
grouping to hear various levels of
vocabulary which will help Student
A with L2.
SIOP 29 Feedback to ensure
students they understand which
events to include on the timeline.

Formative assessment: Listen for students to say that Macys store will
put on a parade for their immigrants. Observe to see if students write on
their timeline that Tony was hired to help with the parade. Listen for
sequence words: first, second, then, last.
Modifications/Accommodations: Group Student A and Student B with
Student D to be exposed to higher vocabulary and with Mason to help
start the conversation. Group Student E and Student C to help Student E
with vocabulary word immigrant.
Independent (You do it alone)
Now as I finish reading, you will fill in the final two events on your
timelines. Macys even arranged to bring in bears, elephants, and camels
from the Central Park Zoo. The animals joined hundreds of Macys
employees on Thanksgiving Day 1924! I see you were all able to fill out
your timelines very well! (SIOP 29) Now you will use your timeline to
draw three different events from the story to help you give a summary. If I
were writing a summary I would start with the beginning event, where
Tony was six. Then I would choose middle event where Macys hires Tony
to create a parade. Last I would have the ending of the story, or where we
stopped reading to end my summary. After you have drawn your three
events, raise your hand and I will come see your events. After everyone
has finished, we will share with the class. (SIOP 4,5,6)

SIOP 29 Feedback

Summarization:

SIOP 29 Provide Teacher feedback

Boys and girls lets repeat our walk-away: I will know how to write a
timeline of events from a book and use the timeline to orally give a
summary of the events in order, using a drawing with 3 different events
from the book. (SIOP 28)What were some vocabulary word we discussed
today? Have students share. (SIOP 27) Ask Student D how she knows she
has learned the walk-away. Have her share her drawings and oral
summary (SIOP 28) Ask Student A, Student E, Student B, and Student C to
share their timelines as well in the same manner (SIOP 28).
I loved hearing all of your summaries and seeing your drawings. You all
understand how to summarize and fill out a timeline. Tomorrow we will
finish reading our book Balloons Over Broadway. (SIOP 29)
Formative/Summative Assessment: Listen for vocab words marionette and parade.
Make sure students are able to tell three events using their drawings to summarize
the story.

SIOP 4, 5,6, Further high -ability

learners through further learning
connections with the iPad.

SIOP 28 Review key vocab

SIOP27 Students share how they
know the content concepts

Modifications/Accommodations: Allow Student D to use the microphone to be

heard.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4Supplementary materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30Assessment

NOTES TO TEACHER
What do I need to remember to do?
Ask specific questions
Have a microphone handy
Have book Balloons Over Broadway
Remember different organizers
Find clip of Macys Thanksgiving Day Parade
Approximate time needed for lesson? 30-45 mins

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and
learning? How can I transfer what I learned from teaching this lesson to future teaching?
What was effective and not effective? What goals can I set to improve my practice and
student learning?