Term IV Lesson Plans: Mira and Weather Tools (2 of 3 to be Submitted)

Ms. Wynn, 3rd Grade

Part A: 2/21(Hook), Part B: 2/22(During and Close)

Goals/Objectives – SWBAT…
 Identify what the texts says explicitly IOT determine the main idea of a text. (ELA)
 Identify appropriate instruments…to study weather and what they measure.

ELA Standards
 CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they
support the main idea.
 CC.1.2.3.E Use text features and search tools to locate and interpret information.
 CC.1.2.3.G
 Use information gained from text features to demonstrate understanding of a text.

Science Standards
 S4.D.2.1.3: Identify appropriate instruments (i.e., thermometer, rain gauge, weather
vane, anemometer, and barometer) to study weather and what they measure.

Materials and preparation:

 Mira Forecasts the Future by Kell Andrews
 ReadyGen Text ReadyGen Text Collection Grade 3, Volume 2. “What does the
Thermometer Say?”(p.58) and “Tools for Measuring Weather”(p.59). Class copy for each
student.
 Graphic Organizer Tools for Measuring Weather (27 copies)
 Clipboards
 Pencils
 Smartboard , digital copy of graphic organizer
 Weather vocab anchor chart up

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 Part A: 2/21

Classroom arrangement and management issues Part A:

 Read aloud will take place on the rug in the front of the classroom. Students will not
need any materials
 Students will be reminded of expectations and are trusted to act accordingly.
 Students will follow their regular cues and signals.

Plan for Part A:

( 1 ) The Hook (before) Part A, 2/21:
A. Read aloud: Mira Forecasts the Future
a) I have a story I want to share with you all! It’s about this cool girl, maybe about
our age in the 3rd grade. I want you to enjoy the story but also pay close
attention. Given what we started learning about yesterday, why do you think I
chose to read this book? what is it that she ends up predicting for her
community?
b) Read. (Highlight her mention of the weather measuring tools, foreshadow for
next activity).
c) Ask question..
 Can someone tell me what the main idea of the story was?
 So why do you think I chose to read this book? what was is that she
predicts for her community?, accept and highlight “weather!” if/when
given. Probe for it if not.
 How does she measure and predict weather? (get to weather tools and
then transition)
B. Explain we read this book today because tomorrow we are going to learn more about
weather measuring tools, like the ones Mira uses!

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 Part B: 2/22

Classroom arrangement and management issues Part B:

 Have ready to go: Clipboards at the front, Text Collection books out for each student and
copy for self, graphic organizers.
 Students will be sitting on the carpet in their learning spots; they’ll make transitions into
groups when instructed after group reading.
 At small group transition, make sure there’s at least one strong reader in group. Strong
readers include: G____, A_____, A_____, K_____, A_____, N_____, and N_____.
 Desks will be pushed back for each of the five groups to have space circled up together
in the front of the classroom.
 Students will be reminded of expectations and are trusted to act accordingly.
 Students will follow their regular cues and signals.

( 1 ) Hook extension - Quick review of book, what we discussed yesterday. (Have book
with you Available to show: Who remembers what this book is about? (Get responses,
elaborate if necessary). ..and today, we are going to learn more about weather measuring tools!

( 2 ) The body of the lesson (during) Part B 2/22:

1. Introduce passage reading:
a. We’re going to read an informational passage. Everyone open to page 58 and 59
in your book.
b. Just by looking at these two pages, the pictures, the text features like the
headings, what might these informational passages tell us about?
c. Probe for/get to tools for measuring weather. Once landed on, agree: I think so
too! Let’s read once together to check and see, and read.
d. Check that they agree is Tools for Measuring weather and have them write on
line for Main Idea: We suspected it was tools for measuring weather, were we
right? Yes we were! So let’s all go ahead and write that where it says main idea
Do so on smartboard.
2. Explain and move into small group activity:
a. Each group that I’ve placed you all in is responsible for going back into the text
and finding the tool your group is assigned. You are looking for what it is that that
tool does; you’re finding the a key detail. Once you find it, write it down on your
sheet next to the tool’s name. You are only responsible for finding your own. You
have 3 (4? 5? Ask Ms. Lopez) minutes to do this, and then we will come back as
a group and share out so we can learn about each from each other!
b. Break! Into groups, put timer on. Walk around and support as needed.

( 3 ) Closure (after)
1. Pull group back together and call on representative from each group to share the tool
function as they found it from the text. Model by writing each on the smartboard with the
class as they copy it done onto their individual sheets.

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 2. Once done, celebrate their work and abilities to go back into the text to find those details
about the tools and working collaboratively and supportively in teams.
3. Instruct to put away in their provided weather folders. Explain that they now have this
resource to refer back to, a benefit of using the skill of details to support main idea that
we are working on. You get to become experts this way!
4. Pass out copy of organizer pre-filled out in Spanish so ELL’s can effectively have the
information of the resource we created.
5. Explain we will use one of the tools tomorrow =)

Assessment of the goals/objectives listed

● Section 1.1c: Whole group: Identifying what Mira predicts (topic) and how.
● Section 2.1b.: Whole group: Using text features to infer main idea
● Section 2.2.b: Small groups: Task to find detail in text, observe throughout
● Section 3.1: Small group share back to whole group of findings. Individual: See that each
student completes graphic organizer.

Anticipating student responses and your possible responses

● Answers that aren’t weather to the question, “what does she predict for her community?”
If true about the book and what she does, I will validate and repeat the specific question.
Ex: Yes, that is true! She cannot read the future like she wishes/as her mom can. What
is it that she does predict though? She end up able to predict something!
● “I/we can’t find it!” when asked to find the tool in the informational passage. Hey, we
don’t use I can’t! You can, and I can help you! Guide appropriately, encouraging same
word identification for example as a starting point and continued reading to check it is
the correct tool.

Accommodations
● Informational passage will be read aloud first
● Each small group will have a student who is a strong reader so that each group is able to
find their tool.
● Teacher will walk around and support as necessary.
● Students will be provided with the graphic organizer completed in Spanish after so no
student is left out of having the information we put together in their stronger language.