Elementary Education Lesson Plan Template

Annica Duffner

READINESS
Big Idea: Use the recourses that are available
Rationale: This lesson is important for my students because often times when they have a problem they are trying to solve,
they feel stuck and get frustrated because they are not using the recourses and help that is available and provided for
them. This lesson will help support the importance of using recourses and how they can help students succeed.

I. Goals/Objectives/Standard(s)
a. Goal(s)—Students will gain an understanding of the importance of using the recourses that are available to
them.
b. Objective(s)—
 Students will demonstrate their ability to pick out key ideas by verbally summarizing a small section of
text.
 Students will demonstrate their ability to write in complete sentences using the correct tenses of verbs
by writing a short passage about their own invention.
c. Standard(s):
 3.SL.3.1 Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually, quantitatively (e.g., charts and
graphs), and orally.
 3.RN.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
 3.W.6.1b Verbs – Writing sentences that use regular and irregular verbs and simple verb tenses to convey
various times, sequences, states, and conditions.
II. Management
Stations: Time: Space:
Whole group 6 minutes Desks
Station 1 guided reading 18 minutes Back of the room on the floor
Station 2 make your own 18 minutes Desks
invention
Station 3 reading with Mrs. Priday 18 minutes Front of the room on the floor

a. Materials: 8 books, worksheet for “my own invention,” pencils. Students are allowed to talk quietly with
peers while they are at their desk to be respectful of the other groups.
b. Students: I will have students strategically placed in the middle during their independent station so that they
cannot get away with being off task or distracting to others. While my guided reading group is reading
silently, I will quickly go over and see the progress of the independent group to make sure they are on task. I
will allow 2 minutes of transition I will play a song while students are moving from one station to the next.
When the song stops I expect all students to be at their station.

III. Anticipatory Set

I have this piece of paper here and I really need to cut a square out of it. I need the edges to be straight. How can I
do this? Should I just go ahead and rip it? That probably would not give me straight edges. You are right! I could use
scissors! Cut out square with scissors. Scissors are a recourse that we use to help us cut things out in an easy and
neat way! Someone invented scissors because they wanted to make it easier to cut paper.
IV. Purpose: Today we are going to read and learn about kids just like you who had a problem or obstacle and
invented recourse to help them. Recourses can be more than just inventions like a telephone or a microwave. They
can be things like math formulas. A math formula is something that helps you solve a problem. When you use the
recourses that you have around you, you can make things a lot easier for yourself.

PLAN FOR INSTRUCTION

(ACEI 1.0)

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V. Adaptation to Diverse Students—For students who are easily distracted by objects around the room, I will move
all the furniture and bean bags out of the way for the guided reading station. For students who prefer to use
technology over paper a pencil, I will allow them to write their passage on the iPad. For students who are above
grade level and need a bigger challenge, I will have them practice writing in letter form, by having them write a
letter to a company persuading them as to why they should buy their product.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
 Can anyone tell me what a recourse is? That’s right! It is something that is made to help us with something. I am going
to show you an online reading of the book “Prudy’s Problem and How She Solved it.” While you are listening to this
story, I want you to be thinking about what her problem is and what kind of recourses she uses. Allow students to
listen to the story and give natural response. What was Prudy’s problem? Write on the board. What were some
recourses she used? Let’s see if we can name them all. Write them on the board. Great job everyone! You are going be
learning about some real people in your guided reading group today who also used the recourses they had to solve a
problem.
(ACEI 2.1)
 Include a variety of teaching strategies that encourage elementary students’ development of critical thinking and
problem solving.
o Workstations:
Station 1 guided reading: Students will be reading a text with me and practicing summarizing
and solving words.
Station 2 at their desks: Students will be at their desks writing about their own invention.
They will be able to draw a picture to encourage the visual learners and they will be able to
quietly share with their peers which encourages the intrapersonal learners.
Station 3 with Mrs. Priday: Students will be working on reading a text with Mrs. Priday.
o
Group 1 Group 2 Group 3
Abigail Liam Cadan
Dewayne Brecken Gavin
Addy Leah Austin
Alexa Zander Addison
Mason Teagan Fallon
Brylee Jocelyn Cooper
Jarrden Gabriella Carter
Kayla Maci
Jonah

 Guided Reading Group 1:

1. Prereading
Can any of you think of a device that makes a task easier? What gets you
to school faster than walking? What helps you heat up your food without
having to start a fire? All of these things are inventions that people
created. Who can tell me what an invention is? It is something, usually a
device, that someone makes to solve a problem, make life a little easier,
or even just to use for entertainment. Today we are going to be reading
this book that shares some inventions made by real life kids just like you.
You might even recognize some of the products they have made.

2. Reading (model, guide, monitor, adjust)

First I am going to read you the section called “Kid Power!” after that you
are going to silently read to yourself the next section called “Maine
Winters are Cold!” While you are reading I want you to make note of the
key details as if you were planning to tell someone about the story after
you read it. Allow students to read a section and then pause and discuss,
and then move on to the next invention.

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 3. Responding
What did you think of that invention? Would you use it? If you were telling
someone about this invention and who invented it, what would be some
key details you would share? When we want to tell someone about
something we read or saw on TV, do you tell them every single word? No!
That would take way too long. Instead, you summarize by giving them
important pieces. Go back and allow students to read the next section and
have them practice summarizing.

4. Exploring
 I am going to give you each a section to go back and reread. You will get a
chance to share a summary your summary with the group. I will give you
a few minutes to go back into the text and look again at the key details
and the important aspects that you think someone should know. Pretend
like none of us have read about any of these inventions before and inform
us on your invention like we know nothing.
5. Applying
 You all have done such a wonderful job reading and summarizing what
you have read. I have also seen that you have been reading a lot of books
according to the sticky notes on the door! Use this skill to tell people
about the great books you have been reading and share with them why
they should read it too! You can use this skill in any text!

 Closure: Can anyone give me a one sentence summary of the whole book
we read today? Great job everyone! You all are getting so good at
summarizing.

 Guided Reading Group 2:

1. Prereading
Can any of you think of a device that makes a task easier? What gets you
to school faster than walking? What helps you heat up your food without
having to start a fire? All of these things are inventions that people
created. Who can tell me what an invention is? It is something, usually a
device, that someone makes to solve a problem, make life a little easier,
or even just to use for entertainment. Today we are going to be reading
this book that shares some inventions made by real life kids just like you.
You might even recognize some of the products they have made.

2. Reading (model, guide, monitor, adjust)

I am going to read you all this text and I want you to be looking for words
that you might not recognize.
3. Responding
What did you think of that? Were you surprised by any of the inventions?
Have you heard of any of those inventions before? Where there any words
that you’ve heard before but are not sure what it means? Where there
any words that you’ve never heard of at all before? Can anyone tell me
how we could give figure out what a word means without using a
dictionary? We can use context clues to help us solve words. Context clues
are like hints that the author gives us to help us solve tricky words. A lot of
times the hints are in the same sentence as the word, but sometimes
they’ll be in the sentence before or after.

4. Exploring
Let’s go back and find a word that we aren’t sure of the meaning. On
page 5 I see the word patent. Let’s look at the clues around that word to
see if we can figure out what it means. If you read that sentence, it says
that the patent proved he invented the earmuffs. Does that give us type of
hint as to what a patent is? Good job! Let’s look at another word on page

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 9. Who can find a word that you might not know the meaning to? Yes,
prototype is a tricky word. Let’s see if we can find any hints.

5. Applying
 You all did such a terrific job solving the words that you did not know. You
can use this strategy in any book you read! You can even use it in the
“How to Eat Fried Worms” which you all are reading right now.

 Closure: can anyone tell me again what a context clue means? Great job!
(ACEI 3.3)

VII. Check for understanding:

I will ask students questions about what kind of recourses they use in their own lives. I will see if they understand the reading
strategies by listen to student discussion. I will check that students understand the concept of inventing something to solve a
problem or overcome and obstacle by reading the invention they wrote about. If they do not seem to be understanding the
reading strategies, I will go back and model more examples for them.

VIII. Review learning outcomes / Closure

 What is one thing you found really interesting about the reading?
 What kind of inventions did you guys come up with?
 Would anyone like to share their invention with the class?

PLAN FOR ASSESSMENT

Formative: I will listen to student responses during guided reading and any natural discussion that occurs.
Summative: I will read the students inventions that they come up with during their independent station to assess their writing
skills.
(ACEI 4.0)

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Where the students engaged during the independent station?
8. Were the strategies appropriate for the different groups?
9. Did the whole group/mini-lesson work well with the stations?