Condensed Lesson
Teacher Candidate: Amber Geiger Date: 02/25/2023 Time: 40-45 min
Mentor Teacher: Lynn Schadler Mentor Initials:
Group Size: Small Group Grade Level: 3rd
Subject or Topic: Small Group ELA Section:
Standards - PDE: Standard - CC.1.3.3.B Ask and answer questions about the
text and make inferences from text; refer to text to support
responses.
Objectives Students will be able to recount scenes from the story to answer questions,
make inferences, and make predictions.
Materials - Clever Rabbit story
- Pencil
- Index cards
Motivation Start the small group lesson by having a discussion on what the students
(introduction/hook) had learned previously about folktales and why they’re important.
Body - Red Group:
(Procedure/activities) - Ask the group to make predictions on what they think the
story will be about, based on the cover image.
- Before having them read chapter 1, go over the list of
text-based vocabulary words and how to chunk the
syllables together.
- Go over orange and blue vocab for the red group.
- Have the students read pages 2 and 3 with a partner.
- One student will read one paragraph, the other
student will read the next paragraph, etc.
- Have them come back to the horseshoe table and respond to
2 questions.
- Who can tell me what disbelief means?
- Why did the tiger stare in disbelief?
- With the whole group, chorally read pages 4 and 5.
- The students will then respond to 2 more questions
- Who remembers what dismay means?
- Why do you think the tiger groaned and moaned
after eating the pebble?
- If there’s extra time, complete sections in the equipped
readers book.
- Blue Group:
- Ask the group to make predictions on what they think the
story will be about, based on the cover image.
- Before having them read chapter 1, go over the list of
text-based vocabulary words and how to chunk the
syllables together.
- Go over just orange words for the blue group.
- Have the students read pages 2 and 3 silently to themselves.
- Have the students respond to the 2 questions.
- Who can tell me what disbelief means?
- Why did the tiger stare in disbelief?
- The students will silently read pages 4 and 5.
- They will respond to 2 more questions.
- Who remembers what dismay means?
- Why do you think the tiger groaned and moaned
after eating the pebble?
- If there’s extra time, complete sections in the equipped
readers book.
Closure Hand out index cards. For a closure, have them write down what they
think will happen in the next chapter of the story.
Accommodations - Allow extra time for students to read chapters
- Provide clarification on unknown words
- Provide prompts for students to follow
- Allow extra time for students to answer questions
Assessments Formative: Observing students while they read and answer comprehension
questions.
Summative: Progress Monitoring
Notes:
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Reflections:
