Lesson Plan Format

Lesson Plan #__3_ Cooperating Teachers Name:________________________ Grade Level:_______3rd________

Group Members names and lesson assignments.
Lead Teacher:_Alicja Oshiokpekhai____________________
Group Members: Lead Teacher: Alicja Oshiokpekhai typed the lesson plan, provided the video for the introduction, pulled text from the book
found TEKS, provided the rationale , will lead introduction, whole group part of the lesson, as well as the closing activity, prepared the supplies
for the small group activity.
Group Members: Ashlee Williams: Help to bring for fun ideas about how to incorporate Steve Jobs and Apple into the classroom, email and text
support
Zaakira Bradley: Helped to come forth with ideas on how to incorporate this topic into the classroom, email support
Molly OBryan: Helped with idea on how to introduce the topic and that chart, helped to plan the lesson email and text support
See example plan
Activity Procedure: What will you do? Rationale: Why are you teaching this? TEKS Connection Materials Needed
Include steps (A substitute should be able How are you addressing the students Variety of (Give name and author for
to read and follow plan) needs?
Language Arts books used)
What text reading backs this up?
*At least one text reading to TEKS + at least All teachers in guided practice
back up each section- one for one content TEK need to have a variety of resources
introductionone for modeling ready (additional books/texts/info)
etc. (see example plan)
Introduction/ The teacher will give a brief introduction I am involving a video to prep the SS 29.A listen
Warm Up Activity to the intersting facts, important facts, my students for the topic that will be attentively to speakers, Computer/ youtube
(may be review of prior thoughts(IIT) chart and go over the covered today and to build ask relevant questions, https://www.youtube.com/embed/mc
learning-could be warm- examples given on the teachers chart background knowledge on Steve and make pertinent tZYeiNq9o
up poem about your The teacher will play a video introducing Jobs and introducing the activity for comments; and
topic-see examples) the entrepreneur Steve Jobs and Apple the day. It will also be a way for IIT Chart with definition and
products them to visually learn. examples
Sticky notes
In the text Strategies That Work it
is stated that The background
knowledge we bring to our reading
colors every aspect of our learning
and understanding. If readers have
nothing to hook new information to,
its pretty hard to construct meaning
(pg.92).
After the video the teacher will come By modeling the activity that the SS 29.A listen IIT Chart
back to the IIT chart and fill it out by students will be doing in small attentively to speakers, Sticky Notes
Whole Group providing examples of interesting and groups I feel like I am tending to the ask relevant questions, Marker/Pen (anything to write on
(Modeling) important facts, and her thoughts about students needs by giving them a and make pertinent sticky notes)
the video watched. The teacher will make demonstration of what they will be comments; and
sure to emphasize the difference between doing instead of throwing them into
and important fact and an interesting fact an activity blindly. SS(30) Listening and
(While modeling the teacher will be Speaking/ Speaking.
verbally focusing on the definition In Strategies That Work it is Students speak clearly
goods and entrepreneur, and making states that Much of our and to the point, using
sure to mention these two words with responsibility when teaching reading the conventions of
examples while filling out the chart) is to make what is implicit, explicit. language. Students
For example: an important fact is that the Explicit instruction means that we continue to apply earlier
entrepreneur Steve Jobs was in charge of show learners how we think when standards with greater
marketing Apple computers, which is a we read(pg. 20) complexity. Students
good are expected to speak
The teacher will then ask students to coherently about the
volunteer by raising their hands to share topic under discussion,
their interesting and important facts and employing eye contact,
thoughts based on the video. speaking rate, volume,
enunciation, and the
conventions of
language to
communicate ideas
effectively.

Small Group Teachers will divide into their small (13) The biography Who Was Steve
(Guided Practice) groups and read the tabbed pages in the I feel like I am tending to the Reading/Comprehensio Jobs? by Pam Pollack and Meg
book Who Was Steve Jobs? aloud to students needs, because I am n of Informational Belviso
their students, (remembering to focus in making them have to evaluate what Text/Expository Text. Additional books that other teachers
on the the vocabulary words goods and the difference between an important Students analyze, make bring to the classroom about Steve
entrepreneur and guiding the students fact is and what the difference inferences and draw Jobs and Apple
to use it in their responses) pausing between an interesting fact is, and conclusions about Already labeled IIT charts
between each page or whenever students then have them reflect on those facts expository text and sticky notes
get extremely anxious to respond and write down their thoughts. provide evidence from markers
Each student will have their own set of text to support their
sticky notes and write their interesting In Strategies That Work, it is understanding. Students
and important facts and thoughts on their stated that Readers are likely to are expected to: (A)
sticky notes become so engrossed in authentic identify the details or
After they write all of their responses trade nonfiction that they may get facts that support the
they will stick their sticky notes under the carried away by the rich details and main idea;
correct sections of one IIT chart that is miss the essence of the text. But the
for the whole group first purpose of real-world
nonfiction is to convey factual
information, important ideas, and 8.E Economics. The
key concepts. (pg. 159) student understands
how businesses
operate in the U.S.
free enterprise
system. The student is
expected to:
identify individuals,
past and present,
including Henry Ford
and other
entrepreneurs in the
community such as
Steve Jobs
2.B
Reading/Beginning
Reading/Strategies.
Students comprehend
a variety of texts
drawing on useful
strategies as needed.
Students are expected
to: ask relevant
questions, seek
clarification, and
locate facts and
details about stories
and other texts and
support answers with
evidence from text;
and
(12)
Readin
g/Comprehension of
Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical,
and contemporary
contexts and provide
evidence from the text
 to support their
understanding.
Students are expected
to identify the topic
and locate the author's
stated purposes in
writing the text.(page
5)
(13)B
Reading/Comprehensi
on of Informational
Text/Expository Text.
Students analyze,
make inferences and
draw conclusions
about expository text
and provide evidence
from text to support
their understanding.
Students are expected
to:
draw conclusions
from the facts
presented in text and
support those
assertions with textual
evidence;

Reading/Comprehensi
on Skills. (D) make
inferences about text
and use textual
evidence to support
understanding;
supporting sentences
with simple facts,
details, and
explanations; and
20.A.II:Writing/Exposit
ory and Procedural
Texts. Students write
expository and
procedural or work
related texts create brief
 compositions that
include

Closure Activity/ For the closing activity students pick one I feel like I am benefiting the (30) Listening Paper
Sharing /Assessing person at their tables to share one students here through discussion. and Pencil/ Marker
learning interesting and important fact and
(How will you thought with Speaking/Speakin
determine if students Each student will then write down their In Strategies That Work it is g. Students speak
met your objectives? own name and the name and responses stated that Allington and clearly and to the
of the person they partnered with down Johnston (2002) found that in point, using the
on a sheet of paper, and then turn it into high-achieving classrooms, kids
conventions of
their small group teacher spent significant amounts of time
engaged in discussions about their language.
reading and learning. (pg.53) Students continue
to apply earlier
standards with
greater
complexity.
Students are
expected to speak
coherently about
the topic under
discussion,
employing eye
contact, speaking
rate, volume,
enunciation, and
the conventions
of language to
communicate
ideas effectively.