Reading Lesson Plan

Name: Margaret Dunn

Grade: 3

Date: April 9th and 10th

Content Area: (pick one)

Reading in language arts
Reading in content area

Duration: 2 days (75 minutes each day)

Materials needed:
Wonders Anthology
Wonders Reading/Writing Workshop book
Synonym/Antonym Matching Cards
Synonym/Antonym Recording Sheet
Cause/Effect Graphic Organizer
Cause/Effect Chart Paper Organizer
Guiding Questions:
What are synonyms? What are antonyms? How can they help us with vocabulary words? What
is cause and effect? How can one person change the way you think?
Enduring understanding: Synonyms and Antonyms can help us to learn and understand new
vocabulary words. Cause is something that happens and Effect is why it happened, it is
important for students to know, understand and to be able to identify what cause and effect
situations are. Students should be able to identify an event that is responsible for the cause
that resulted in an effect. Identifying this can help generate critical thinking skills.
What reading component/s will be the lesson
Strategy or skill emphasis
focus?
Word Study: synonyms, antonyms
letter knowledge
Key Ideas and Details
phoneme awareness
Text Structure (Cause and Effect)
phonics
fluency
vocabulary
comprehension (listening or reading)
Purpose of lesson
The purpose of this lesson is to teach students how one person can change the way they think.
In doing so, students will read a listen to a story called Finding Lincoln. Students will focus on
vocabulary in the story, through synonym and antonym activities. Comprehension skills will be
developed as students are taught about causes and effects throughout the lesson.
Instructional Approach/Practice:
Teaching with basal textbooks

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Assessment Rubric Checklist

Language modalities to be used in this lesson:

Speaking, Listening, Reading, Writing
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and performance
skills.

Remembering
Understanding
Applying

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

Partners
Vocabulary
Text Structure: Key ideas Cause, and Effect

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will be
used for these learners)

English Language Learners

Process, Grouping Patterns

Accelerated Learners

Process, Grouping Patterns

Students who need extra

support

Process, Grouping Patterns

These students will be

paired with a higher
level reading partner
They will be asked to
find just as many
causes and effects, but
if struggling I will cut
the required amount
This lesson will give
the accelerated
learner a leadership
opportunity by being
paired with someone
who could benefit
from being paired with
a higher level reader
These students will be
asked to find less
causes and effects
They will be given
extra support by
sitting on the floor to
read while I guide
them through the
process of reading
Finding Lincoln and
finding causes and

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Assessment Rubric Checklist

effects in the story.

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Assessment Rubric Checklist

1. Standard/Benchmark
(ACEI 2.1-2.4 Content Area Knowledge. List CCSS , HELDS, GLOs)

3.RL.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.. (I can read and ask myself what
happened in the story and why it happened in order to find different causes and effects in the
story Finding Lincoln)

3.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others ideas and expressing their own clearly (I can ask and answer appropriate
questions with my partners, group members, and the teacher. I am prepared for discussions and
follow the class rules. I am respectful to my classmates and ask questions when I need to.)
3.L.4 Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on 3 reading and content, choosing flexibility from a range of
strategies. (I can figure out the meaning of a new word and make sense of it by using different
strategies I know)

2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess
student learning, including criteria)

Students comprehension will be assessed when as they ask themselves questions about what
happened in the story and why it happened both orally and through written text. They will
participate in synonym and antonym activities to become more familiar with the highlighted
vocabulary in the text. Students will be taught about cause and effect, and will then fill out their
graphic organizers with 3-5 different causes and effects depending on their academic reading and
writing levels, which I will assess at the end of the lesson. I will formatively assess students during
collaborative and independent work time using a virtual checklist and note taking on an iPad
application. A summative assessment in the form of a checklist will be used to assess reading and
oral language skills

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Assessment Rubric Checklist

3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

1. Introduction (2 minutes)

2. Building background
(3 minutes)

1. Gather students on the carpet

2. Inform students they will be listening to the story
Finding Lincoln from their Wonders Anthology
3. Explain benchmarks or I can statements of what
students will learn.
a. I can read/listen to a story and ask/answer
questions in order to find different causes and
effects (3.RL.1 Key Ideas and Details)
b. I can figure out the meaning of a new word and
make sense of it by using different strategies I
know (3.L.4 Vocabulary Acquisition and Use)
c. Remind students of GLOs, Respect, and the
Attention getter I will be using which is the 1,2,3
with hands and no voice and if it is getting loud I
will use The Hammer attention queue. (This is
banging loudly on the desk with a stick and the
students will respond by clapping two claps and
getting quiet)
1. Explain to students that they will need to be carefully
following along while I read, so when I stop and ask
questions they are prepared to participate and/or
discuss with a partner.
2. Tell students to open book to page 220 and read the
title Finding Lincoln
3. Discuss the essential question How can one person
change the way you think? Say We are going to read
how a librarian opens doors for Louis in Alabama in
1951 and see how she changed the way he thought
4. Explain that the story is Historical Fiction, which is
fiction that is based on historical events or people. It
takes place in the past and even though it may not be
real it often portrays the way it actually was. The
setting has two important parts for historical fiction:
The Time and The Place: look for this in the story!
5. Explain to students the same vocabulary words from
the story Janes Discovery will be in this story .
a. Amazement
b. Bravery
c. Disappear

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Assessment Rubric Checklist

d. Donated
e. Leader
f. Nervous
g. Refused
h. Temporary
6. Ask students to turn and share with their partner one
word they remember from Janes Discovery
7. Remind students to listen for these words and try to
figure out their meanings so they can do an activity
with the words after the story.
8. Tell students, during the next two days they will focus
on the text structure of the story Finding Lincoln
9. Explain that Authors use different kinds of text
structures and the type we will focus on today is cause
and effect.
10. Explain the purpose of cause and effect is to tell the
reader what events happened throughout the story An
effect is what happens as a result of an action or event
and a cause is an event or action that makes something
happen.
10.11.
Model Cause and Effect by telling students using
the asking questions strategy. Say the fire alarm
sounded when smoke filled the room
11.12.
Ask what happened? Their answer should be
the fire alarm sounded, but if they say smoke filled the
room ask why did this happen? They will not be able to
answer this so state this is an effect of something
happening, so what caused smoke to fill the room?
12.13.
Say when we read a longer story it can
sometimes be hard to find the cause and effect and in
this longer story there will be more than one cause and
effect. Tell students to be listening and looking for
these causes and effects during the story, and as they
read I will stop them and help begin to fill out the
graphic organizer.
13.14.
Ask students if they have any questions before
we begin reading.

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3. Mini Lesson
(25 minutes to read story)
Independent Work
(20 minutes to answer qs)

14.15.
Read the Title, Author and Illustrator of the
story Finding Lincoln by Ann Malaspina and paintings
by Colin Bootman
15.16.
Turn the page and begin reading
16.17.
After reading page 224 ask what problem did
Louis come across?
a. Allow 2-3 answers and move on
17.18.
Continue reading pg. 225-226
18.19.
Say turn to a partner and discuss how do you
think Louis felt being in the public library?
19.20.
Stop reading and tell students to continue to
partner read with the person sitting next to them. Say
Continue reading 227-229 and then stop.
20.21.
Say turn to page 228 and look at the fourth
paragraph, there are details that describe what the
librarian does when se lets Louis in the Library
21.22.
Ask, How can those details tell us how she feels
when she lets Louis inside?
a. "turn to the person on the other side of you
and discuss
22.23.
Ask what could the effects of the librarian
helping Louis be?
a. Possible answers (she might get in trouble, she
could lose her job)
23.24.
Say, continue reading with your partner pages
229-232
24.25.
Ask what causes excitement in Louiss family?
a. (Louis brings home a library book from the main
library)
25.26.
Tell students to partner read the rest of the
story 233-235
26.27.
Ask how do you all think the Librarian Changed
the way Louis thought?
a. Allow 2-3 answers before giving next direction
27.28.
Display 2 question on the board on a piece of
chart paper
a. What causes Louis to learn more about young
Abraham Lincoln?
b. What was Louis able to do after he read the
story about young Abe and why couldnt he do
it before?
28.29.
Tell students to finish these questions and to
then be prepared to do an activity with the Vocabulary
from the two different stories they have read this
week.

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Assessment Rubric Checklist

4. Guided Practice
(5 minutes)

29.30.
Gather students back on the floor
31. Show Vocabulary PowerPoint and explain that they will
find synonyms that match each word today and
tomorrow they will find Antonym to match.
30.32.
Review the vocabulary words in the PowerPoint
and remind students of what a synonym is.
a. Amazement
b. Bravery
c. Disappear
d. Donated
e. Leader
f. Nervous
g. Refused
h. Temporary
i. A synonym is a word that means exactly
or almost the same thing (for example
shut the door and close the door)
31.33.
Tell students they will be finding synonyms for
the vocabulary words through a synonym matching
activity
32.34.
Explain they will play the Synonym Roll
Matching game
33.35.
With a partner you will play this game and try to
match up the synonyms to the correct vocab word
34.36.
Explain they will try to match the words and
each fill out a graphic organizer with the words they
think are synonyms/pairs
35.37.
Show students an example that they will need
to match a synonym roll word with an icing word and
once they think it is correct write it down
a. Tell students they will have a 7 minutes to play
the game and write their answers in their
organizer

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Assessment Rubric Checklist

5. Collaborative Group Work

(10 minutes)

36.38.
Pass out bags of cards to predetermined
partners
37.39.
Give each person a graphic organizer to fill out
38.40.
Explain that they will only be filling out the
Synonym part of the chart and tomorrow they will fill
out the Antonym section.
39.41.
Set timer for 7 minutes and allow students to
match synonyms to the vocabulary words
40.42.
Walk around and formatively assess students
knowledge of vocabulary words, and how well they
understand synonyms. Using an iPad application
checklist and notes.

6. Closure
(10 minutes)

41.43.
Gather students back on the floor in the front of
the classroom
d. Review the I can statements we worked on during
this lesson: I can read/listen to a story and
ask/answer questions in order to find different
causes and effects (3.RL.1 Key Ideas and Details)
e. I can figure out the meaning of a new word and
make sense of it by using different strategies I
know (3.L.4 Vocabulary Acquisition and Use)
42.44.
Have students share their synonym matches to
see if they got the same as the person sitting next to
them, not their partner.
43.45.
Display the Vocabulary words PowerPoint
44.46.
Go through each word and match the synonym
with the students responses, type this into the
PowerPoint as they tell you each one. Also discuss the
pictures associated with the Vocabulary Word (these
will be on each slide in the PowerPoint)
45.47.
Ask the students why synonyms can be helpful
to us when learning/ remembering new vocabulary
(pair-share)
46.48.
Remind students that the more vocabulary
words they know in a story they easier it will be to
understand it.
47.49.
Explain they will be re-reading the story
tomorrow and doing another activity, so keep all of
their reading stuff together because I am going to
collect everything
48.50.
Thank class for participating

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Assessment Rubric Checklist

Formative Assessment Task (for teacher candidate to complete at the end of the day)
Write the actions you need to complete at the end of the day using the formative and
summative assessment. What information are your looking for to support students learning
and your instruction?
As a formative assessment I will do temperature checks with the students throughout the
lesson in order to support student learning. I will also be walking around with my iPad using an
Assessment Application where I can check off if the students are on task and understanding the
concepts of synonyms, antonyms, and cause/effect.

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Assessment Rubric Checklist

3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

Introduction (2 minutes)

1. Tell students to take out their reading materials, notes

from yesterday, and the synonym/antonym worksheet
they started yesterday
2. Gather students on carpet
3. Remind students of the attention getter by using it 1,2,3
and they should be quiet
4. Inform students they will be re-reading Finding Lincoln
today, but instead of me reading it to you, you are going
to partner read and independent read.
5. Explain we will be working on causes and effects in the
story, but before we begin we are going to review the
vocabulary words again using synonyms and today
antonyms
6. Explain the benchmarks or I can statements of what
students will learn
a. I can read and ask myself what happened in the
story and why it happened in order to find
different causes and effects in the story Finding
Lincoln (3.RL.1 Key Ideas and Details)
b. I can figure out the meaning of a new word and
make sense of it by using different strategies I
know (3.L.4 Vocabulary Acquisition and Use)
c. I can ask and answer appropriate questions with
my partners, group members, and the teacher. I
am prepared for discussions and follow the class
rules. I am respectful to my classmates and ask
questions when I need to. (3.SL.1 Comprehension
and Collaboration)

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Assessment Rubric Checklist

Building Background
(10 minutes)

7. Ask class what a synonym is (this is review from

yesterday)
8. Explain yesterday you played the synonym matching
game with the vocabulary words in the text. To become
better prepared to read today you are going to do a
quick antonym matching activity.
9. Ask does anyone know what an antonym is?
10. Explain an antonym is a word with the opposite meaning
for example good/bad open/close and exciting/boring
11. Tell students for this activity you will be paired with the
same partner as yesterday and youll only have 7
minutes to figure these out and fill out your form
12. Pass out the words and set timer for 7 minutes
13. Gather students back on carpet after timer goes off, if it
is loud use The Hammer attention queue

Mini-Lesson
(12 minutes)

14. Review the antonyms that match with each vocabulary

word, and quickly add it to the PowerPoint.
15. Explain ok now that you are more familiar with the
vocabulary words it is almost time to re-read the story
16. Explain before you re-read however, you are going to
need to know what you are looking for when reading
17. Remind students they will be looking for causes and
effects throughout the story of Finding Lincoln
18. Review Cause and Effect and how to find it
a. Cause- is why something happens
b. Effect- is what happens

Guided Practice
(8 minutes)

19. Say different examples of cause and effect, and allow

students to participate in making up examples
a. If it rains, then I am going to get wet
b. If you forget to set your alarm, you get up late
c. I forgot my lunch, I was very hungry
d. I stepped on an nailI hurt my foot
20. Explain, sometimes there are signal words that can help
us to find cause and effect say these can be words such
as: because, since, so, and this led to.
21. Say however in some stories like Finding Lincoln not all
the causes and effects have these words, so it is
important to practice questioning (what happened, and
why did it happen?) in order to find the causes/effects.
22. Show a cause and two different effects (but only one
that makes sense)
23. Ask students which one is correct, and what the signal
word is.

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Assessment Rubric Checklist

24. Say this one will be harder because now I will tell you a
sentence and you need to identify the cause and effect,
but there is not a signal word in this one.
a. Sarah liked to ride her bike. One day on her way
home from school she was careless and didnt pay
attention while riding her bicycle. She hit a rock
and fell off her bike.
b. What do we ask to find the effect? (What
happened)
c. What is the effect in this sentence (Sarah hit a
rock a fell off her bike)
d. What do we ask to find the cause? (Why did this
happen?)
e. What was the cause of Sarah hitting a rock and
falling off her bike? (she was careless and not
paying attention while riding)
25. Display the Cause/Effect Organizer from yesterday and
refresh students on what we did
26. Remind them we actually talked about 3 different causes
and effects in the story yesterday.
27. Ask the first effect again to refresh students memory
28. Say good now that you understand how to find
cause/effect give me a thumbs up if you feel good about
finding it in Finding Lincoln, thumbs sideways if you think
you are going to be able to find the causes/effects, and
thumbs down if you are still unsure about cause/effect.
29. Explain as they read they need to fill out their graphic
organizers with causes and effects from the story
30. Tell partners to read together, and ask specific students
to sit on the floor to do their partner reading.
31. Tell students they will read with the same partner, they
will each take turns reading a page.
32. Explain after 8 minutes, they will then continue reading
independently for 8 more minutes, and if they finish they
should be finishing filling out their graphic organizers, if
they find all 3, ask students to challenge themselves to
see if they can find any other causes and effects in the
story. They can put this on the back side of the page.

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Assessment Rubric Checklist

Collaborative Group Work

(10 minutes)

Independent Work Time

(20 minutes)

33. Tell students they have 8 minutes.

34. Tell students to have their graphic organizers out and to
begin reading, SET TIMER
35. Assist a small group during the partner reading
36. Help these students to fill out their graphic organizers by
stopping them at particular pages in the book and giving
either the cause or effect and having these students
figure out the other part
a. 1st cause/effect: the library is for white people
only/Louis cant borrow books from the library
b. 2nd: Louis asks Mrs. Yates a question about
Abraham Lincoln that she cannot answer/Louis
has to write an essay about Abraham Lincoln
c. 3rd The librarian helps Louis/She might get in
trouble
d. 4th Louis brings home a book/Louis family gets
excited
e. 5th Louis reads about Abe Lincoln/Louis is able to
write three pages for his essay
37. Formatively assess students progress and use The
Hammer when the timer goes off
38. Inform students they have 8 minutes to continue reading
independently where they left off
39. Set timer for 8 minutes
40. Work with students that are on the floor in the small
group
41. Remind students they need 3-5 causes/effects when
they come to the floor
42. Give students 4 more minutes to fill out their graphic
organizers
43. Set timer for 4 minutes
44. Assist any students with questions., about cause and
effect, if they are having a difficult time I will give them
the pager number and paragraph they can find the cause
or effect and then they will most likely be able to
connect the other part with this help

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Assessment Rubric Checklist

Closure
(15 minutes)

45. Gather students attention when timer goes off using the
1,2,3 attention gaining queue
46. Ask students to join you on the floor for a group
discussion
47. Ask students to share causes/effects they found and fill
out a large chart that looks exactly like their graphic
organizers as they share.
48. Discuss the importance of these particular causes/effects
and critical thinking qs related to the story for ex:
a. What if the librarian didnt open the door for
Louis?
b. How did the librarian change the way Louis
thought about white people? (turn and talk)
c. Do you think she changed they way Louis parents
felt about white folks and why?
d. Who is someone in your life that has changed the
way you look at things and how did they do this?
49. Say you dont have to answer that last question now,
but be thinking about it because I am going to record you
later telling me who this one person is, and why they
helped change the way you thought or felt about
something, just like the librarian did for Louis and his
Family.
50. Remind students of the I can statements
a. I can read and ask myself what happened in the
story and why it happened in order to find
different causes and effects in the story Finding
Lincoln (3.RL.1 Key Ideas and Details)
b. I can figure out the meaning of a new word and
make sense of it by using different strategies I
know (3.L.4 Vocabulary Acquisition and Use)
c. I can ask and answer appropriate questions with
my partners, group members, and the teacher. I
am prepared for discussions and follow the class
rules. I am respectful to my classmates and ask
questions when I need to. (3.SL.1 Comprehension
and Collaboration)
51. Collect papers and tell students to sit quietly until given
their next instructions.

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Assessment Rubric Checklist
Are you writing a day 3 lesson plan? I am unsure how to write a day 3 because I do not have the exact
paper guidelines they will be writing . I would still like to film them talking about somebody influential
in their lives while holding up their writing, but I am not sure how to create a lesson plan for that
because Mrs. Fujii will be the one teaching that lesson.

MDunn (2014)-17
Assessment Rubric Checklist
Teacher Assessment Tool
Student Name __________________________________
Benchmarks

ME
Student is able
to ask what
happened in the
story and why it
happened in
order to find
cause and
effects in the
story.

MP
Student is able
to ask what
happened in the
story and why it
happened in
order to find
cause and
effects in the
story.

DP
Student is able
to ask what
happened in the
story and why it
happened in
order to find
some cause and
effects in the
story.

3.RL.1: Ask and

answer questions
to demonstrate
understanding of a
text,. (I can read
and ask myself
what happened in
the story and why
it happened in
order to find
different causes
and effects in
Finding Lincoln)

Graphic
organizer is
completely filled
out, and all
questions are
answered.

Graphic
organizer and
questions are
completely
answered and
are mostly
correct.

Graphic
Organizer and
Questions are
partially
answered and
are partly
correct.

3.SL.1 Engage
effectively in
collaborative
discussions (oneon-one and
teacher-led) (I can
ask and answer
questions with my
partners, group
members, and the
teacher.)

Student is able
to participate in
discussion
during pair
shares or class
sharing without
guidance.

3.RL.1: Ask and

answer questions
to demonstrate
understanding of a
text,. (I can read
and ask myself
what happened in
the story and why
it happened in
order to find
different causes
and effects in
Finding Lincoln)

Student is able
to participate in
discussion
during pair
share or class
sharing with
very little
guidance.

Student needs
some guidance
in participating
in discussion
during pair
share or class
sharing.

WB
Student has a
difficult time
asking what
happened in the
story and why it
happened and
does not find
causes/effects

Graphic
organizer and
questions are
incomplete and
answered
incorrectly.

Student needs
a lot of
guidance in
participating in
discussion
during pair
share or class
sharing.

MDunn (2014)-18

3.L.4 Determine or
clarify the meaning
of unknown words.
(I can figure out
the meaning of a
new word and
make sense of it by
using different
strategies I know)

Assessment Rubric Checklist

Student
Students

demonstrates
demonstrates a
thorough
good amount
understanding
of
of all new
understanding
vocabulary
of most new
words,
vocabulary
including their
words,
synonyms and
including their
antonyms.
synonyms and
antonyms.

Students
demonstrates
some
understanding
of some new
vocabulary
words including
their synonyms
and antonyms.

Student does
not
demonstrate
an
understanding
of new
vocabulary
words,
including their
synonyms and
antonyms.

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Assessment Rubric Checklist

Synonym Word Match

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Assessment Rubric Checklist

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Assessment Rubric Checklist

Antonym Word Match

Formatted: Font: 14 pt, Bold

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Assessment Rubric Checklist

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Assessment Rubric Checklist

Name____________________________

Antonym Synonym Matching

Word
Amazement

Bravery
Disappear
Donated

Leader

Nervous

Refused

Temporary

Synonym

Antonym

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Assessment Rubric Checklist

Answer Key

Word
Amazement
Bravery
Disappear
Donated
Leader
Nervous
Refused
Temporary

Synonym
Shock
Courage
Vanish
Give
Chief
Afraid
Banned
Short-Lived

Character:

Antonym
Expectation
Fear
Appear
Keep
Follower
Calm
Allowed
Permanent

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Assessment Rubric Checklist

Setting:
Cause

Effect

Cause

Effect

Cause

Effect

Cause

Effect

Cause

Effect

Name _______________________

MDunn (2014)-26
Assessment Rubric Checklist

3.RL.1: Ask and

answer
questions to
demonstrate
understanding of
a text

3.RL.1: Ask and

answer
questions to
demonstrate
understanding of
a text,. (Graphic
Organizer)

3.SL.1 Engage
effectively in
collaborative
discussions (oneon-one and
teacher-led)

3.L.4 Determine
or clarify the
meaning of
unknown words.

5/4

n/a at ELL

1 ELL?

3.5

5/4

5/4

MDunn (2014)-27
Assessment Rubric Checklist
2
4

2 ELL

5/4