SETON HILL UNIVERSITY

TOPIC
Name
Subject
Grade Level
Date/Duration

Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy

DETAILS
Miss (Lacey) Weiner
Language Arts
3rd
November 1, 2016 ~One class period ~ 25 to 30 minutes?
This chapter will actually be broken into two lessons instead
of one 25 to 30 minute lesson. My students who do not read
on grade-level might find this information confusing and
difficult and will likely need short brain breaks or trips to
the cool down corner during instruction. Therefore I have
extended this lesson to take two class periods instead of one.
Textual evidence can be used to help support claims
one makes about a characters personality and
characteristics.
How does Frederick show he is brave in this chapter?
How does Frederick show that he is curious in this
chapter?
Who are abolitionists and what do they do?
What important events happened in this chapter?
Standard - CC.1.2.3.A
Determine the main idea of a text; recount the
key details and explain how they support the
main idea.
(Students will reach this objective by completing text
codes for the chapter)
Standard - CC.1.2.3.B
Ask and answer questions about the text and
make inferences from text; refer to text to
support responses.
(Students will reach this objective by making an
inference about what will happen in the chapter based
upon text codes from the previous chapter)
Standard - CC.1.3.3.C
Describe characters in a story and explain how
their actions contribute to the sequence of
events.
(Students will use their open-minded portraits to
explain how Fredericks actions shape the story).
As a large group students will read aloud pages 53-58
in the nonfiction novel Frederick Douglass Fights for
Freedom by Margaret Davidson. By the end of the
reading, each individual student will write ten text
codes in their novel that highlight important details,

CK

Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE

questions, setting changes, and new characters.

Individually, students will add to their Open-minded
portraits to write that they infer that Frederick
Douglass was brave because he told his story to 500
people and that he was curious about what would
happen to the slaves that didnt escape.
Formative:
The teacher will check to make sure that each student
has written information regarding the text on ten
different text codes on pages 53-58.
The teacher will also check students Open-minded
portraits to be sure they have added the
characteristics discussed on pages 53-58.
Summative:
Once the students are finished with the novel (in the
future) they will use the information from their text
codes and Open-minded portraits to write a
paragraph about Frederick Douglass and his
characteristics.
Students will have the option to either write this
paragraph or orally present it to me since there are
multiple methods that students can show their
understanding. Some students may prefer to talk
through it instead of writing it.
ISTE standards:
For this specific part of my lesson technology will not
be integrated, therefore ISTE standards do not apply.
Framework for 21st Century Learning
Students will work collaboratively to decide which
information is the most important to include on their
text codes.
Accommodations and modifications can be found
throughout the document in red.

Lesson Plan Template

Seton Hill University Lesson Plan Template Step-by-Step
Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge

Explicit
Instructions

Lesson
Procedure

Who can tell me what happened in the last

chapter that we read?
Some possible answers:
Frederick arrived in New York City.
He spotted his friend Jake.
Jake told Frederick to Trust no one.
Frederick went to Mr. Ruggles house.
There would be a lot of prompting for these questions
instead of just simply having students look back at
their text codes. For example I would specifically say,
What CITY did Frederick arrive in? and Whos HOUSE
did Frederick go to? which would make the answers to
the questions less open-ended and easier to answer.
Hook/Lead-In/Anticipatory Set
Before we open our books, what do you think will
happen in this chapter?
Will Frederick be happy at Mr. Ruggles? Will he
stay there? Where will he go if he leaves?
Big Idea Statement
Going back to the text helps to support the claims we
make about a character or event.
Essential Questions Statement
Can you find an example of Frederick being brave in this
chapter?
Can you find an example of Frederick being curious in
this chapter?
Objective Statement
Today we will use text codes and our open-minded
portraits to help us highlight and remember important
details about what we read.
Transition
Please make sure you have your pencil, your novel, and
your text codes and quietly find a seat on the floor in
front of my feet.
Key Vocabulary
Abolitionists
Brave
Curious
State these terms in simple sentences that students will
be able to comprehend. Also add these words to our
Word Wall on the bulletin board in our room for future
reference.
PreAssessment of Students

The teacher will ask students to use their text

codes from the previous chapter to remind
her/him of what happened.
Modeling of the Concept
The concept of text codes has already been introduced
and the students are fully aware of what to do with
them.
Guiding the Practice
The teacher will pick students to read portions of the
text aloud.
For my students who read below grade level, reading
aloud might cause anxiety or embarrassment, therefore
the teacher will read the story aloud while the students
follow along.
The teacher will scan the room making sure that while
one student is reading aloud, the rest are silently
following along.
She will stop students at pre-determined spots to ask
students what important detail(s) they should code.
Coding will help all students with comprehension of the
story because the codes are written to retell important
key elements of the plot and character development.
The codes should not be difficult because none of my
third grade students have difficulty with fine motor skills.
The teacher will repeat the phrase at least twice to
ensure that each student has the correct information
written down.
Example:
One student says, We should text code that
Frederick changed his last name from Bailey to
Douglass.
The teacher will say, Yes! That is very important.
On my text code I am going to write, Frederick
changed his last name from Bailey to Douglass.
The teacher will wait a few moments and repeat,
Frederick changed his last name from Bailey to
Douglass.
The teacher will repeat this process the entire way
through the chapter.
The teacher will also write these on the board so that
students can copy her work.
Providing the Independent Practice
Individually students will follow along in their books as
another student reads aloud.

Each student will be responsible for writing his or her

own text codes.
Transition
TO GET TO READING AREA:
Please make sure you have your pencil, your novel, and
your text codes and quietly find a seat on the floor in
front of my feet.
To avoid any behavior problems that may arise with
transitions, students will stay seated at their desk in the
large group learning area for the reading of this chapter.
TO GET BACK TO SEATS:
If you sit at table 1, walk back to your seat.
: Table 2, walk back to your seat.
Etc.
Students will stay seated in the large group learning
area for the reading of this chapter.
Reading
Lesson Plan
Materials
Frederick Douglass novel
Technology
Text Codes
Equipment
Open-minded Portraits
Supplies
Pencil
Evaluation of
Formal Evaluation
the
The teacher will use a checklist to collect data regarding
Learning/Master
how many complete and correct text codes students
y of the
placed in their book.
Concept
Each student will be assigned a number, and next to his
or her number the teacher will have different categories
to checkmark to record if they mastered the objective
for the day. (Please see the example of the data sheet
below).
Informal Evaluation
Informal evaluation will take place during the summary
of the learning with thumbs up/thumbs down. The
teacher will say a series of statements regarding the
information presented in the chapter students have just
read. If a student agrees with the statement, they will
put their thumb up; if a student disagrees with a
statement, they will put their thumb down, and the
teacher will call on a student to make the statement
correct.
Example:
Teacher: Frederick Douglass stayed with Mr.
Ruggles. Thumbs down
Correct. Frederick didnt stay with Mr. Ruggles;

Closure

Teacher
Self-reflection

what did he do?

One student Moved to New Bedford with Anna!
Summary & Review of the Learning
Students will participate in a discussion to review the
main points presented in pages 53-58. Students will
refer back to their text codes, open-minded portraits and
the text to answer these questions.
Questions
Frederick Douglass changed his last name from
Bailey to Douglass. Thumbs up
Frederick Douglass stayed with Mr. Ruggles.
Thumbs down
Answer: He moved to New Bedford with Anna and
had a family!
Frederick told his story to a crowd of 500 people
in Nantucket. Thumbs up
Abolitionists thought slavery was a good idea.
Thumbs down
Abolitionists were against slavery.
Homework/Assignments
None!

*This book is actually being taught in the general education classes as well,
but my students read the content in the resource room so they have more
individualized support and more direct instruction. This way, students can
still participate in discussions about the book with their homeroom friends,
but they are given the ability to work at a pace that suits their needs.*