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Observation 3 Lesson Plan

The lesson plan teaches 3rd grade students about compound words. Students will watch a video, go through a powerpoint, and complete worksheets to identify compound words and write word sums. The teacher will model, guide practice, and assess understanding through observation, questioning, and a worksheet.

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35 views2 pages

Observation 3 Lesson Plan

The lesson plan teaches 3rd grade students about compound words. Students will watch a video, go through a powerpoint, and complete worksheets to identify compound words and write word sums. The teacher will model, guide practice, and assess understanding through observation, questioning, and a worksheet.

Uploaded by

api-539347654
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Dakota State University

College of Education  

LESSON PLAN

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: Carly Woodring


Grade Level: 3rd grade
School: Clark Elementary School
Date: 10/2521
Time: 48 minutes
Reflection from prior lesson (Even if you did not teach the previous lesson, what did you observe that will
help you prepare and teach this lesson?Were prior objectives met? Were students engaged? How will you
remediate any problems?)

● Students did well last lesson with learning the final syllable -le. They asked questions when needing
clarification and double checked their work.

Lesson Goal(s) / Standards 


●  3.L.4 Use flexible strategies to determine or clarify the meaning of unknown and multiple-meaning
words and phrases.
● 3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Lesson Objective(s) - (please list corresponding assessment used)

● Students will be able to identify compound words in new texts and combine two short words to create a
compound word.

Materials Needed 
● Compound words powerpoint
● Brainpop video
● Compound word sum worksheet
● Compound words PDF
● White boards
● Highlighters
● Printed I Can Read Story

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English
Language Learners), students on behavior plans, characteristics of the class such as talkative, high-poverty,
etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory: Explicit and Cooperative learning

A.  The Lesson 


 
● Introduction (3 minutes)  
○ “Alright students, it's time to turn your attention to me.”
○ “Last week we learned about the final syllable -le. Today we are going to learn about compound
words and how to combine two short words to make a compound word. So let's turn your attention
to the smart board.”
 
● Content Delivery (35 minutes & explicit, cooperative learning, and competency based learning)  
○ Write “seashore” on the smart board.
○ “Seashore'' is a compound word. It is made up of two shorter words. Can we pick out a short word
within this compound word?”
○ “The meaning of a compound word is often but not always from the meanings of the shorter words.
For example Seashore means land along a sea or ocean.”
○ “When I see a long word that I don’t know, I look for two smaller words within the word to help me.”
○ “Lets watch this video to learn more about compound words”
○ Turn on brain pop videos.
○ After video do two “easy” quiz questions and 3 hard questions as a class on brainpop
○ Go through compound powerpoint
○ Have students get white boards on their desks
○ Pull up PDF on white board. Explain the activity to students.
○ I do: I will model what to do and how to write the word sum for number 1
○ We do: As a whole group we will write the word sum for number 2
○ You do: The students will write on their white boards the word sums
○ Hand out I Can Read handout.
○ Read together
○ Explain their task (highlight compound words throughout the story, find and write word sum from I
Can Read handout.)

● Closure (20 minutes (with work-time)  


○ “Today you all did great with finding and breaking apart compound words. It is not your job to show
me what you learned by completing the word sum worksheet. I know you will do great! Go ahead
and get started.”

B. Assessments Used
● Observation- I will observe the students working individually to observe how they are
mastering finding and analysing compound words.
● Questioning- As I’m observing I will question students who seem to be struggling regarding the
concept of compound words.
● Formative worksheet- Students will be assigned a compound word “search” which entails
breaking compound words into work sums.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with students who
seem to be struggling. I will follow IEPs for those students who are on one.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept analysing and finding compound words
an enrichment worksheet to keep working on the skill.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them one-on-one as well as
explaining the day's task or activity.
○ During this time of instruction many times ELL students are pulled out of the room to
work with the ELL coordinator.

D.  Resources

● Scott Foresman Reading Street Common Core Pearson Grade 3.2

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