Lesson Plan The Gentle Lions of The Sea

College of Education
LESSON PLAN FORMAT

ELED 450
LESSON PLAN FORMAT
Standards w/Assessments Named-Write standard out and label it correctly! :
CCSS.ELA.LITERACY.3.RI.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Strategy Selected from The Reading Strategy Book w/ pg number: 8.15 Why Does the Story Matter? P.236
Learning Target (I can statement in student speak): I can use the text to ask questions using facts from a nonfiction text. I can
use the text to answer questions using facts from a nonfiction text.
Criteria for Success/Assessment (this should be tied to your assessment and is measurable): Students should be able to define
the authors purpose, and provide 2 or 3 examples from the text to provide causes for why Guthrie and Ballou perform tricks for
audiences every day.
Instructional Strategy: Small group individual Read Aloud and verbal group questions.
Contextual Factors (describe the student population and environmental factors that will impact your lesson plan): Getting
students attention and keeping it, reading is right after recess and right before lunch, other group read aloud.
Materials and Resources Needed: The Gentle Lions of the Sea by Alice Collins
Text title: The Gentle Lions of the Sea by Alice Collins
Lexile or Grade Its about a 5th grade level text (no Lexile level). Debbie and I spoke about
Level of the this selection beforehand. Her four third grade students were capable of
text/justification comprehending this piece!
for choice
Other Required A piece of paper to record vocabulary and definitions.

Materials
Resources https://www.yumpu.com/en/document/view/11452381/lesson-6the-gentle-
(website you used lions-of-the-sea
to support I have paper copies for students to read and mark with a pencil if needed.
planning, etc)
A. The Lesson (Including a time frame may help in planning.)
Introduction (2-3 minutes)- (Think about the connection on pages 87-89 in your text)
Getting attention Alright, third graders! Please come join me at the reading table for
our story! We will begin reading shortly!
Relating to past experience As good readers, we need to be focused at all times on the
and/or knowledge characters, setting, plot, and message of the story. For this story, we
will focus on the setting and message. A setting is where the story
takes place and the message of the story is the lesson or key detail
that the author wants us to remember.
Creating a need to know We need to keep the message of the story and the setting in our
minds so that we can understand what the author wants us to know.
Sharing objective, in general Our goal is to answer several questions. We need to be able to state
terms the authors purpose, the setting of the story, and the causes and
effects of the story, The Gentle Lions of the Sea.
1. Methods (core of the lesson) (time frame: total of 30-40 minutes with worktime)
Before Reading As we continue to grow as awesome readers, we will notice a lot about the
(Think about the message of a story. You can see messages of a story everywhere in a
teaching phase on newspaper, the Bible, even informational books! With so much information out
pages 89-91 in there, we have to be able to pick out the main idea or message of the text. It can
your text-Use the be challenging, but with enough practice, you all will be able to pick out the
Reading Strategy message of a story with ease! Lets try practicing with this story, The Gentle
Book as a tool to Lions of the Sea by Alice Collins!
select a strategy
and describe what 8.15 p.236
good readers do.
Often the Lesson
Language in the
strategy can help
you to describe
what good readers
do.)
During Reading- I Do (modeling-Making your thinking visible) 92-94

List specific I am having a hard time imagining, but can you four imagine how much 600
questions and pounds weighs? I wonder how much food the sea lions need to eat?
pages you might
ask them We Do (Asking questions, and giving them a chance to try whatever strategy or
(Think about the concept your teaching)
active involvement Can you all think of another animal that is smart like the sea lion? Where do they
phase from your live at? What do they eat to survive? Are they endangered too?
91 -94 in your text
book). The
prompts from
reading strategy
you selected can be
used/modified to fit
the text you
selected here.
After Reading- Review the strategy one more time.
What might
students practice in Third graders, did you notice the message of the story? Would anyone like to
their independent share their thoughts on the message of our story?
reading time
(Think about the
linkpgs 94-96 in
your text book).
How does the
reading strategy
book suggest they
practice?
Student Worktime:
Time Frame:_____ You do (what can they do to show progress/mastery in the concept or topic)
Describe what
students will be Students, I would like you to read the story one more time on your own. I want
doing to practice you to focus on why the sea lions preform. You can write on your packet or a
what you have piece of scratch paper if you would like to record your thoughts.
taught. This will
be during a
reading workshop.
This should be very Students will be reading independently for 15 25 minutes
closely connected
to the after reading .
component.
Closure: Alright third graders, now that weve read the text twice, I would like you all to
Time Frame:_____ share your ideas on why the sea lions like to perform.
Think about the
follow-up pgs 96-
99 in your text Due to scheduling, the students verbally answered the question, What other
book. Make sure to animals are smart like the sea lions are?. We will ask group questions on that
tie this back to the animal a student says and ask where they are from, what do they eat, and if they
learning are on the endangered list.
target/strategy of
the day.
Ideas for Low level readers Read with them or have another strong reader sit near them
differentiation to assist them with reading out loud.
(account for all Gifted Students Have these students help mentor struggling students or provide
scenarios them with a higher leveled text.
described in your English Language Learners Read with them and ask questions often about the
contextual factors) story and check for comprehension.
IEP modifications Read with the students and provide the support necessary.
Reflection-Fill out after teaching.

A. Reflection Part 1: To be filled out after teaching. Assessment-Did your students understand the lesson? What was
you evidence? Be Specific. This should be tied to your assessment and criteria for success.
My four students were excited to learn about sea lions, and I asked them if they knew something about sea lions before
reading to gain an understanding of their prior knowledge. I was excited that the students sounded out words if they didnt
know them, and all four were successful in reading aloud as a group. The students were able to answer all of my questions
by providing immediate responses, such as I cant imagine that either! Thats a lot of weight! Tigers and circus animals are
smart! and much more. They were also able to answer why the sea lions like to perform by answering because they are
taken care of and because they like to play! were common. In all, they did a great job answering questions during the
lesson and after the lesson.
B. Reflection Part 2: To be filled out after teaching. Next Steps-Based on how your lesson went, what did you do well,
what could be improved? If you had the opportunity to teach the same group of kids tomorrow, what would you
do?
To begin, I wish I would have had the small group popcorn read versus taking turns around in a circle. I found out quickly
students count to the pages they need to read and do not follow along with the story. If I would have done popcorn reading,
then students would be more focused because they dont know if they will be reading next or not. I introduced the story to
them and asked what the setting could be. For most of the lesson, students were engaged and excited to read about sea lions.
I would improve how we reviewed the vocabulary by having a bigger anchor chart instead of a piece of computer paper.
Overall, the lesson went well!

Lesson Plan The Gentle Lions of The Sea

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College of Education

LESSON PLAN FORMAT

LESSON PLAN FORMAT

Standards w/Assessments Named-Write standard out and label it correctly! :

Text title: The Gentle Lions of the Sea by Alice Collins

Other Required A piece of paper to record vocabulary and definitions.

During Reading- I Do (modeling-Making your thinking visible) 92-94

Reflection-Fill out after teaching.

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