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Ashley Williams
Liberty University
EDLC 632
Professor Crocker
May 7, 2024
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Abstract
The language arts project outlined herein targets students at the third-grade level,
fostering comprehensive development across all six language arts strands: auditory perception,
verbal communication, text reading and writing, image and content Viewing, and the use of
visual tools. Showing up to VSOL standards, the project uses a custom text set composed of
varied genres. Through the detailed plan for a classroom approach with top-tier children's
literature, I set the foundation that is the stepping stone to mastery of the skills and delight in the
process. Varying small group work, individualized support levels and differentiated clarification
tests are used to accommodate all students' additions and proficiency achievements. This
program was developed to facilitate students' interactive speaking and writing abilities in the
incoming books.
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Text Set
Grade Level The grade level for this language arts project is third grade.
State
Standards
The project will align with the Virginia Standards of Learning (SOL) for
third-grade English Language Arts.
Objectives Students will demonstrate comprehension of fictional texts by identifying the
main conflict and resolution in a story, as outlined in VA English SOL 3.5.
Condition: After reading a fictional story.
Performance: Students will identify the main conflict and resolution.
Criterion: At least three out of four identification tasks will be completed
accurately.
Students will develop writing skills by producing a narrative piece that
includes a clear sequence of events and descriptive details in accordance with
VA English SOL 3.9.
Condition: Given a narrative prompt.
Performance: Students will compose a narrative piece.
Criterion: The narrative will include a clear sequence of events and
descriptive details.
Students will enhance their speaking and listening skills by participating in
group discussions, summarizing key points, and responding to questions, as
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per VA English SOL 3.1.
Condition: During a group discussion.
Performance: Students will summarize key points and respond to questions.
Criterion: Active participation and accurate summarization of key points.
Children’s
Literature/
Reading
Materials
Title: "The One and Only Ivan" by Katherine Applegate
Lexile: 570L
Description: The main feature of the novel is the emotional connection that
writers possess with the readers by providing much space for the students'
personal attitude toward characters, conflicts, and solutions of the story. Our
kids will learn from this that their good friends, who have excellent speaking,
reading, and writing skills, exist in their classmate Ivan, who lives across the
zoo.
Title: "Charlotte's Web" by E.B. White
Lexile: 680L
Description: Through “Charlotte's Web,” the author gives the classical touch
by using interesting guises and continuous themes, making this story a keeper
for everyone’s heart. Young readers will find out these matters within the
year by studying a story in which a pig called Wilbur and a spider called
Charlotte participated; it occurs due to expanding their reading skills and
vocabulary; moreover, they will come to know about the notions of loyalty,
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kindness, and the way of life as well.
Title: "Wonder" by R.J. Palacio
Lexile: 790L
Description: "Wonder" is a story that warms your heart and deals with the
right themes: a discriminatory fellow being full of empathy and love for
others. Writing about the condition of Auggie (Wonder book) regarding their
amazing physical attributes can help students develop sympathy and respect.
About the book, the authors from all corners of the world who are striving to
be excellent informants, including persuading oral and written
communication skills, get morally boosted.
Title: "The Adventures of Captain Underpants" by Dav Pilkey
Lexile: 710L
Description: "The World of Captain Underpants", a hilarious and creative
book, targets children because of its humorous style of illustrations, and they
would really enjoy as well as adore the interesting story. Consider the
inspirational account of two boys to help kids perform reading and writing
activities that depend on imagination, creativity, boldness, and interest. Title:
"The Tale of Despereaux" by Kate DiCamillo
Lexile: 670L
Description: "Tale of Despereaux" is a magic word which teaches us the
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readiness to face the challenge, mercy, and strength of narration feature it. In
trekking the students through a tale of a small but bold mouse who has much
to say, the students will learn episodes, characters, and the lecturing of a
story.
Title: "The Lion, the Witch and the Wardrobe" by C.S. Lewis
Lexile: 940L
Description: "The Lion, The Witch and The Wardrobe" is a fantasy classic
and the most famous novel because it helps to get into the magical world of
Narnia as if it is a reality. Teenagers will develop their values of bravery,
heroism, and rebirth correspondently as they go through the journey of four
children who unknowingly discover the mystery and do away with old beliefs
in the process of reading and analyzing comprehension.
Lesson Plan
LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Ashley
Williams
Grade Level: Third grade
Candidate’s Endorsement:
Elementary Education
Central Focus: Children's literary texts that are both high-
quality and exciting to read can enrich the process of
reading comprehension acquisition.
Subject: Language Arts Learning Segment Theme: Strategies to improve
comprehension of fiction text.
Where in the learning segment Lesson Structure or Grouping:
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does this lesson occur?
☐Beginning ☒Middle
☐End
☒Whole Class ☐Small Group ☐1:1
Other (specify): N/A
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, family
backgrounds, experiences, etc.)
Every student in this class is only able to understand. We
hail from diverging backgrounds and have different
intentions of following the course.
Cultural (Traditions, dialects,
worldview, literature, arts, etc.)
The classroom is culturally mixed, with students having
diverse interests and being from diverse cultures.
Community (Landmarks,
community events, etc.)
Students can utilize community resources such as the
neighbourhood library and cultural offerings right by their
side.
Developmental (Cognitive,
physical, social, and emotional)
Third-grade students can be widely diverse in their
cognitive abilities and social skills, but they also have the
most typical emotional needs, which is typical for third
graders.
CONTENT STANDARDS
State Standards VA English SOL 3. 5 The student will read and
comprehend prose, short stories, poems, and prose by
using his analytical thinking.
National Standards Common Core ELA-Literacy. RL. 3. 1. Sit and answer the
given questions to show understanding of a given text,
using the text as the basis for the answers.
InTASC Standards Standard #1: Learner Development. The teacher deals
with students' progress and education, being aware that
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learning and development patterns are individual (within
the cognitive, linguistic, social, emotional, and physical
areas) and using appropriate and challenging terms for
developmental learning experiences.
LEARNING OBJECTIVE(S)
These must be behavioural and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
By the time they finish reading "The One and Only Ivan" by Katherine Applegate, the students
will be able to see the vital stages of a story. The characters, the setting, and the events will be
clearly distinguished without any mistakes, with an accuracy rate reaching up to 80%.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you start the lesson? What questions, texts, inquiry, modelling, and other techniques
will you use to engage students?
I will start the class in a common way: by showing the title page of "The One and Only Ivan"
on the interactive whiteboard and suggesting students guess the book's subject by comparing
the title and cover illustration. Such an introduction will make them eagerly try to fill in the
gaps and activate their prior knowledge.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling I am going to read chapter one of "The One and Only
Ivan" aloud to build the crew's capacity for fluency
reading and expressiveness in the interpretation of the
book. I will read a longer paragraph, then pause and ask
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questions that will inquire about the character
motivations, setting descriptions, or how you think the
story will develop. Finally, we will continue the reading
activity with a group discussion regarding major story
factors, telling students more about the characters, setting,
and the main conflict implied in the text.
Guided Practice Groups of students will brainstorm for a visual storyboard
illustrating the events of the first chapter. They will have
individual scenes illustrated, and each of them will be
written about in a caption. Initially, I will navigate among
the groups, backing up their growth, giving feedback and
ensuring that group members discuss their ideas.
Independent Practice In this part, students will create a story map to help them
identify, describe, and list the important characters,
setting details, and main plot events in the first chapter of
the book The One and Only Ivan. Students will also write
a brief paragraph explaining their favourite part of the
chapter and why it stood out to them.
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SOURCE: HTTPS://WWW.THEONEANDONLYIVAN.COM/
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
As we concluded today's lesson, we reunited as a class to share different views, supporting
facts, and our students' thoughts. I specifically requested them to strengthen their
understanding of the story elements that form the overall meaning of the story.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Students will have a few sentences ready, which they will
write before the class, about their name choices and why
they like them after they think about their favourite books
or stories, which they also analyze.
Formative Assessments/
Feedback to Learners (part of
the activities in the lesson)
By the end of the lesson, I will check every student's
participation in group discussions and visual stories and
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give oral feedback to make sure every student fully
understands the readings.
Summative Assessment
(matches the objective)
By the end of the session, students will hand in their
worked-out mind maps and described reflections in check
with the learning goals.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Young readers will outline the characters, setting, and plot
of stories using the relevant academic vocabulary.
Language Support(s) I offer sentence frames and vocabulary key phrases and
outline the group discussions and written responses.
Essential Vocabulary Characters, setting, plot, conflict, resolution, event,
illustration, caption, interpretation.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education One of our major Takeaways is empathy and
understanding, which we will connect with characters’
priceless life story experiences and real-life problems.
Materials "The One and Only Ivan" book, poster picturing the main
characters of the book, writing materials and an Interplay
(Interactive whiteboard)
Technology Connection The interactive whiteboard will display illustrations,
function as a discussion forum, and make coverage of the
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text details possible with digital resources.
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students in meeting your goals? EXPLICITLY describe what you will
do! List planned supports (instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of the central focus).
Planned Supports I will vary my teaching methods by offering guided
questions and interventions for students who need help to
keep up and challenging activities for the ones who are
mastering the subject.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities (special needs
[IEPs/504 plans], gifted and
talented, accommodations, etc.)
For students, I can give the modified chart paper and
visual props as well as the simplified language and some
additional time and support in case it is needed.
ALL The English as Secondary instruction will be guided
through visual aids, bilingual dictionaries, and peer
collaborative work.
Learning Styles/Student
Engagement
The class will be represented by activities that allow
students to exploit their visual, auditory, and kinetic
learning skills.
Extension High-level students will be given the option to read
beyond the chapters of the book "One and Only Ivan", not
forgetting about more sophisticated components of the
story and literary techniques.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
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or other references.
Applegate, K., & Grupper, A. (2013). The one and only Ivan (p. 336). Recorded Books.
https://reednovelstudies.org/downloads/The_One_and_Only_Ivan_Novel_Study_Preview.pdfh
ttps://journal.jcopublishing.com/index.php/jcell/article/view/42Kheryadi, K., Zuriyati, Z., &
Lustyantie, N. (2021). Cultural Values in the Novel "Charlotte's Web-EB White": Literary
Anthropology Approach. Loquen: English Studies Journal, 14(2), 58-63.
https://jurnal.uinbanten.ac.id/index.php/loquen/article/view/5100Pelin, R. Ș. (2021). The
Power of' Wonder' by RJ Palacio Triggers Young Readers' Emotionally Literate Responses.
Linguaculture, 12(2), 45-64.
https://www.journal.linguaculture.ro/index.php/home/article/view/216Pilkey, D. (1999). The
adventures of captain underpants (Vol. 1). Scholastic Australia.Rahmadi, A. (2010). The
Characterization of The Main Characters in Kate Dicamillo’s The Tale of Despereaux
(Doctoral dissertation, UNIVERSITAS AIRLANGGA).
https://repository.unair.ac.id/116087/Suryadi, A. I., & Dariyana, D. (2022). Children's
Empowerment in CS Lewis' Novel "The Lion, The Witch And The Wardrobe". Journal Corner
of Education, Linguistics, and Literature, 1(4), 207-215.
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
https://www.theoneandonlyivan.com/
Mini-Lessons
In the Listening mini lesson of the lesson plan, students are going to improve their
listening skills by participating in a tangible activity. First, they will work with an audio that is
related to the topic they will learn. Such audio will become the basis for learning activities.
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Students will be provided with graphic organizers when they listen to the clip. They should circle
the main ideas they hear. This method-based technique makes them stick to the content that is
passed on to them and allows them to retain most of the key points. Subsequently, a discussion
will take place, and the students will summarize the audio to share their pieces with their peers.
This interactive part not only strengthens their listening comprehension ability but also the
collaborative learning approach as they indicate their understanding of the material by comparing
their interpretations. The next lesson in the line of the talking lesson will bring us to the realm of
relevant and effective communication. The students will have an organized opportunity for them
to put pen to paper and express their thoughts in a manner that gives reasons and facts to support
their ideas. The think-pair-share strategy will be used then. Students will start with individual
reflections on a prompt about the text they have analyzed. After that, they are going to deal with
each other, and the classmates will be paired, and they will discuss different thoughts and views.
Finally, partners are gathered again to present their solutions to the audience. They will speak
about the necessity of transmitting the message and listening actively. Consequently, this speech
preparation process is not only a way to gain speaking skills but also critical thinking and
respectful communication that students can use in daily life.
Reading mini lessons will open the doors for students to learn how to make an inference,
which is an important skill needed to build the ability to comprehend textual material. Students
will venture into a dot-line journey, focusing on the details of how the characters interact and
talk. I will lead the students through close consideration with engaging questions from me. They
would also be required to support the interpretations of the character's state of mind, feelings,
and motives with textual evidence. This process not only revitalizes the reader's understanding
but also breaks apart the ceiling of the analytical skills of the readers as they establish offshoots
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between textual elements. In the Writing mini-lesson, students should move into the description
segment, where they will be taught to bring life to their words by including sensory details that
make their images more vivid. Students will immerse themselves in the scenes presented to
them, be it establishing a visual image by looking at a picture or an audiovisual description and
start brainstorming as many sensory details as possible they can think of associated with the
setting. Everything will be done based on the teacher's approach, and the students will write a
descriptive passage that will make the reader use his senses. It is an interactive activity that not
only stirs the imagination of students when writing but also challenges them to pay more
attention in observing and choosing the exact word they need to give a detailed description.
The mini lesson on Viewing is for students to explore the world of visual analysis, which
will equip them with the techniques of interpreting and analyzing pictorial texts. Provided a
picture or an image that will challenge their thinking, students will use the guiding questions
given by the instructor to analyze and contemplate systematically. Audiences will be prompted to
make such observations, trace the patterns, and grasp the specific colour or shape languages used
in the visual text. Through discussion sessions and a reflective process, students will express
what they have seen and what they think in the form of their observations and interpretations;
therefore, their critical thinking and visual literacy skills will be developed. Finally, they will
fully become the artists of the Visually Representing mini lesson, during which they will create
their charts and infographics that show in a visual format the main information from a nonfiction
text that they have read. Students will look at the given nonfiction piece or text and underline or
encircle all the vital details or concepts they would like to visualize in the infographic. These
individuals will subsequently make use of online infographic tools to involve traditional ways of
producing visual works with paper and markers. This activity serves two purposes: one is to
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consolidate their understanding of the passages, and in addition, it enables them to gain skills in
data presentation or graphic communication that could be valuable outside the academic sphere
when they need to show the information clearly.
Reading Groups - Tiered Activities
For Group 1 - Below Grade Level (Struggling Readers):
Language Arts Strands: Reading and Writing
Activity:
Modified Text Analysis: Provide simplified versions of the texts used in the main lesson. Break
down the content into smaller, manageable chunks. Provide teacher-led instruction to which
students can apply their skills in sounding out unfamiliar words, identifying and expanding key
details, and briefly summarizing a reading paragraph or two verbally or in writing. Graphic
Organizers: Establish graphic organizers supported by visual prompts, which work as scaffolds
for easier comprehension. Create story maps, character webs, or sequencing chart templates per
their requirements. This will make learning easier and a lot more fun for the students. These tools
will serve as a way for students to structure their ideas and discover the structure of the text.V
For Group 2 - On Grade Level (Typical Readers):V
Language Arts Strands: Reading and Writing
Activity:
Literature Circles
1. Assign these learners to work in groups of no more than three that will read each of the
inputs below.
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2. VWalk through the process of facilitating discussion with the students. Give them an
assignment to ask questions or share ideas each time they take the front of the class.
3. VAdd some clearly stated questions that the students can ask and quickly develop a
detailed comprehension as they think critically.
VText-based Projects: Emphasize. Provide provisions for personal creativity so that everyone can
be creative when dealing with texts using creative projects. Students can also construct character
dioramas, write extra ending chapters, and construct book covers. Younger students are allowed
to contribute not only their comprehension of the lessons through these projects but also engage
with the text at a deeper level.
For Group 3 - Above Grade Level (Advanced Readers):
Language Arts Strands: Reading and Writing
Activity:
Text Analysis and Comparison: Adopt more complex texts or additional readings on related
topics, which students will use as pre-reading materials for advanced analysis. Students shall be
reminded to explore the themes, symbols, and modes of expression of the writer. Provide
analogy workshops during which they compare two different texts, looking for similarities and
differences and using similar passages to support their analysis.
Literary Response Journals: Ask the students to keep journals where they write what they
experienced while reading, why they think some characters behave this way, and how the author
made those actions possible. Let them (actively) summarize their arguments and support them
with enough evidence. Whether they are telling the story of their neighbors or adding an
anecdote that relates their ideas to a personal experience, another aspect that should be
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emphasized is how students connect with what they are saying. This assignment allows the child
to fully evaluate and exploit the analytical part of their brain possible, giving them a better
appreciation of the literature. For Group 4 - English Language Learners:
For Group 4 - English Language Learners:
Language Arts Strands: Reading and Writing
Activity:
Multimodal Approaches:
1. Supplement the lesson with visual aids, kits, and multimedia tools for an advanced
understanding.
2. Give translation texts or bilingual texts to help with understanding.
3. Offer an opportunity for improvisations, drama footholds, or multimedia to make
learning live, unlike an appearance.
Language Development Tasks:VMake up language-centered activities designed for learning the
word, grammatical, and syntactic rules, respectively. Include scaffolding using pre-made
grammar frames, word banks, and language models. Consider collaboration fundamental by
providing necessary facilitation and presenting positive feedback to develop well-pronounced
words and self-confidence.V
V
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Assessments
Formative Assessment 1: Listening Mini-Lesson
Objective: An active listener who values their work requires feedback.
Activity: Once you have played the audio clip through and conducted a discussion, you choose
the exit ticket on which each student would write down one central idea taken from the audio
clip, which in turn will measure the ability of a student to identify and give a summary of the
main points.@
Formative Assessment 2: Writing Mini-Lesson
Objective: Evaluate the description of the situation.
Activity:
Performing the prewriting practice in describing allows the students to peer-review one another's
paragraphs through a checklist the teacher should provide. The checklist will contain sensory
details, painting with words, and cohesiveness as its criteria, which will be included during the
process. Employing peer review techniques, the students will get crucial tips and utilize their
descriptive writing skills.V
Summative Assessment: Reading Mini-Lesson
Objective: Scoring diverse types of questions that examine inferring skills.
Activity: The learners will get a short extract of the chosen literary work, which will differ from
the one in the mini lesson.The learners will be required to produce a paragraph that analyses the
actions and dialogue of the characters to infer what they are thinking and feeling and why they
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are doing the selected actions. This write-up will be evaluated through a rubric that will assess
their ability to identify evidence from the text, draw logical inferences, and express their points
effectively.
References
Applegate, K., & Grupper, A. (2013).VThe one and only Ivan (p. 336). Recorded Books. https:/
eednovelstudies.org/downloads/The_One_and_Only_Ivan_Novel_Study_Preview.pdf
https://journal.jcopublishing.com/index.php/jcell/article/view/42
Kheryadi, K., Zuriyati, Z., & Lustyantie, N. (2021). Cultural Values in the Novel "Charlotte's
Web-EB White": Literary Anthropology Approach. Loquen: English Studies
Journal,V14(2), 58-63. https:// urinal.unbeaten.ac.id/index.php/eloquent/article/view/5100
Pelin, R. Ș. (2021). The Powe of 'Wonder ' by RJ Palacio to Trigger Young Readers’
Emotionally Literate Responses.VLinguacu ture,V12(2), 45-64. https://www.journal.lingua
culture. Ro/index.php/home/article/view/216
Pilkey, D. (1999).VThe Adventures of Captain Underpants (Vol. 1). Scholast c Australia.
Rahmadi, A. (2010).VThe Char cterization of The Main Characters in Kate Dicamillo’s The Tale
of DespereauxV(Doctoral dissertation, UNIVERSITAS AIRLANGGA). https://
repository.unfair.ac.id/116087/
Suryadi, A. I., & Dariyana, D. (2022). Children's Empowerment in CS Lewis' Novel "The Lion,
The Witch And The Wardrobe.”VJournal orner of Education, Linguistics, and
Literature,V1(4), 207-215.
