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Elementary Education Daily Lesson Plan


                                  Preliminary Information


Date: October 17, 2013 (Thursday)

Grade: 3rd

Number of Students: 28/block

Course/Subject:  Reading

Unit/Theme: Making Predictions

Period/Time:  5th  Block

Estimated Duration: 35 minutes

Where in the unit does this lesson occur?

     Beginning of the unit

    Middle of the unit

      End of the unit

Structure(s) or grouping for the lesson (Check any that apply)

Whole class Small group One-to-one



Other (specify)

 What are your goals for student learning, and why are they appropriate for these students at this time?

Being Big idea or Concept Taught

Explicit instructions of making predictions outside of the title, text and illustrations by using graph and charts in order to better explain how to make predictions. This lesson serves as the second lesson of the learning segment. In order to introduce the academic vocabulary word “prediction” to students, a series of examples will be provided where the process of making prediction will be analyze by using a mystery box and bar graph.


(Why this lesson at this time: how does it connect to previous or succeeding lessons?)


The students began learning about the steps in the scientific method a few weeks ago in science.  Scientist use graphs to report their findings, hence the use of the bar graph to model predictions. The interdisciplinary crossovers of the science and math unit with literacy have allowed the topic to be taught with greater clarity of subject matter knowledge. Previous lessons have been heavily focused on comprehension strategies such as envisioning/visualizing and recounting (retelling). Teaching prediction through an integrated lesson is a challenge in that students do not always readily recognize the clues or identify character actions that will help them figure out the conclusion as to how the story will end.Therefore, it is important to build a foundation for students understanding of the word “prediction.”  The explicit introductory activities will lay the foundation for students understanding of the word prediction.

During this lesson students are exposed to making predictions in other subject areas through every day experiences in math and science like interpreting a bar graph/pictograph.  Displaying the average temperature for five days of the week (Monday – Friday) on a chart and then have students predicting the temperature for Saturday. Presenting predictions in a less intimidating and more relatable way, students will better be able to apply the skill in the context of any piece of literature during a future lesson. Teaching prediction in an integrated lesson is necessary to ensure that students’ understanding of the strategy is firm. This lesson is the second of the four lessons designated to introduce the process of making predictions.


Prior Knowledge and Conceptions

(What knowledge, skills and/or academic language must students already know to be successful with this lesson?)

Prior Knowledge

  • Students know what a bar graph is
  • Students know the weatherman predicts the weather using temperatures
  • Students know how to add and identify patterns when counting.

Prior Skills

  • Students have the skill of making mental/visual pictures of characters when reading text and illustrations
  • Students have artistic and writing skills from stop-jot, practicing comprehension strategies such as recounting and writing sentences for my thoughts section of their writing workshops.

Prior Academic Language

  • Character                     visualize
  • Temperature                 retell/recount
  • Weather                      


Students Learning Goal(s)/ Objective(s)

   (Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)                                                                      

Students will understand that good predictors often make movies in their minds of what has yet to occur, envisioning not only what will happen but also how and why it will happen.

Students version; students will be able to predict what will happen by using personal knowledge of similar experiences.


(List the standards that are most relevant to your goals)

Common Core:

ü  Standard 1 ELA: Students will read, write, listen and speak for information and understanding.

ü  RL. 7 Explain how specific aspects of a text illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting)






Academic Language Demands

(Identify academic language, particular words/phrases that are essential to understanding the content of this lesson.)


Making Prediction: A prediction is a guess as to what will happen next in the story.


  1. 1.      How will you know and documents the extent to which students make progress towards or meet your goals?

Evidence and assessment of student learning

(How will you know whether students are making progress toward your learning goal(s), and /or how will assess the extent to which they have met your goal[s]?)



  • Student’s use of key details or clues from the text the author gives about how the story will end.
  • Voluntary participation and revising their prediction
  • Graphic organizer – written assignment

The informal assessment of student’s performance will occur during the whole class activity. And the completion of the graphic organizer/worksheet at the conclusion of the lesson for the summative assessment.

Expectations for Students Learning

(What are your expectations for performance?  Specifically, describe expectation for each of the following types of performance: exceeds expectations, meets expectations, and below expectations performance.)

Exceeds expectations: Uses clues or more than two supporting details from the story and also how and why the character will act a certain way to tell what will happen.


Meet expectations: Participates during the class exercise, identify at least one supporting detail from the story to tell what will happen and how it will happen.


Below expectations: A zero scored on the rubric. Student fails to participate (unable to write a prediction). Cannot identify any clue or supporting details from the story in order to make a prediction

Students Feedback

(How will you provide students with feedback?)

Students will receive oral feedback when teacher interjects thirty seconds after making observation of student’s writing. 

Example of oral probing feedback.

  • Remember to predict not only what a character will do, but also why the character will do that.
  • “You can revise your prediction if you want or try a new one.”
  • How many of you though about your own experience to that of Elijah’s and let that influence your prediction?
  • “If you haven’t done that yet, do it now, revising your prediction or again, trying a whole new one.”
  1. How will you support students to meet their goals?



(How will you get the lesson started? What questions, texts inquiry, modeling, and/or other techniques will you use to engage students?)



Present a mystery box and have students make a prediction as to what is inside the box.

  • Think about what you believe will be inside this box based on the size and shape.
  • What clue(s) from the box help you make your prediction?
  • Why did you predict that particular object and not something else?
  • Write/record your prediction on your sticky note.

The activity you just went through required you to make a guess as to what is inside the box. Today I want to tell you that we can predict well, by bringing in our personal knowledge of similar experiences to anticipate the outcome.




(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; 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.)


The content of the box will be revealed, students will share if their prediction was close or not. Look back at what they learn.

Look at two other examples that require the class to make a prediction. One activity at a time and the process of making a prediction is modeled by the teacher once and then practiced by the students from that point forward.

  • Bar graph showing the average temperature for five days of the week.
  • Question: Predict what will be the temperature for Saturday?
  • Students will look for clues to help them identify a pattern to solve the problem.

Making predictions:

  • Predictions can be made from performances (the way people act) charts and graphs.
  • Remember to predict is to make a guess as to what will happen next in the story.  (definition revisited)
  • Read aloud of The Missing Files.
  • Question: I wonder how Elijah’s mother will respond to him getting on the computer and loosing her files.  What will she say? Do?
  • What are you thinking? Turn and share your prediction with a partner. Then write your prediction on the left side of your graphic organizer. For those students needed help in getting started I will use the probe “I think Elijah’s mom will….”
  • Giving students a thirty seconds to jot their predictions
  • Prompt: Remember to draw on your personal knowledge of similar experiences to make your predictions.
  • How will Elijah’s mother react?  Do you think she will blow up? Yell? Or will she talk in a quiet way?
  • Revised your prediction if you want or try a new one.”



(How will you bring closure to the lesson?)


Guide students in a conversation to process the lesson.

  • Look back at your prediction Guide Sheet (graphic organizer). How did you do?  Was your prediction close to what the story was actually about or were you way off base?
  • Students share predictions with partners, pointing out to each other what they did to make their predictions good.
  • Teacher flips over a chart- Strategies Readers Use When We Predict, and pointed to the bullet points.


Differentiation/ Extension

How will you provide successful access to the key concepts by all of the students at their ability levels?



The Multiple Intelligences – Gardner(1985)


Interpersonal: Working together as a whole class

Intrapersonal: working independently to make prediction.

Audio: Hearing peer responses when sharing what they did to make their predictions good.

How the classroom environment supports student learning:

  • Working as a whole class to make movies in their minds during the read aloud, then jot a prediction of what they think will happen.
  • Hearing the discussion of peers in heterogeneous groups.

Challenging Above Average Students:

  • Challenge: have students go on treasure hunt in a story. Using highlighter or have student write clues on separate paper go through the story slowly, thinking about clues the author gives about how the story will end.
  • Extension: have students read a story stopping before they reach the ending. Students write their own ending to the story.  Teacher reads endings aloud allowing students to vote on the best ending they think will most closely match the author’s ending.  Then read rest of story.


What Ifs

Be proactive: Consider what might not go as planned with the lesson; what will you do about it?


What if students have trouble making predictions

  • Guide students to discover that predictions can be made from both reading and life
  • Use an everyday life experience such as crossing the street. If the traffic light is on amber can you tell what the next color it will change to? 
  • Point out that by guessing the next color of the traffic light is simply making a prediction.

What if students cannot relate envision and predict as being the same?

  • Explicitly defining both concepts for students and providing examples


Resources and Materials


Chart (bar graph showing average temperature)

Mystery box, soap

Graphic organizer

Text/short story – Missing File















DRAFT: This module has unpublished changes.