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Elementary Education Lesson Plan

Preliminary Information



LESSON 1 of  2


Date: October 16, 2013 (Wednesday)


Grade: 3rd

Number of students: 28/block


Course/Subject: Literacy/Reading


Unit/Theme: Studying characters across series in Book Clubs.

  • Comprehension Strategy – 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 group for the lesson (Check any that apply

     Whole class

      Small group


      Other (specify)


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

Big idea or Concept Being Taught


Detailing Predictions to Bring out Personalities.

Visual learners use active imagination and artistic skills when solving problems.  As readers we can deepen our predictions by making movies in our minds of how our stories might unfold. This lesson serves as the first lesson of the learning segment. In order to introduce the academic vocabulary word “predictions” to students, a series of examples will be provided where the process of making predictions will be modeled and practiced.  Predictions will be made by analyzing the story title, illustrations and character(s) action.



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

Name of Unit: Comprehension Strategies – Making Predictions

 Making good prediction is the first step to being a successful reader.  Previous lessons taught have focused on comprehension strategies such as recount and infer. Teaching predictions is a challenge in that students always state what will happen but not how it will happen.  Therefore it is important for the teacher to tell children that good predictors often make movies in our minds of what has yet to happen, envisioning not only what will happen next but also how it will happen and also to draw on what they know of the characters.




During this lesson students are exposed to making predictions by looking at pictures of a story to predict what it is really about.  Making predictions through illustrations will guide students to be better able to apply the skill to using the story title, content, and back cover of a book to predict what it is really about.  


This lesson is the first of 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 is envisioning or visualization
  • Students know to identify the characters in a story
  • Students know what are character traits

Prior Skills

        Students have the skill of making visual/mental pictures of characters when reading.

        Students have artistic and writing skills from stop and jot, practicing comprehension strategies such as recounting and writing sentences for my thoughts section of their writing workshop.

   Prior Academic Language

  • character
  • envision
  • recount


Students Learning Goal(s)/ Objective(s)

(Identify1 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 it will happen.

  • Students Version: students will be able to predict not just what will happen but how it will happen by using background knowledge of characters.



(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. 2.      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
  • Graphic organizer

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.



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 the character will act 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 how the character will do that.
  • “You can revise your prediction if you want or try a new one.”
  • How many of you though about Rob’s father 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?)


Project pictures for the story on Smart Board – In this activity, you will read through an on line story.

  • The first time you will only see a few pictures from the book.  They won’t be any words.
  • Think about what you believe will happen in this story based on the title and pictures that appear.
  • Write/record your prediction on your Prediction Guide Sheet.

The activity you just went through required you to make a guess as to what will happen next in the story. Today I want to tell you that to predict well, it helps to make a movie in your mind of what has yet to happen. Those movies need to show not only what will happen next but also how it will happen.



(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.)


Students will read through the story with words this time to see if their prediction was close or not. Look back at what they learn.


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

  • Book –  story title and cover illustration
  • Mystery box: How did the title and pictures on the box help you predict what is inside the box?  What other clues did you use?


Making predictions:

  • Predictions can be made from titles and illustration/pictures, chapter books and from performances (the way people act).
  • Remember to predict is to make a guess as to what will happen next in the story.  (definition revisited)
  • Read aloud of chapter 1 of Charlotte’s Web.
  • Question: I wonder how Fern’s dad will respond to her pulling on the axe in his hand. What will he say? Do?
  • What are you thinking? Stop and jot 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 Fern’s Dad will….”
  • Giving students a thirty seconds to jot their predictions
  • Prompt: Remember to predict not only what a character will do, but also how the character will do it.
  • How will Fern’s father react?  Do you think he will blow up? Yell? Or will he 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.


Differentiation/ Extension

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

The 8 Multiple Intelligences - Gardner


Interpersonal: Working together as a whole class


Intrapersonal: working independently to make prediction.


Visual/Spatial: Using active imagination, internal imagery, visualizing and using their minds eyes; Seeing pictures and story on Smart Board and graphic organizer.


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


Smart Board/internet

Online story –

Graphic organizer

Text – Charlotte’s Web










DRAFT: This module has unpublished changes.