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Third graders read excepts from the story, Thank You, Mr. Falker in order to gain practice in understanding an unfamiliar story by focusing on the details. They use a worksheet, embedded in the plan, which directs them to certain passages in the book. They go back and re-read them, then complete two worksheets for homework. The first one has them describe the character, setting, motivation, problem, and resolution of the story. The second has them write an essay in which they compose a paragraph that describes what the lesson of the story is - in their minds. An interesting, and thought-provoking language arts lesson!
Third graders practice the skills of identifying the main message in a story, describing the main character, and sorting the key details of a story into specific categories. The story they read is, The Boy Who Loved Words. Using a guiding worksheet embedded in the plan, pupils read specific excerpts from the book, then get together as a class to discuss their meaning. They also discuss the main message found in the book, and brainstorm the things they can all learn from the book. An intelligent, and thoughtful language arts lesson plan.
As 3rd graders continue reading Bullfrog at Magnolia Circle, they focus on the concepts of predator and prey in the fifth lesson of this unit. Scholars further develop their ability to answer questions using evidence from the text as they look at the relationship between the bullfrog and other animals in its habitat. To better understand their reading, students focus on identifying vivid language used in the book and the author's reason for choosing these unique words and phrases. Children practice using context clues to find meaning in unfamiliar vocabulary from their reading, and work in groups to act out the new words for the class. A great differentiated lesson that supports all learners as they continue to read and form understanding of this informational text.
In a two-part lesson, fourth graders are first assessed on their ability to produce an explanatory paragraph and then participate in a gallery walk, presenting their final constitution paragraphs to their peers. To start, learners write a paragraph explaining how their class constitution solves one of several issues described in a bar graph about bullying. Next, a gallery walk is held in which the class reads and posts comments on each others' writing. As a conclusion to the unit, the lesson nicely summarizes and celebrates the development students have made as young writers.
Teach young readers how to compare two texts and select passages that exemplify a specific theme with Lesson 6 from Unit 3. Begin by modeling how an expert reader selects examples from a text, performing a think aloud on how Article 2 of the Universal Declaration of Human Rights (UDHR) applies to the character of Mama in Esperanza Rising. Then your class will work in groups to select passages related to their own selected article of the UDHR. Selected passages, UDHR articles, and an exit slip are all included in the resource.
Fourth graders view examples of help-wanted ads as they plan and create their own writing in the fourteenth lesson of this unit on colonial trade. The engagement of the class is captured when the teacher shares an actual help-wanted ad for an apprentice printed during colonial times. Learners then analyze a piece of included sample writing as they form a clear understanding of the expectations for their work. Next, young scholars plan their writing using previous research and a graphic organizer before finally writing their own help-wanted ad. A lesson that engages and supports students as they pull together all the research and work they have done in this unit to create a piece of original writing.
"I love it when a plan comes together." Building on the previous lesson in this unit, young writers use their graphic organizers to create a draft of their constitution explanatory paragraphs. The teacher models this process for the class, demonstrating how ideas are transformed from an outline into an organized piece of writing. Throughout this process, learners discuss with one another the steps being taken, reinforcing their understanding before working independently to produce their own writing. To conclude, the class pairs up to share their work, writing a compliment about each other's paragraph on an index card as their exit ticket. A great resource that clearly models the process of planning and drafting a piece of explanatory writing.
Building on the previous lesson in this unit on colonial trade, the ninth lesson has young experts continuing their research and writing summaries of the information they find. To begin, children participate in guided practice where they read and summarize an informational text as a whole class, learning to focus on the question words who, what, where, when, and why. Learners then break into expert groups to reread their informational texts, while continuing to take notes and discuss their findings. The lesson concludes with the young researchers writing a summary of their colonial trade, citing specific evidence from their reading. An excellent resource that supports in using research to create a summary of informational text.
This second lesson in a larger unit is perfect for the beginning of the year because it explicitly teaches 3rd graders how to use close reading skills by identifying unfamiliar words, figuring out the gist, and defining important vocabulary words. Learners work to use key details from the story Rain School to identify the main message, describe the characters and their actions in a story, and participate in an academic conversation with their peers through the use of repeated reading and sticky notes on pages to highlight information key terms. The detailed and specific teacher guide, materials list, vocabulary list, and supporting materials make this plan ready to use and an exemplary resource for 3rd grade classrooms.
Third graders work to determine the main idea, recall key details, and answer questions using an informational text on the topic of animal adaptations. Using the non-fiction text "Staying Alive: Animal Adaptations" (provided) the teacher will read the story aloud modeling fluent reading while the class follows along. Next, independently learners will re-read the story on their own using the close reading routine they worked on in a previous unit. During this process, learners will write down notes and vocabulary from the text to capture the gist of the text and compare their notes with a partner. To help capture the main idea and details from the text, readers will be guided to fill out a recording form (given). This lesson and the corresponding unit provide an organized & structured format to teach the concept of reading for information, comprehending what is read, and answering questions about a text providing supporting details. With the text and recording sheet included, it makes this lesson very easy to implement.
In this ninth lesson plan in a larger beginning-of-the-year unit, close reading skills are used independently to find the gist of the story That Book Woman. Rereading for important details is the targeted skill to unlock a deeper understanding of the story and create a richer learning experience. Learners end the activity with the a collaborative discussion of the insightful question, "NOW what do think the lesson plan of the story is?" Third grade classes will enjoy the diversity of the Appalachian dialect written into the story. Teachers will enjoy the explicit language of the lesson plan that is designed to bring out engaging classroom learning.
Introduce young readers to informational texts with a well-designed, ready-to-use, and Common Core-aligned unit. Young readers will learn a variety of skills while studying the Universal Declaration of Human Rights (UDHR). As the first lesson in this unit, the primary focus of the lesson is learning to use the norms of class discussion as well as close reading practices. Your young readers will learn and practice strategies such as rereading, annotating, identifying key vocabulary, and summarizing. Making use of great instructional strategies, this unit is a must see! Note: The level of text complexity for this module would most likely make it appropriate for older grades as well.
Delve into Esperanza Rising by Pam Munoz Ryan with close reading and evidence-based, text-dependent questions. Part of a unit series, this well-sequenced, Common Core designed lesson draws on material from the previous day and from homework so that pupils begin the day with prior knowledge, and then move into more complex response work. The focus is on multiple readings, small group work, and close reading. Class members discuss the text, respond to questions, and continue to mark evidence with sticky notes.
How do you know what a character's personality is like if an author doesn't tell you? With a focus on character development in Esperanza Rising, pupils complete a jigsaw activity to analyze the actions of Mama, Abuelita, and Miguel. Once group members have shared with their expert group and their own group of three, they compare and contrast the other characters to Esperanza. Class members must make inferences using author details and character behavior. During this well-sequenced lesson, learners will complete a quiz, participate in a jigsaw activity, create posters and charts, and write briefly for an exit ticket, and close with a discussion about human rights.
Continue working through Esperanza Rising, by Pam Munoz Ryan, by looking into language choices and discussing text-dependent questions. Pupils converse in small groups and as a class about plot, setting, and figurative language. Using sticky notes, called evidence flags in the plan, class members mark evidence that corresponds with a series of questions. Create a class record of figurative language, and close with an independent writing assignment about Esperanza's life in California. Meet Common Core requirements as you delve into this text.
Explore point of view and more with a Common Core designed lesson. Pupils experience different points of view by representing one of two characters from Esperanza Rising during a partner discussion. They must use evidence from the text that supports their side during the discussion. But before this, the teacher leads the class through a close reading with text-dependent questions. Small groups are allowed to converse abou each question. The questions ask learners to determine the meaning of words using context clues and examine metaphors. Wrap up the lesson with an exit ticket and a debrief.