This lesson plan is for a 3rd grade English class that is culturally diverse. The plan aims to improve students' reading, speaking, and writing skills. Various instructional strategies will be used, including teacher instruction, videos, and group work. Formative and summative assessments will evaluate if learning objectives were met. Student engagement will be encouraged through behavioral, emotional, cognitive, and agentic engagement strategies.

1. Running head: LESSON PLAN 1
LESSON PLAN 8
Lesson Plan
Instructor: Antony Jacob
Cheanel Nolden
September 5, 2019
Lesson Plan
Unit Title: Introduction to Reading and Writing
Lesson (grade) Level: Grade 3
Subject Area: English
Lesson Title: Reading and Pronunciation
Demographics of the Classroom
The classroom environment for which this lesson plan is
designed is culturally diverse. The class is comprised of whites,
blacks, Hispanics, Asian Americans, and Native Americans.
These groups of students total to 50. Out of this number, white
students lead in population by 25, followed closely by
Hispanics (15), Blacks (5), and Asian Americans (7). Native
Americans are the least represented in the class, since they are
only 3 students. The classroom is also comprised of 27 males
and 23 females from different races and ethnicities. In this
classroom environment, only whites and black students are
native English speakers. The rest speak English as their second
language. Therefore, they need more special attention in order
to improve their English writing and reading proficiency.

2. Although two people are persons with disability, their level of
disability does not affect their language proficiency. This is
particularly true because one student does not have the left ear
lobe, while his colleague is crippled. Therefore, all their
disability does not affect their five common senses and their
ability to read and write.
Like other American classroom environments, the target
class is a culturally diverse one. Therefore, the learners’
cultural backgrounds and family ties greatly influence the
manner in which they learn. Americans continually live in the
future, and this pattern expresses how students are motivated.
On the other hand, many immigrants have a better connection
with the past, a practice that can significantly motivate some to
improve their intellectual competence. In Asian and Hispanic
cultural contexts, the teacher is revered as an authority figure.
To express respect, the students often look at the floor. For
American learning environment, individualism and teacher-
student relationships are promoted by the teachers ensuring that
they are looked in the eye or for students to disagree with them.
Culture plays a critical role in explaining why students act or
speak in certain ways. With such knowledge in mind, teachers
should understand that in case they are in diverse learning
environments, they are taking part of various cultures. When the
teacher is not familiar with different cultural and ethnic
backgrounds and how they have been socialized, the instructor
may begin to question their behaviors. Therefore, understanding
each of the learners’ cultural backgrounds is a necessary step in
ensuring that the lesson plan is designed in a manner that meets
the learning needs of all students.
Lesson Standard
The lesson plan will be guided by the Common Core States
Standards (CCSS) for English Language and Arts. The CCSS
defines what all learners are expected to understand and able to
do, and not merely how the educators should provide lessons.
Moreover, the CCSS provides references to some specific forms
of contents, such as mythology, foundational documents, and

3. comprehension (Taylor, Watson & Nutta, 2014). Thus, the
CCSS will guide the instructor in improving the reading and
writing competency of learners by providing strategies of
asking the students questions and answering them in order for
them to demonstrate understanding of texts, referring explicitly
to the texts as the foundation for providing answers. In addition,
the CCSS requires the teacher to refer to details and examples
in texts when providing explanations on what the text explicitly
explains and when deriving conclusions from the text.
The proposed lesson plan utilizes technological resources
to promote learning and comprehension. This strategy is in line
with the most recent version of CCSS, which placed emphases
on the utilization of technical materials, world literature, and
mechanisms that can be used to assess text complexities in
comparison with the original drafts (Taylor, Watson & Nutta,
2014). Although there are no defined list of books that should
be utilized across different grades, , the CCSS incorporates four
needed texts for basic education, which include the Declaration
of independence, the Preamble to the Constitution, the Bill of
Rights, and President Abraham Lincoln’s second inaugural
address. The CCSS recommends reading, including literature
and informational texts across all grades and foundational skills
in grades Kindergarten to five, writing, speaking and listening,
as well as language development.
Two Objectives that will be addressed
1. To improve students’ reading and speaking skills.
2. To improve students’ writing proficiency.
Attention Grabber
Attention grabbing will be attained through the utilization
of student engagement strategies. Engagement can be defined as
the degree to which a student is actively involved in a learning
activity. Therefore, placing students in learning activities is
critical because they arouse emotions that encourage students to
focus on the lessons that the instructor is providing. For
instance, motivations will be provided to improve student
attention (Christenson, Reschly & Wylie, 2012). Motivation

4. includes use of activities and resources that energize and direct
the student to focus their attention on classroom lessons. Energy
increases engagement through its strengths, intensity, and
persistence. Thus student engagement will be attained thought
he utilization of various strategies. These approaches include:
behavioral engagement, emotional engagement, cognitive
engagement, and agentic engagement. Behavioral engagement
can be attained through on-task orientation and concentration
programs, high efforts, and high task persistence. Emotional
engagement can be realized through the provision of task-
facilitating emotions, such as curiosity stories and charts,
interests, and enthusiastic contents. Moreover, emotional
engagement is encouraged by the reduction of task-withdrawing
activities. Further, cognitive engagement will be attained by
utilizing complex, deep, and personalized learning approaches
such as elaboration and developing the student’s conceptual
understanding as opposed to surface knowledge. Furthermore,
the instructor will encourage learners to utilize self-regulatory
mechanisms such as planning (Christenson, Reschly & Wylie,
2012). Agentic engagement will be facilitated through
developing programs that facilitate proactive, intentional, and
constructive contributions into the flow of the learning activity,
such as encouraging students to provide their inputs and make
suggestions. The learning activity will be enriched as opposed
to merely providing passive information for the students to
receive and memorize. Finally, a list of reading and writing
activities will be provided to learners to improve their level of
attention. For instance, partner pretest programs will be
established to focus on prefacing the lessons with pretest. The
learners will be allowed to understand that the tests will not be
scored, reducing anxiety and improving their levels of
performance. Further, secret answers will be of great focus to
enable students to be confident in their answers.
Connecting Prior Learning

5. The learners will be provided with a brief overview of
their previous topics and lessons that they had learned.
Thereafter learners will be required to make connections
between their background knowledge and the new information
that they have acquired. The instructor will act as a facilitator
and cultural negotiator as learners develop meaning and
navigate the demands of the curriculum. The instructor will
orchestrate opportunities for the learner to interact so as to
develop within their own dimension. This process will ensure
that the students stretch themselves beyond their cultural levels
of development to utilize new language, comprehend concepts,
express their views and feelings, and consider new perspectives
and concepts as the lessons transition to new topics. Before
exploring new topics, the students will be asked questions to
remind them of the previous topics. This will encourage the
learners to assess their initial connections from the previous
topic or phase to determine relevance and usefulness to the
current topic and to continue with the process of documenting
connections to new learning materials.
Presenting the Content
There are various instructional strategies that will be used
to impart knowledge to learners. These strategies will include:
classroom teacher-to-student instructions and dictation, use of
video and PowerPoint presentations, as well as encouraging
students to work in groups to promote independent learning
(Larson & Keiper, 2012). The instructor will encourage
participative learning by performing tasks and requiring
students to emulate what they have performed. For instance, the
teacher will pronounce words that are written in a chart and
pictured by pointing at them and reading aloud, after which the
students will be asked to repeat the same thing (Larson &
Keiper, 2012). Students will also be given homework
assignments for them to complete in order to encourage
engagement and comprehension.
Feedback
Feedback is important in enlightening the learners on

6. whether or not they got something right or wrong. In the context
of the lesson plan, informative feedback will be used to update
learners on their performance and areas of weaknesses (Boyle,
J., & Scanlon, D. (2018). Informative feedback plays a critical
role in telling the students the key areas that are either right or
wrong about their performance of specific tasks. In addition,
informative feedback will be used to inform the students the
reasons as to why what they did was right or failed to work, and
what they need to change in order to correct their actions.
Furthermore, cons equated feedback will be provided to inform
learners on the consequences of their performance, whether
right or wrong.
Reflecting: Assessing the Lesson
The lesson will be assessed in order to determine if it has
generated the desired learning outcomes. As such, evaluation of
the lesson will be done formatively and summative. Formative
assessment will be conducted to assess if the learner has gained
an understanding of each of the topics (Boyle & Scanlon,
2018). Examples of formative evaluation will include sue of
continuous assessment tests, quizzes, and homework
assignment. Summative evaluation will be done to assess if
learners have gained knowledge across all topics that were
taught (Boyle & Scanlon, 2018). Such assessment procedures
will include use of end of year examination and end-term
exams.
References
Boyle, J., & Scanlon, D. (2018). Methods and Strategies for
Teaching Students with High
Incidence Disabilities. Boston: Cengage Learning.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.).
(2012). Handbook of research on student
engagement. Springer Science & Business Media.
Larson, B. E., & Keiper, T. A. (2012). Instructional strategies
for middle and high school.
London: Routledge.

7. Taylor, R. T., Watson, R., & Nutta, J. (2014). Leading,
teaching, and learning the common core
standards: Rigorous expectations for all students. Rowman &
Littlefield.
8