LESSON #2 PREDICTIONS: MUSEUM TRIP AND FLY

    In this lesson, my partner and I taught third graders how to make and check predictions using two wordless picture books, The Museum Trip by Barbara Lehman and Fly! by Mark Teague. Students used clues from the pictures, such as facial expressions, actions, and settings, to guess what might happen next. Then, they compared the two stories, discussing similarities and differences while learning new vocabulary like predict, clue, evidence, expression, and setting.

    This lesson connected to multiple subjects. In art, students analyzed the illustrations and colors to tell a story. In language arts, they practiced speaking, writing, and describing what they noticed. It also connected to social-emotional learning as students discussed how characters might feel based on their expressions and actions. Technology supported the lesson through slides and visuals that helped everyone follow along.

    We provided supports for all learners. Tier 1 students worked in groups using visuals and sentence frames. Our Tier 2 multilingual learners used bilingual word cards and sentence starters like “I predict that… because I see….” Tier 3 students with IEPs received one-on-one help and used pictures or drawings to show their ideas. These strategies made it possible for everyone to participate meaningfully.

    The lesson followed a clear structure. We started with an icebreaker and visual agenda to set expectations. After learning key vocabulary, we modeled how to make predictions using The Museum Trip. Students practiced on their own and later compared both stories with a Venn diagram after reading Fly!. For the final activity, they created their own story endings through writing and drawing.

    Our objectives were for students to make and confirm predictions, identify story elements, and compare the two books. Noelle met the objectives and used sentence frames well to explain her thinking. Cynthia, who is still learning English, met the goals with extra support. My partner and I helped her by translating between Spanish and English so both girls could communicate and share ideas.

    We used strategies like modeling, visuals, feedback, and peer collaboration. The wordless books worked especially well because they allowed students to focus on comprehension and discussion instead of decoding text. We assessed learning through observations, class charts, and students’ final drawings and explanations.

    Overall, this lesson showed us how powerful visuals and teamwork can be. Students were engaged and confident when they had multiple ways to express their understanding. As future teachers, we learned how important it is to adapt instruction, use visuals, and support students’ language development so every learner can succeed.