Gamaliel Elementary Lesson Plan Template s3

Gamaliel Elementary Lesson Plan Template

Unit Title/Subject: Dates: Grade: 3rd Stories Worth Telling Again & Again – Unit 1 September 10-14 English/Language Arts Learning Targets: Reading:  I can recount/retell (put in my own words) fables, folktales, myths, and stories. (K)  Can define central message, lesson, and/or moral (overall idea an author is trying to share). (K)  I can explain the central message, lesson, and/or moral using key details from the story. (R)  I can identify characters in a story. (K)  I can describe characters in a story using physical (outside qualities) and emotional (inside qualities) traits. (K)  I can explain how characters’ actions (what they do) cause events to occur in a certain order/sequence. (R)  I can locate words and details to answer questions in a text. (S)  I can ask and answer questions before, during, and after reading a text. (S)

English/Writing  I can identify structure (organization) of a narrative (story). (K)  I can identify how writers establish (set up) a situation. (K)  I can identify a correct use of dialogue (character’s speaking). (K)  I can explain how writers use dialogue (character’s speaking) to develop a narrative (story) and develop characters. (K)  I can identify and use temporal (worthy) words and phrases are used to develop a sequence of events. (K)  I can recognize and formulate closure (ending) in writing. (K)  I can establish (set up) a situation in writing. (R)  I can formulate (create) appropriate dialogue between characters. (R)  I can develop characters and events through dialogue (character’s speaking) actions, thoughts, feelings, as well as responses to situations.  I can write a narrative that establishes (set up) a situation. (P)  I can write a narrative that introduces a narrator or character. (P)  I can write a narrative that uses dialogue and descriptions to reveal actions, thoughts, feelings. (P)  I can write a narrative that uses temporal (worldly) words and phrases. (P)  I can write a narrative that uses a sense of closure (ending). (P)

Day 1 Instructional Activities: Assessments Spelling: Long Vowel Digraphs ( ai, ay, ee, ea, oa, ow) (formative and/or summative): Reading: Whole group reading with The Stories Julian Tells with questioning and discussion – read Chapter 4 in class Formative:  Review vocabulary  Reading Center  Reading Centers: (rotate students throughout the week) activity sheets Story Summarizer –retell the story using a story wheel with first,  Daily Oral next, then and finally (summarizing, comprehension & sequencing) Language (daily) Gamaliel Elementary Lesson Plan Template

Character’s journal-students pretend they are a character and write  Brainpop quiz about an event that happened to them Word Watcher – students use the dictionary look for and define new, interesting or difficult words in the day’s reading Question Creator – ask and answer questions about the day’s reading  Read Chapter 4 for homework

English/Writing:  Define narrative – tells a story. Discuss that a narrative must have characters, setting, plot and problem/solution. http://www.brainpopjr.com/readingandwriting/storyelements/plot /preview.weml watch video to define plot and take quiz  Discuss plot must have a beginning, middle and ending with a problem/solution.  Read an example narrative, The Emergency Room Visit, and identify the characters, setting, plot, and problem/solution of the example (common core clinics)  Read a paragraph and identify the sentence that does not help the plot develop (Crosswalk Coach) Day 2 Instructional Activities: Assessments Reading: Small group reading Chapter 5 in class The Stories (formative and/or Julian Tells summative):  Powerpoint to review vocabulary  Reading center rotations (see above) Formative:  Read Chapter 5 for homework  Reading Center activity sheets English/Writing:  Students writing  Discuss organizing Writing – String your ideas together (ending to the Beginning – introduces the topic story) Middle – Gives ideas to support the topic End – Gives a Conclusion  Read Danny’s Birthday Treat and identify the problem/solution & discuss the beginning, middle and ending. (Crosswalk coach)  Read a short passage and students must write a good ending/conclusion (Crosswalk Coach)

Day 3 Instructional Activities: Assessments Reading: (formative and/or  Small group reading Chapter 6 in class The Stories Julian Tells summative)  Powerpoint to review vocabulary  Reading center rotations (see above) Formative:  Reading center English/Writing: activity sheets  http://www.brainpopjr.com/readingandwriting/writing/writingabo  Brainpop quiz utyourself/preview.weml watch video to begin talking about personal narratives and take quiz Gamaliel Elementary Lesson Plan Template

 Read and discuss a Narrative Writing Scoring Rubric (Grammar & Writing Book)  Students will view a narrative that scored a 4, 3, 2, and a 1.  The class will look at the characteristics of the narrative scoring a 4: Had a main idea with a clear focus The organization/paragraphs of the narrative Used voice in the writing (express personality/feelings) Precise word choice (can picture what is happening) Variety of sentence lengths Few or no errors (spelling, punctuation, grammar)  Students will then work with a partner to compare the narratives scoring a 3, 2, and 1 to the 4 paper and look at the focus, organization, voice, word choice, sentences, and errors of each one.

Day 4 Instructional Activities: Assessments Reading: (formative and/or  Whole group reading Chapter 6 in class The Stories Julian Tells summative):  Reading centers (see above)  Quia game over The Stories Julian Tells to review for test Formative:  Homework – study vocabulary and story for test  Reading center activity sheets  Quia game English/Writing: observations  Complete writing prompt/narrative practice: Write a time you were  Graphic having a problem or some type of accident. Use ideas from your organizer- own life or make up the story. Be sure to have a beginning, middle, brainstorming and an end. One event should lead to another. Clearly state where and when the story takes place.  Students use a graphic organizer to brainstorm ideas and list characters, setting, plot, problem and solution.  The students will then use the graphic organizer to help them begin writing a narrative. (common core clinics)  Remind students to remember to have a main idea/focus, organization/paragraphs, voice, word choice, variety of sentences, and few errors.

Day 5 Instructional Activities: Assessments (formative and/or Reading: summative)  RTI  Spelling Test  Spelling Test  Comprehension & vocabulary test over The Stories Julian Tells  Reading Comprehension English/Writing: & vocabulary test  Continue with writing prompt/narrative practice from Thursday