<p> Henry County Mini-Society Literature Based Lesson Plan Week Two, Day Six</p><p>Literature Title: ____Rent A Third Grader______</p><p>Author: ____B.B. Hiller______</p><p>Economic Concept(s): ___Jobs, advertising, start-up costs, profit/loss, resources, ___ interdependence ______</p><p>1. Content Map: (Grade Level and Subject) 3rd Grade Social Studies 3rd Grade Language Arts</p><p>2. Content Map Objective(s): (Number and Statement; QCC Correlation) 3-LA-5 Make inferences prior to, during, and after reading, including drawing conclusions, predicting outcome, and making generalizations. 3-LA-13 Independently read and follow multiple-step directions. 3-SS-2 Explain how scarcity and price affect economic decision making. 3-SS-23 Differentiate between renewable and nonrenewable resources. 3-SS-24 Identify different perspectives of same events. QCC- LA 16,29 QCC- SS 11,13,23,32</p><p>3. Developer(s): (First and Last Name) Debbie Brown Amy Clifton Christine Harris</p><p>4. Year Developed: 2001</p><p>5. Lesson Outline: Students will expand vocabulary, read for information, form opinions, and discuss in small groups. </p><p>6. Description of Activity: Before Reading - Present questions for “Talking Why and How” activity – 1. How did Brad propose that they earn money to pay for the ad? 2. Why did the committee decide to put posters up all over town? 3. How did Brad feel when he woke up on Saturday? 4. How did his mood change by Sunday? 5. How did Brad feel about Jennie’s fund-raising idea? Tell students that they should keep these questions in mind while reading, but NOT to write the answers. During Reading - “Everyone read to” – read independently chapters 16-18 and think about answers to the questions. After Reading - Divide the class into discussion groups of 4 or 5 children. Every group has one member designated as “group leader.” Students discuss in small groups (for about 10 minutes) their answers/opinions to the questions. The group leader makes sure the group stays on task and moves through the questions in order. Then discuss group comments.</p><p>7. Student Background Assumption(s): Working in small groups, opinions.</p><p>8. Materials Needed: Board or overhead for questions, copies of questions to give each group leader.</p><p>9. Web Link(s): </p><p>10. Evaluation: Student participation in small group discussion.</p><p>11. Multiple Intelligences Addressed in this Lesson:</p><p>__X_ Verbal/Linguistic ____ Logical/Mathematical</p><p>__X_ Visual/Spatial ____ Bodily/Kinesthetic</p><p>____ Musical/Rhythmic __X_ Interpersonal</p><p>__X_ Intrapersonal ____ Naturalist</p>