Lesson+Plan+Set+1


 * Lesson Plan: Interactive Read-Aloud**
 * Grade**: 3


 * Time**: 20 minutes


 * Standard**: SL.3.1.


 * Objective**: Students will be able to listen to the teacher read aloud while making predictions, connections, and contributions to discussion.


 * Materials**: __Tornado__ by Betsy Byars


 * Lesson Sequence**:


 * **Before Reading**:
 * “Today I am going to begin reading aloud a really great book by Betsy Byars. The title of the story is __Tornado__. Has anyone ever had a very special pet that they really cared about? We are going to read about a special pet in this book. Does anyone have a prediction as to what the title __Tornado__ may have to do with the picture of a dog on the front cover?
 * Discuss predictions.
 * “Those are some very interesting predictions. Let’s read the first three chapters of the book. Be sure to listen carefully to the story and see if your predictions are confirmed. Predictions are never wrong. If the story goes a different way than you thought it would, it’s just because the author had different thoughts than you did when they were writing. If you hear a part in the story that reminds you of your pet at home, raise you hand.”
 * **During Reading**
 * Page 3: Has anyone ever experienced a tornado before?
 * Page 3: (if not) What do you think experiencing a tornado would be like?
 * Page 14: Why do you think Tornado is trying to get Pete’s attention?
 * **After Reading**
 * “Now that we have read the first three chapters of the story, who can tell me what they think is going to happen next?”
 * Discuss predictions as a class and record them for later discussion.
 * “Those are great predictions boys and girls. Now I would like you to discuss with someone sitting next to you if there was a part in the story that reminded you of your own pet and why it reminded you of them. If nothing in the story reminded you of your pets at home, I would like you to discuss what your favorite part of the story was.”
 * Ask some pairs to share what part was their favorite with the class.


 * Assessmen**t: I will know that I have met my objective if the students are able to make predictions before and after reading, raise their hand when they hear a relates to their life experiences, and talk about their favorite part of the story or a part that reminds them of their own pet with a partner after reading.

**Lesson Plan: Reading Mini Lesson**

Grade: 3

Time: 20 minutes

Standard: RL.3.3.

Objective: Students will be able to identify and describe traits that the characters possess in the books they are reading and how that contributes to the sequence of events that occur.

Materials: __Tornado__ by, Betsy Byars, Chart paper labeled Character Traits, Photocopies of pages 14 and 15

Lesson Sequence:

**Lesson Plan: Writing Mini Lesson**
 * 1) Lesson Introduction/Anticipatory Set (Engagement)-
 * “Boys and girls, do you remember reading the book __Tornado__ yesterday during the read aloud? I’d like you to raise your hand if you remember who the characters were in the story.”
 * 1) State Objective and Purpose-
 * “Today we are going to learn about different character traits and how those traits effect what happens in the story. We are going to learn about this today because it will help all of us to better understand the characters in the books we read, so that we can get an even better understanding of the story itself. It will also help us to be able to relate to a character or decide that a character doesn’t have much in common with us.”
 * 1) Teach and Model-
 * “The traits that characters have play an important role in what happens in a story. Can anyone give me some examples of traits or personality characteristics that someone can have?”
 * Write list of traits on chart paper. Prompt students if struggling.
 * “This is an excellent list of character traits that we have brainstormed together. All of these traits can play important roles in different stories. We are able to determine what character traits a character possesses through learning how they talk to others, what they think about during the story, and how the author describes them. Let’s talk about the characters that we read about yesterday. Pete is one of the main characters in the story. Can anyone think of some character traits that Pete possess?”
 * Allow students to discuss Pete’s traits. (calm, level-headed, talkative, caring, loving)
 * “Those are all character traits that describe Pete very well. They all effect what happens in the story as well. Why do you think the author decided to make Pete a talkative character?”
 * “That’s right, Betsy Byars most likely chose to make Pete a talkative person because he is the story teller in the book. Another reason why she may have chose to make him a talkative character, is that she wanted him to distract the other characters from the tornado that was going on outside. Pete helped them to pass the time by telling them stories about his dog, Tornado. He was able to keep everyone calm.”
 * “What do you think would have happened if Pete was quiet and shy? Do you think the same events would have occurred in the story?”
 * Allow students to think and make predictions.
 * “Good readers are able to identify character traits of the characters that they are reading about. They are also able to understand how the traits of those characters effect the events that happen in the story.”
 * 1) Guided Practice-
 * Provide the students with photo copies of pages 14 and 15 of the book __Tornado.__
 * Ask the students to read the two pages and to identify character traits of Pete’s brother, Sammy.
 * Have the students discuss what character traits they came up with for Sammy with the person sitting next to them.
 * Discuss Sammy’s character traits as a class. Ask the students how those traits effected what happened in the story. If the traits were different, would there be a different outcome?
 * 1) Independent Practice/Assessment-
 * “Boys and girls, when you begin your independent reading today, I want you to think about what character traits are and how they effect the course of events in the story. I’m going to hand out index cards. When you are reading and you discover that you have learned a trait that the character you are reading about possess, I want you to write the trait on the index card. I also want you to write why you think the author decided to give that character that trait.”
 * 1) Closure-
 * “Boys and girls, what did you learn today?”
 * Allow students to respond.
 * “Who can tell me why what we learned today is important to remember as we are reading?”
 * Allow students to respond.
 * 1) How will you know the lesson has been successful?
 * You will be able to determine if the lesson has been successful if the students are able to identify character traits and why the author chose those traits for that character through writing on their index cards during independent reading.

Grade: 3

Time: 20 minutes

Standard: W.3.3. a.

Objective: Students will be able to write a narrative based on an experience they have had through ensuring they include a clear event sequence.

Materials: __Tornado__ by, Betsy Byars, Teacher written narrative, Story Map

Lesson Sequence:


 * 1) Lesson Introduction/Anticipatory Set (Engagement)-
 * “Boys and girls, yesterday we read the book, __Tornado__, by Betsy Byars. Today we are going to use the book to help us learn how to write the best narratives we can. Who can remind me of some of the events that happened in the story?”
 * 1) State Objective and Purpose-
 * “Today we are going to learn how to write narratives based on something that happened to us or an event that occurred in our personal lives. We are going to make sure that when we write our story, we write it in a logical way so that the sequence of events in the story make sense. This will help us when we are writing because our writing will be organized, and it will be very easy for our readers to understand.”
 * 1) Teach and Model-
 * “When we write narratives, the first thing we need to do is decide what we would like to write about. In the book __Tornado__, Betsy Byars chose to write about a dog named Tornado. Each chapter in the book is a separate narrative all tied together by Tornado. Let’s take a closer look at chapter 2, which is when Pete found Tornado.”
 * Ask the students to turn to the person next to them and review what happened in this chapter. Write the sequence of events on the chart paper as the students list them.
 * “Ok boys and girls, let’s talk about the events that occurred in this chapter. Who can tell me what happened first? Great job. First they experienced the tornado. What happened next? Excellent, they then went outside after the tornado ended to see what the damage was. What happened after that? Good, after that they found a dog, and they tried to find a way to get him to come out of the doghouse. What happened at the end of the story? Great job, once he heard mom yell supper, he came out and the family decided to name him Tornado and keep him until they found his family.”
 * “Boys and girls, I was very impressed by the way you were able to recall what happened in the story and then break it down into a series of events. I want you to take note of some of the language I used when we were talking about the sequence. I used words such as first, then, after. These words will help to guide you when you are writing, so you can make sure that your events are occurring in a logical order.”
 * “When Betsy Byars sat down to write this story, she thought to herself, ‘What do I want to happen first in my story.’ She knew that she had to write about the tornado first because otherwise the other events that happened in the story wouldn’t make sense. Once she wrote about the tornado and the devastation that followed it, she then proceeded to write about how the family found the dog. Betsy Byars made sure that her readers could understand what happened in her story as she was writing.”
 * 1) Guided Practice-
 * “Now we are going to take a look at a narrative that I wrote. I wrote it about going to Florida with my family last summer. I am going to read my narrative to you and I want to see if you can identify the sequence of events in my narrative.”
 * Read the narrative and allow students to list the sequence of events on a piece of paper as the teacher is reading.
 * Ask the students to look at the list of events that they wrote down and to decide if the events occur in a logical sequence.
 * Allow students to discuss.
 * 1) Independent Practice/Assessment-
 * “Boys and girls, I would now like you to think of something that has happened to you in your life, that you would like to write about in your own narrative. I will hand out paper for you to get started. Once you decide on your topic, please plan out what happens during each part of your story so you can make sure that your events occur in a logical manner. I will provide a story map for you to do this. Once you have written down your sequence of events, you may begin writing your narrative.”
 * 1) Closure-
 * “Can anyone share with me what you have learned today?”
 * Allow students to respond.
 * “How will what we discussed today, help us to be better writers in the future?”
 * Allow students to respond.
 * 1) How will you know the lesson has been successful?
 * I will know that the lesson has been successful if the students are able to write a narrative that includes events that occur in a logical sequence.