Amanda Carlson

October 8, 2014

Grade 3

Character Analysis

Objectives:

1. The students will put together the pieces of the character trait puzzle and will match the scenario with the correct character trait, with a partner.

2. The students will actively listen to the read aloud of the story “Julius, The baby of the World” by Kevin Henkes and will answer the questions that go along with each page.

3. The students will construct a character summary foldable over the character Lilly and will describe how she acted at the beginning of the story, what caused her to change, and how she acted at the end of the story.

TEKS: §110.14. English Language Arts and Reading, Grade 3

(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(B) Describe the interaction of characters including their relationships and the changes they undergo; and

Material:

1. Character trait puzzle

2. “Julius, The baby of the World”

3. Character summary foldable

4. Construction Paper

Introduction:

The students will participate in an activity of putting together the pieces of a character trait puzzle, with a buddy. The partners will be given a baggy full of puzzle pieces. This baggy will consist of four different puzzles (each puzzle will have five pieces.) All of the pieces will be mixed together. The puzzles consist of a middle piece, which is in the shape of a star, and has a character trait on it. The other four pieces contain one sentence scenarios describing that character trait. So the students will read the short scenarios one-by-one and then will pair them with the correct character trait.

Procedure:

The students will actively listen to the read aloud of the book “Julius, The baby of the World” and will orally answer the questions that go along with each page of the book.

Conclusion:

The students will construct a character summary foldable over the character Lilly from the book “Julius, The baby of the World.” The students will each be given a piece of construction paper and they will need to fold the paper in half horizontally. They will also need to make three sections so when they open it all the way there will be a total of six sections. The students will complete a character summary foldable of the main character Lilly and will describe the changes that she undergoes throughout the story. The foldable will explain how the character was at the beginning of the story, what caused her to change, and how she acted at the end of the story.

Assessment of Learners:

1. The students put together the pieces of the character trait puzzle and matched the scenario with the correct character trait, with a partner.

2. The students actively listened to the read aloud of the story “Julius, The baby of the World” by Kevin Henkes and answered the questions that go along with each page.

3. The students constructed a character summary foldable over the character Lilly and described how she acted at the beginning of the story, what caused her to change, and how she acted at the end of the story.

Assessment of Lesson:

1. Did the students understanding the different traits?

2. Were the students involved in the class discussion?

Amanda Carlson

October 23, 2014

Grade 3

Poetry

Objectives:

1. The students will review poetry by actively listening to the poem "The Contest" and answering the following questions.

2. The students will discuss the roles of the captain and team members and the directions/expectations for the cooperative groups they will be involved in.

3. The students will participate in cooperative groups and will work as a group to discuss the meaning of the poem and to answer the given questions.

TEKS: §110.14. English Language Arts and Reading, Grade 3

(6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

Materials:

1. Flip chart poem example "The Contest"

2. Captain/member roles chart

3. Instructions sheet for 5 groups

4. 5 Poems

5. Question cards for each five groups

6. Answer sheet paper

7. Pencil

8. iPad with timer

Introduction:

The students will view the poem "The Contest" that is projected on the promethium board. The students will review poetry by actively listening to the poem "The Contest" and answering the following questions.

1. How many stanzas are in the poem?

2. How many lines are in the poem?

3. What point of view is the poem in?

4. What is the author’s purpose of the poem?

5 what is the tone of the poem?

6 what is the rhyme scheme of the poem?

Procedure:

The students will discuss the roles of the captain and team members and the directions/ expectations for the cooperative groups they will be involved in. The students will view an anchor chart and will orally discuss the descriptions of the roles of the captain and the other team members.

Conclusion:

The students will be participate in cooperative groups and will work as a group to discuss the meaning of the poem and to answer the given questions. The students will be placed in five groups. One student in each group will be designated as team captain. Each group will be given one poem, an instructions paper, question cards, and an iPad (The team captain is the only one to handle the iPad). The students will read the instructions paper to know further instructions about what to do.

Assessment of Learners:

1. The students reviewed poetry by actively listening to the poem "The Contest" and answering the following questions.

2. The students discussed the roles of the captain and team members and the directions/expectations for the cooperative groups they will be involved in.

3. The students participated in cooperative groups and worked as a group to discuss the meaning of the poem and to answer the given questions.

Assessment of lesson:

1. Were the student involved in the class discussion?

2. Were the captains taking the correct role in their groups?

3. Were the students cooperating in their groups?

4. Are the students understanding poetry?

Amanda Carlson

November 10, 2014

Grade 3

Figurative Language

Objectives:

1. The students will review figurative language by actively participating with a flip book and observing short video clips.

2. The students will observe and listen to short song clips and will name the correct form of figurative language presented and will explain why.

3. The students will listen to the song "Firework" by Katy Perry and will label the different parts of the song with the correct form of figurative language.

TEKS: §110.14. English Language Arts and Reading, Grade 3

(10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses.

Materials:

1. Flip book

2. Short video clips (included in the flip book)

3. Song clips (video on youtube titled figurative language game show)

4. "Firework" by Katy Perry

5. Song chart

6. Pencil

Introduction:

The students will discuss the new objectives for the week and how they will be reviewing figurative language. To help guide the discussion the students use their prior knowledge to answer the following questions.

1. What is figurative language used for?

2. What is a form of figurative language?

The students will review figurative language by actively participating with a flip book and observing short video clips. Using the flip book, the students will discuss the definition of each figurative language and will watch a video clip to show an example of that figurative language.

Procedure:

The students will observe and listen to a short video that consists of short song clips, as a class. The video is on youtube titled "Figurative Language Game Show," only watch time 2:18 to 7:16. After each song clip, the students will name the correct form of figurative language presented. The students will also need to prove why they chose that form of figurative language by giving an example lyric from the song clip.

Conclusion:

The students will, as a class, listen to the song "Firework" by Katy Perry. The students will be given a chart that has the lyrics of the song separated. With a buddy, the students will label the different parts of the song with the correct form of figurative language. The students will need to list at least one form of figurative language in each box. To assist the students, they may use their figurative language notebook taker in their journal.

Assessment of Learners:

1. The students reviewed figurative language by actively participating with a flip book and observing short video clips.

2. The students observed and listened to short song clips and named the correct form of figurative language presented and explained why.

3. The students listened to the song "Firework" by Katy Perry and labeled the different parts of the song with the correct form of figurative language.

Assessment of Lesson:

1. Do the students understand the different forms of figurative language?

2. Did the students participate in the class activity?

3. Did the students work correctly and appropriately with their buddy?

4. Did the students act appropriately and follow the expectations while listening to the song clips?

Amanda Carlson

September 22-23, 2014

Grade 3

ELA- Character Analysis

Objectives:

1. The students will watch a video from the Brain Pop Jr. website about character traits and then will discuss the importance of character traits and will give some examples.

2. The students will read the story “Enemy Pie” and will construct a bubble chart explaining some character traits that describe the main character.

3. The students will complete an analysis chart foldable of the main character in the story “Enemy Pie,” to describe the changes the main character undergoes throughout the story.

TEKS: §110.14. English Language Arts and Reading, Grade 3

(B) describe the interaction of characters including their relationships and the changes they undergo; and

Materials:

1. Enemy Pie

2. Brain Pop Jr. video

3. Bubble Chart

4. Analysis chart foldable

5. Pencil

Introduction:

The students will watch a video from the Brain Pop Jr. website about character traits. They will discuss as a class some of the traits that were shared in the video. The students will then discuss the importance of character traits and what they help us understand about characters in the story. Then the students will list some examples of character traits, with the teacher scribing on the board.

Procedure:

The students will read the story “Enemy Pie” and will converse as table groups some traits that would describe the main character in the story. Then the students will construct a bubble chart, as a class, explaining some character traits that their table group came up with. The students will need to prove their answers, meaning they need to explain what happened in the story to show that the character was the trait that they chose.

Conclusion:

The students will each be given a piece of construction paper and they will need to fold it in half horizontally. They will also need to make three sections so when they open it all the way there will be six sections. The students will complete an analysis chart foldable of the main character in the story “Enemy Pie,” to describe the changes the main character undergoes throughout the story. The foldable will explain how the character was at the beginning of the story, what caused him to change, and how he was at the end of the story.

Assessment of Learners:

1. The students watched a video from the Brain Pop Jr. website about character traits and then discussed the importance of character traits and will give some examples.

2. The students read the story “Enemy Pie” and constructed a bubble chart explaining some character traits that describe the main character.

3. The students completed an analysis chart foldable of the main character in the story “Enemy Pie,” to describe the changes the main character undergoes throughout the story.

Assessment of Lesson:

1. Did the students understanding the different traits?

2. Were the students involved in the class discussion?

Amanda Carlson

September 30, 2014

Grade 3

Summarizing

Objectives:

1. The students will construct a ‘Lost Dog Poster’ to demonstrate what the expectations are when writing a summary about an expository text.

2. The students will summarize the expository story “Truth about Wolves,” giving the topic, three details and the summary of the story.

TEKS: §110.14. English Language Arts and Reading, Grade 3

(13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) identify the details or facts that support the main idea;

(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;

(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

Materials:

1. Promethium board for puppy poster

2. Summarizing Chart

3. Story “Truth about Wolves”

Introduction:

The students will construct a ‘Lost Dog Poster’ to demonstrate what the expectations are when writing a summary about an expository text. Viewing the picture of a dog or puppy, the students will list some characteristics they notice about the dog. Then the students will discuss which details would be the most important on the Lost Dog Poster. Then the students will discuss that a lost dog poster is like writing a summary about a story because you cannot put every detail in your summary, just like you cannot put every characteristic of a dog on a lost dog poster, only the most important details.

Procedure:

The students will review the story “Truth about Wolves” and will discuss what the main idea of the story was. The students will, as a class and with the teacher scribing on the board, complete the first part of the summary chart. The students will discuss what the topic of the story is about. Continuing as a class, the students will decide what the first two most important details of the story are. Once the students decide, they will write the details in detail box one and detail box two.

Conclusion: In table groups, the students will complete the summary chart. They will need to determine what the last most important details. They will also need to combine the three details to complete their summary part of the chart.

Assessment of Learners:

1. The students constructed a ‘Lost Dog Poster’ to demonstrate what the expectations are when writing a summary about an expository text.

2. The students summarized the expository story “Truth about Wolves,” giving the topic, three details and the summary of the story.

Assessment of Lesson:

1. Do the students understand how to find the summary of an expository text?

2. Could the students pick out the most important details of the story?

Amanda Carlson

October 7, 2014

Grade 3

Writing

Objectives:

1. The students will discuss their prior knowledge on writing a personal narrative.

2. The students will actively listen to the story “The Relatives Came” Cynthia Rylant and will list a couple of reasons why this book is considered a personal narrative.

3. The students will construct a list of characteristics of what a personal narrative paper requires.

TEKS: §110.14. English Language Arts and Reading, Grade 3