Lesson Plan for Third Grade Reading Class
Language Arts – Reading
Third Grade – 18 students
Instruction Time – 45 minutes
II. RATIONALE AND BACKGROUND
The purpose of this lesson is to introduce students to the concept of sequence of events. Students will read a story called The True Story of the Three Little Pigs by Jon Scieszka. The keywords that will be used to help the students with the lesson are: First, Second, Then, Next and Finally.
Students will be given the opportunity to work together in small groups and review sequence of events through an activity. The students already have background knowledge in simple sentence structure. This will aid in their understanding of sequence of events.
Discovery learning will be incorporated into this lesson. This type of learning encourages students to become more active and responsible for their own learning environment. This will allow them to make choices and encourage them to take the initiative to learn the material. Students have practiced this type of learning procedure on numerous occasions.
Students will also discuss diversity in the classroom and how it is important to everyone.
III. LESSON OBJECTIVES
1. After reading the story The True Story of the Three Little Pigs by Jon Scieszka, third grade students will be able to recognize the sequence of events within the story by summarizing what happened with 100% accuracy.
2. Following a summary of the book, third grade students will be able to identify the events in the sequence that they appear in the story by describing the important sequences with 100% accuracy.
3. After a description of important sequences is given, third grade students will be able to understand the concept of sequence of events by creating a story about them self. A classmate will have to sequence the events of their story with 100% accuracy.
4. Following the sequencing of events of a classmate’s story, third grade teachers will demonstrate that they can actively participate in a group by working together without experiencing some sort of confrontation.
5. After a discussion on diversity issues, third grade students will be able to write their own story about how they are different from other people and what makes them unique with 100% accuracy.
·Scieszka, Jon. (1989) The True Story of the Three Little Pigs, New York, Viking Penguin.
V. CONCEPTS AND SKILLS
1. Sequence of events is the order in which events appear in a story.
2. Group work can be an efficient form of cooperative learning.
3. Diversity issues in the classroom need to be addressed.
A. Introduction and Motivation
Many of you know the story of The Three Little Pigs. You know that a big bad wolf came to huff and puff and blow the little pigs’ house down. This is what “they” want you to believe. But is that what really happened? A. Wolf tells The True Story of the Three Little Pigs to you. The real story was about a sneeze and a cup of sugar. Alexander T. Wolf was framed. Here is his side of the story.
B. Lesson Body
The teacher and the class will read the story out loud together.
The teacher will then ask the students to summarize the story in their own words and tell the main points.
The teacher will write down what the students say on chart paper with a marker.
The teacher will then read the list of randomly assigned events from the chart paper and ask the students to come up to the front of the room. She will ask them to put a number beside the event that occurred first within the story.
When the events are numbered in the sequence in which they occurred in the story, the teacher will read aloud the list of events again. This time she will read them in the correct order.
The teacher will then ask if there are any questions. If there are no questions, she will move on by asking the children a series of questions. How did you like the story? Who was your favorite character? Did you believe the wolf? What were the differences between the wolf’s side of the story and the pig’s side of the story?
After the questions are answered, the teacher will talk about diversity and how everyone is different. The class will discuss the differences in each other and how it is ok to be different.
After discussing diversity, the teacher will then break the students up into six groups of three. Each student will write their own short story about how they are different from other people and what makes them unique.
The teacher will have the students use the keywords: First, Second, Next, Then and Finally. Students will read their short story out loud to their group while the others listen. These students will then sequence the events to the story. Every student will get a turn.
The teacher will review the concept of sequence of events and then ask each student to tell the class something that they learned about a person in their group. This will also add closure to our diversity issue. It will also help students get to know one another better.
A. Student Assessment
1. Assessment Plan
Students’ understanding of the terms and concepts will be informally assessed through teacher observation, oral processing, class discussion and group work.
Students’ ability to work together will be assessed through teacher observation of their cooperating efforts to successfully complete the concluding activity.