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College of Education

Lesson Plan Template


Chelsea Schmieding
Springfield Elementary 3rd grade
October 30, 2014 10:25AM
Interactive Read-Aloud
Description of Lesson: After reading The Memory String, the students will be
able to summarize the storys beginning, middle, and end.

Lesson Title or Essential Question that guides the lesson: How can I
describe the beginning, middle, and end of a story?
Curriculum Standards Addressed:
CCSS.ELA-LITERACY.RL.3.2-Recount stories, including fables, folktales,

and myths from diverse cultures; determine the central message,


lesson, or moral and explain how it is conveyed through key details in
the text.
CCSS.ELA-LITERACY.RL.3.3-Describe characters in a story (e.g., their

traits, motivations, or feelings) and explain how their actions contribute


to the sequence of events
Other:

EEDA Standard(s)- Students will work together as a team to complete


the interactive read aloud.
SSCA Element(s) (harassment, intimidation, bullying, or appropriate behaviors)- Students
will treat others the way they would want to be treated during the
interactive read aloud and other related activities. No bullying will be
allowed.
Others as needed for interdisciplinary (cross-curricular) lessons

Lesson Objective(s):

Assessment(s) of the
Objectives:

After reading The Memory String, students will


be able to describe the beginning, middle, and
end of the story.

Pre-Assessment: students will


participate in a discussion with
their partners about what a
summary is. The teacher will
take mental notes on their
responses.
During Assessment: students will
have several opportunities to

Revised 9.03.14

turn and talk throughout the


interactive read aloud. The
teacher will walk around and
listen to their conversations.
Post-Assessment: Students will
complete their own B,M,E chart
on the story. Then they will write
a summary describing the
beginning, middle, and end of
the story. These will be collected
and checked for completeness
and correctness.
*Assistance will be given to
those who need it.

Materials/Resources:
-The Memory String by Eve Bunting

-Beginning, Middle, End anchor chart


-B, M, E worksheet
-Button assortment
-string
-LCD projector
-Document camera or iPad camera

Prerequisites (Prior Knowledge): Students have been learning about

describing characters and their feelings in previous reading lessons. They also have
been describing characters actions as they read stories.

Procedures:

1. Students will discuss the beginning, middle, and end of a book previously
read in class- Those Shoes by Maribeth Boelts.
2. Interactive read aloud The Memory String by Eve Bunting
3. Students will have several turn and talk opportunities to discuss the events
and character actions in the story.
4. The teacher will refer to the Beginning, Middle, End anchor chart with the
students.
5. Students will complete their own B,M,E charts on the events that happened in
the beginning, the middle, and the end of the story.
6. From their responses, the students will write a summarizing paragraph of
these events in the story.
7. The students will then think of their own memories (4) and then list them.
8. Once they have listed their memories, they can choose 4 buttons to
represent their memories.
9. They will then tie them onto a string to create their very own memory
string. If time permits, the students can share their memory strings with
their classmates.
10.All materials and papers will be collected. The B,M,E charts will be checked
for completeness and correctness.

Revised 9.03.14

Activity Analysis: (should show use of TWS 1 data)

Identify at least two activities you plan to use in this lesson and explain why you are
planning these specific activities.
In your explanation include the following prompts:
The anchor chart will provide a good visual for students to connect the
actions from the beginning, middle, and end of the story. The independent
practice B,M,E chart will serve as an assessment of the objective taught.
Partnership conversations will benefit students by incorporating social
interaction and practicing describing the events of the story.
The iPad camera will display the independent B,M,E chart for students to
complete. Scaffolding may be used by completing the beginning section
whole-group.

Differentiation/Accommodations/Modifications/Increases in Rigor
(should show use of TWS 1 data)
Students with vision impairments will have the opportunity to sit closer to the
board. Proximity will be used to keep students who have difficulty paying attention
on task. An appropriate amount of time will be given for students to complete the
independent practice. Visual learners will benefit from the anchor chart during the
lesson. Auditory learners will benefit from the interactive read aloud and partnership
conversations. Kinesthetic learners will benefit from the creation of their own
memory strings.

References:
-

The Memory String by Eve Bunting

Revised 9.03.14