1

Elizabeth Kahn and Emily Strupp

Literacy, Term III Lesson Plan
To be taught: 11/10/2014 (Kahn) and 11/12/2014 (Strupp)
What:
We will be conducting a read aloud of Everybody Cooks Rice with intentional
focus on the theme and moral of the story, namely an appreciation of different cultures
and the idea that underneath it all, we are all more similar than we are different we all
cook rice!
This will serve as the introductory lesson to a rice themed unit, culminating in a
Rice Celebration where all students will document a recipe from their own family and
bring in a dish to share. This lesson is part of our larger class curriculum in that it will
serve as a jumping off point for establishing the theme of the unit, cultural inclusiveness,
and introducing the means of exploration across subjects, rice. Additionally, this lesson
will serve to strengthen students skills in finding and analyzing a central theme or
message in a text and supporting their thoughts with textual evidence. Theme, cause and
effect, and sequencing are key components of the third grade literacy curriculum and will
all be touched upon in this unit.
Connection to Lizs question: Further, as the introductory lesson to our rice unit, this
lesson begins my inquiry into my overarching question. Namely, exploring how thematic
instruction can strengthen understanding across topics. In introducing a common theme
and pulling ideas together around rice I anticipate a deeper engagement, connection, and
understanding from the students since they will be able to explore a concept in great
depth and in interdisciplinary ways.
Connection to Emilys question: Throughout Term III and the interdisciplinary unit
focused on rice, I plan to investigate and attempt ways of utilizing a thematic unit in
order to develop authentic assessments of cross-cutting concepts that are relevant to
various disciplines and subjects. I will challenge myself to integrate assessment of
instruction into each lesson in this unit and find creative ways for students to demonstrate
learning. I hope that, in doing so, I will be able to develop a repertoire of assessment
strategies that are both more enjoyable and more useful than straightforward tests and
quizzes.
How:
This lesson is designed for whole group instruction. We will read aloud
Everybody Cooks Rice while intentionally modeling our reading strategies, discussing
vocabulary, and giving students the opportunity to discover and explore the theme of
cultural inclusiveness. More specifically, we will assess students understanding with
specific questioning around the culturally diverse practices found in each household in
the story, turn and talks regarding the purpose or central message of the story, and
nonverbal responses (thumbs up, thumbs down) to gauge understanding and engagement
at certain parts of the story. During the read aloud we will use display a large world map
and place different colored tacks on the countries mentioned in the story. This will serve
as a way for students to not only understand the global scale of diversity and different
cultural practices, but will also model a future assignment where they will interview their

own families about their use of rice and identify their families countries of origin on a
map.
Overall, this read aloud is meant to scaffold finding and exploring a particular
theme. By delving into the theme of cultural inclusiveness, we will create a foundational
idea through which the students can understand the entire interdisciplinary rice unit.
Why:
We have chosen to conduct an initial read aloud to begin a unit on cultural
inclusiveness explored through rice in order to have everyone begin on the same page. A
read aloud will give us an opportunity to convey the same information and messages to
the entire class so that each student understands our unit theme and where we will be
going from here. We believe this will be especially appropriate because it will allow us to
begin the unit by reinforcing a community of readers as we launch a unit with just this
theme (Fountas & Pinnell, 1996, p. 22).
It will also serve as a way to model a number of components that will be used for
a summative assessment in late December, namely creating pages in the style of
Everybody Cooks Rice, interviewing a family member about a recipe, and mapping
ones own origins. Importantly, a read aloud of this kind will strengthen students literacy
skills by inviting them to engage with the text, make predictions, find and describe a
theme, use textual evidence, explore and use new vocabulary, and make text-to-self
connections about their own cultural practices.
Our specific choice of a read aloud is based in our belief that a read aloud is not a
passive, teacher-centered activity, rather it can be an interactive, skill refining, engaging,
student-centered experience. Not only can a read aloud contribute to the classroom
community, foster knowledge and love of a story, introduce new genres, and contribute to
literature appreciation but it can also demonstrate what oral reading should sound like,
give insight into specific strategies the reader is using, and invite students to interact with
the book through questioning and offering connections (Weaver, 2002). By
demonstrating for students effective ways of engaging with a text, especially by including
them in the discussion while we are reading, we can provided a supported setting in
which students can try out these strategies before attempting them on their own while
reading independently.
Lesson Plan
Goals and Objectives: Students will be able to identify and discuss the theme of a read
aloud book and use textual evidence to support their assessment of the lesson the book is
teaching. Students will be able to make text to self connections when talking with a
partner or sharing out to the group.
Standards:
Common Core Language Standards, Grade 3
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.

CCSS.ELA-LITERACY.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
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.
Materials and Preparation:
Copy of Everybody Cooks Rice
White board
White board markers and eraser
Large world map
Labels for map
Classroom arrangement and management issues:
Students will be invited to the carpet for the read aloud. This is a normal part of
their classroom routine, so we anticipate a smooth transition. We will remind the students
to pick a responsible seat on the floor. This language has been used and defined in the
past to mean a seat where they will not be distracted and can do their best learning.
Emilys modification: Students will be asked to sit next to their reading partners.
We will have the whiteboard, markers, and large world map already set up in the
read aloud area. Students will not be responsible for bringing anything to the carpet with
them.
We will begin by letting them know that we are going to read a very important
book today, Everybody Cooks Rice. Most third graders are already aware of, and
looking forward to, the rice unit. So, we anticipate a fair amount of excitement during this
introduction. Keeping this in mind, we will verbally draw attention to students who are
participating in constructive ways for instance, sitting quietly, looking forward, or raising
their hands by saying things like, I really like the way Charlie is facing forward and
giving me his attention. I know that he is ready for me to start reading.
Before beginning, we will remind students that reading is thinking and so
during the read aloud we will be asking questions and thinking about different things that
come up in the book. During these times we will be looking for raised hands to share
thoughts or, when appropriate, quiet, productive chat with a partner.
During the lesson, if it becomes clear that certain students are not able to concentrate in
current positions on the carpet, they will receive one verbal warning, and then be asked to
change their seat. If a large disruption occurs, the students involved will be asked to go
back to their desks to cool off.

Tamika 11/6/2014 2:56 AM

Comment [1]: Great detail for behavior
narration, but also anticipating responses
if/when students become overly distracted
during the read aloud. As an addition, I would
think about if (and how) you intend to invite
students back to the carpet? Do they determine
when they are ready? Is there a cue? And if they
will not be returning to join the group, what will
be their responsibility at their desks? Can they
still here and attend to the read aloud?

Emily Strupp 12/11/2014 7:34 PM

Comment [2]: Large disruptions are very
uncommon in my classroom. Generally, students
who are mildly disruptive are asked to move their
consequence cards, and behavior returns to
normal after this. If I do have to send a student
back to his or her desk, I will wait about five
minutes and say, Come join us if you are ready,
being careful not to say this too loudly or draw
too much attention away from the lesson.

At the end of the lesson, students we will transition students to their activity by
dismissing students on the carpet by their table group in order to get in line or gather
supplies for their next subject.
Plan
Introduction, the hook [5 minutes]
Students at our school know, from siblings and friends, that in third grade there is
a Rice Celebration where families cook dishes and bring them in to share right before the
winter break. They eagerly anticipate this event. We will activate this prior knowledge
and excitement when introducing our read aloud by discussing that this read aloud will be
the first lesson in our rice unit and that the Rice Celebration will take place December
17th.
We will explain that we have picked an important book to get us thinking about a
main message we will keep in mind during the entire unit. We will let them know that
while we are reading, we would like them to think about, What is the main message of
the book? and what specific things happened that led you to think of that as the main
message?
In order to reinforce this idea we will use a metaphor from Writing Workshop
where the main message was introduced as the cream in the center of a chocolate
cupcake. In order to reach the message you need to eat through the entire cupcake and the
details and examples from the text that lead us to understanding the message make up the
cupcake. We will diagram this on the whiteboard.
Lastly, we will remind them that during the read aloud we will be asking
questions and sharing our own thinking because "reading is thinking". Both classrooms
use this phrase frequently and incorporate it with normative practices such as using sticky
notes to record ideas while reading and sharing connections. Thus, we will model how we
were able to carefully understand the text in order to appreciate the main message.
Read Aloud, the body of the lesson [35 minutes]
Once we have introduced the beginning of the unit and the text we have chosen to
begin exploring the units central message, we will begin reading. We will show students
the cover and make note of the author and illustrator, as we feel it is important for
students to do this in their independent reading, noting illustrators and authors they enjoy
or admire. We will read each page of the book aloud with expression, showing students
the accompanying illustrations after reading.
The following outline includes the words we intend to highlight and questions we
intend to ask after reading specific pages of Everybody Cooks Rice.
Spread 1:
Before turning the page, we will ask students if anyone thinks they know what the
word moocher means. After about 10 seconds (enough time to give students
time to think and raise their hands if they have an idea), we will call on one
student and ask for an idea. We will ask for explanation and a couple examples
until we have agreed upon a definition.
Spread 3:
After the 1st paragraph, we will pause reading and tell students we are going to
keep track of the families Carrie visits by marking where they come from on the

Tamika 11/6/2014 3:00 AM

Comment [3]: Great way to connect to prior
learning and ideas that should already resonate
with the students. If by chance the chocolate
cupcake metaphor does not currently make sense
to students, making this connection will neither
clarify its meaning in writers workshop or its
application to reading. Is there another way you
can define theme/main message?

Emily Strupp 12/11/2014 7:38 PM

Comment [4]: My class did not end up using
the chocolate cupcake metaphor frequently
enough for it to be helpful during this lesson. I
have instead chosen to discuss other parts of the
text that can be used to determine the authors
main message (plot, setting, characters, etc.)

Tamika 11/6/2014 3:01 AM

Comment [5]: Is there a definition that you
already have in mind as an exemplary response?
Does the text in the book (i.e. context clues)
support this definition?

Emily Strupp 12/11/2014 7:49 PM

Comment [6]: This is a very good question; I
had not thought about anticipating specific
responses, but I see how this is important.
Further discussion of this is included in the
revised lesson plan.

world map. We will model this keeping track as a possible strategy for
independent reading, comparing it to similar tasks they have done previously.
Mark map with a post-it listing Barbados, Darlington Family, Black-eyed peas
and rice
Spread 4:
After Boy, was it delicious! stop and mark map: Puerto Rico, Diaz Family,
yellow rice
Spread 5:
After 1st paragraph, stop and mark map: Vietnam, Tran Family, fried rice with
peas.
Ask students to stop and think about the three families we have learned about so
far. Think about what makes them the same and what makes them different.
Turn and talk to your partner about these. We will give 30 seconds for partner 1
and 30 seconds for partner 2.
Have students share their partners ideas. Ask why this might be important to
notice.
Spread 6:
After 2nd paragraph, stop and label: India, Krishnamurthy Family, biryani
At end of page, bring up the concept of theme. Think about what we know so
far. Let me see a thumbs up if you have an idea of what the theme might be.
Indicate the thumbs can be right against the chest because its not for the rest of
the class yet. Tell students we wont share quite yet, but to keep their ideas in
mind because we will share in a few minutes.
Spread 7:
At end of page, stop and label: China, Hua Family, white rice
Spread 8:
End of page: Now that we have been with Carrie to 5 different houses, lets talk
a bit about what we are thinking is the main theme of the story. Turn and talk to a
partner about whether you think this book has a theme and what you think it
might be. We will give 1 minute for partner 1 to talk and 1 minute for partner 2.
Ask students to share their partners ideas. Ask questions to formatively assess
their understanding, taking note of this information to shape the de-brief
discussion. Examples: What makes you think this book has a theme? How do
we get to the theme when we are reading a story like this?
Spread 9:
Label map: Haiti, Bleu Family, creole rice
Spread 10:
Initiate a mini discussion around the idea that Carrie has encountered some
unfamiliar things (chopsticks, spicy food), but she is willing to try. Ask if anyone
would like to share a time in which they have encountered something unfamiliar
like that but decided to be brave and try it. We hope this will encourage students
to draw text-to-self connections even if they do not identify with the specific
nationalities mentioned in the book.
Spread 11:
Read text; add one last sticky note to the map: Italy, Carries family, risi e bisi

Tamika 11/6/2014 3:05 AM

Comment [7]: This supports how we think
about theme. We may have a hunch early on, but
we continue to read looking for additional details
to substantiate our hunch about the message in
the text.

Tamika 11/6/2014 3:08 AM

Comment [8]: Turn and talks are a place for
you to collect formative assessment data. How
will you position yourselves relative to the
students in order to collect this data? How will
this inform how the conversation transpires?
How will you note student responses? During
turn-and-talks as well as whole group?

Emily Strupp 12/11/2014 7:51 PM

Comment [9]: I will sit on a stool close to
students so that I can hear most of them during
turn and talks. Examples of how this will inform
our follow-up questions and discussion are
included in the revised lesson plan.

Notes: Ideal places to pause often come near the end of the page but not quite at the end;
we will pause between parts mentioning different families to help students keep track.
Statements or questions in quotations give general ideas; we will not read these verbatim
during the lesson.
Debrief, closure [5 minutes]
Since we have already initiated a discussion about the theme of this book, we will
conclude the lesson with a conversation about the authors message and purpose, the
importance of this theme, and how it will carry us through the rest of the unit on rice. If a
student mentions the idea that most families in the United States have their origins
somewhere else, we will discuss this idea and its relevance to the West Philadelphia
neighborhood in which our students live. We will ask why students think the author
chose to write about people eating rice in order to give readers this particular message. In
order to gauge and encourage transfer of these ideas, we will also ask students to
volunteer other story topics that could be used to represent the theme of cultural diversity,
inclusion, and the idea that we all share common threads as humans.
We will wrap up by emphasizing the amount of important discussion that we can
have just from a picture book with 11 pages of text. We will remind students to keep the
themes we have discussed in mind throughout the unit, and tell them we are excited to
explore more with them about rice and diversity and to learn more about their own
unique cultures as the unit progresses.
Assessment of goals/objectives listed above:
Our assessment of students will be informed by discussion participation, listening to
students turn and talk, and observing non verbal feedback. Though informal, these
assessments can give important insights into students understanding of the theme of the
story and if the class as a whole understands the message of the story. In addition,
responses will be assessed for whether or not students are able to use textual evidence to
support their answers. Formal assessment will take place during an activity two days
following the read aloud where students will use a graphic organizer to display their
understanding of the theme and will be asked to think of an original story that has the
same message.
Anticipating students responses and our possible responses:
Management issues: We will make clear that our expectations are the same as the
classroom teachers and thus reinforce already established classroom routines and norms.
Rewards and consequences that are normally in place in both of our classes will be
mentioned if needed, namely star cards for individual incentives, a marble jar for whole
class incentives. Or, in Emilys class, moving red, yellow, and green name-cards for
consequences where the red card means X, yellow means X, and green means X.
Response to content of the lesson: We anticipate that students will begin to detect the
theme of cultural inclusiveness and appreciate that though each family has a different
dish and is from a different country they all are cooking rice by about halfway through
the story (3-4 examples of different families and dishes). A particularly adept response
would be something along the lines of, All the dishes look and taste different ways but

Tamika 11/6/2014 3:13 AM

Comment [10]: Tie this in to your reflection
and discussion of next steps.

Emily Strupp 12/11/2014 7:52 PM

Comment [11]: Graphic organizers are
discussed in the lesson analysis, and examples of
student work are included.

they all are rice to begin with. Thats just like people, we all do different things and live
different places, but underneath it all we are all people, we are all rice underneath.
Some students may identify the theme of the book as the idea of a neighborhood, sharing,
or taking care of one another. We will acknowledge the validity of that response and tie it
in to the idea that yes, the whole world (point to large world map) is like a neighborhood,
each house, or country has its own traditions, but just like how all the rice dishes, when
you take away all the ingredients, it is just rice, just like how we are all just people
underneath. The variety and spice of the ingredients to make the rice dishes is just like all
the wonderful cultures we can celebrate from around the world.
In order to reinforce the idea of neighborhoods being at both the scale of houses
and countries we will draw a concentric circle diagram where our school is in the center,
then our neighorhood, city, state, country, and world make up the outer circles. So, just as
we can have neighbors in the house next to us, we can also have neighbors in the city
next to us, Camden, the state next to us, New Jersey, and the country next to us, Mexico.
Accommodations:
For students who may find the material too challenging
Students who are struggling with finding the theme or understanding what is going on in
the story will have opportunities to turn and talk with partners and to listen our modeling
of literary thinking and responses from classmates.
For students who may need greater challenge and/or finish early
Students who need a greater challenge beyond responding to our questioning are free to
offer more in depth connections that they may be making. By posing higher-order and
open-ended questions, it is our intention that even students who are most adept at reading
comprehension and critical thinking will not find the discussion dull or lose interest. We
plan to be able to include all members of the class in the discussion while challenging
those who seek more complex ideas.
References
Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all
children. Portsmouth, NH: Heinemann.

Tamika 11/6/2014 3:21 AM

Comment [12]: This may have been missed
earlier, but are there places where you are
explicitly modeling your think around theme?

Emily Strupp 12/11/2014 7:54 PM

Comment [13]: I plan for this thinking to
happen at a few different times. An introduction
to this thinking will come after the third family,
when I ask students to compare and contrast the
families we have met so far.

Tamika 11/6/2014 3:23 AM

Comment [14]: You may want to think about
accountable talk cues as a way to push
thinkingnot only in making connections
between themselves and the text but also
connecting ideas that have been presented in
class by their peers.

Emily Strupp 12/11/2014 7:55 PM

Weaver, C. (2002). Reading process and practices. Heinemann: Portsmouth, NH.

3rd edition.

Comment [15]: This was actually one of the

modifications agreed upon before I taught my
lesson, as I taught second. This is explained in the
Partner Observations and Intermediate Changes
section.