Literary Block Lesson Plan (90 minutes)

Time: 10:05-11:35 AM
Grade Level: 3rd
Teacher: Ms. Allison Blansett
WHOLE GROUP
(10:05-10:25 approx.)

SMALL GROUPS

(10:25-11:25 approx.)

LITERACY CENTERS/NON-TEACHER
ACTIVITIES
(Students are to work on these activities during any
time that they are not in a small group. From 10:2511:25)

Objective: SWBAT make text-to-self

connections during a read aloud.
SWBAT apply understanding of the text by
discussing the answer to questions with a
partner.
SWBAT form predictions about a book based
on the cover and title.
Activity: Read aloud The Man Who Walked
Between the Towers
Procedures:
Launch (2 minutes): The teacher will show the
books cover and share its title to the students
and have them make predictions of what it is
about. Think on your own for a minute about
this book and make a prediction for what it is
about, then turn to your neighbor and share.
Explore (5 minutes): After students share with
a partner, the teacher begins reading the
book. After reading almost half of the book,
the teacher stops and asks the students if
they want to make a new prediction or still
think that their prediction is/was correct.
Students share with their neighbor.
(5 minutes) Throughout the reading the
teacher asks students questions and they
respond by sharing with a neighbor. Some
questions: What are some character traits of
Philippe Petit? What actions let us know that
he is daring? What words let us know that he
is brave?
Continued (5 minutes): The teacher completes
the book reading and has students make a
text-to-self connection and tell a partner. The
teacher then asks (and calls on various
students for answers) what some of their

Hersheys Kiss Group (below

grade level)
Students: Miles, Jasmine, Peter,
Claire, Wayne
Text: Sarah, Plain and Tall (560L)
Skills: fluency, phonics and word
recognition
Vocabulary: dusk, troublesome,
murmur, depend, coarse
Time: 10:25-10:45 (approx. 20
minutes)

1. Fill-in-the-blanks
Story (Fluency)

2. Word Study
(Fluency)

Time: 5-10 minutes

Time: approx. 15
minutes

Reeses PBC Group (on grade

level)
Students: Hunter, Arielle, Mark,
Melinda, David
Text: The Tale of Despereaux
(670L)
Skills: fluency, comprehension
Vocabulary: ordeal, sibling, scurry,
conform, abandon
Time: 10:45-11:05 (approx. 20
minutes)

3. Read-aloud Activity
(Fluency)

4. Write a poem about

the main character of
a story you have read
recently. (Text
Comprehension)

Milky Way Group (above grade

level)
Students: Ava, Keagan, Molly,
Cameron, Shiloh
Text: Charlottes Web (680L)
Skills: fluency, questioning
Vocabulary: swathe, gullible,
carouse, pummel, glutton,
sedentary
Time: 11:05-11:25 (approx. 20
minutes)

5. Choose a new book*

to read, then complete
an It reminds me of
chart. (Text
Comprehension)

Time: 10-20 minutes

(dependent on book
selection)

Time: 5-15 minutes

Time: 10-15 minutes

6. Create a timeline
with 5 important
events that took place
in the story we are
reading this week.
(Text Comprehension)
Time: 5-10 minutes

original predictions were, how they changed,

and if they were correct. The teacher then
asks questions to guide students in to a short
discussion about the real life event that took
place and why the towers are not there
anymore.

Reflection/Wrap Up: (From 11:25-11:35, approx. 5-10 minutes)

The teacher will direct the students to return to their seats and will place a sticky note of various colors on each students
desk. If a student receives a yellow sticky note, they are to write one thing they learned during the whole group instruction
and one question or something they would still like to know or learn concerning it. If a student receives a green sticky
note, they are to write one thing they learned or enjoyed about a fluency activity that they completed and one question or
thing they are still worried about for fluency. Finally, if a student has a pink sticky note, they are to write one thing they
learned or enjoyed about a text comprehension activity that they completed and one question or thing they are worried
about for text comprehension.
The teacher then directs students to trade their sticky note with someone sitting at a different table who has a different
color than them. The students will each read their partners sticky note and make a connection or comment about what
he or she wrote. This should only take a couple of minutes, allowing the students to make connections with each other
while reflecting on the activities.
The teacher then has students stick their sticky notes on a spot on the board for the rest of the day.

Literacy Centers (that need further explanation):

1. Choose a story worksheet that you have not done before and complete it by filling in the blanks with words from the
word bank.
2. Practice the weeks sight words by writing them three times each and then write a short story using 5 of them.
When finished, read the story to the person next to you and have them initial the bottom of your story with a check
mark before turning it into the Finished Work folder.
3. With a partner, choose a new book* to read. Take turns reading each page out loud. When you finish, read the book
a second time swapping the order (read the pages your partner read the first time). Sign (initial) your name with a star
on the back of your partners yellow hat. This activity does not have anything to be turned in to the Choice Board
folder.
*For activities that require a new book students will have a designated selection of books that they may choose from.
This section will include books at their reading levels that meet academic purposes. The books will be made up of
easy-readers, high quality picture books and chapter books, and books that are both for enjoyment and subjectlearning.