Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing and Oral Language
CAPE Standards

Grandpa’s Corner Store by DyAnne DiSalvo-Ryan

Payton Blair

Lesson Rationale/ Helping Others in Your Community

Literature is an effective way to confront important, yet simplistic topics such as helping others
and discuss them in a safe context. This book demonstrates how people should treat each other within a
community. It also shows how people working together towards a common goal can help create change.

(CAPE K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) – The students will be able to state each of the key literary elements as they are
evident in individual pieces of literature.

B. Objective(s)— The students will state how the characters in Grandpa’s Corner Store
influenced other characters actions and influenced the plot.

-Students will identify ways in which to support their local community by advertising local
businesses.

C. Standard(s): 3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or

feelings) and explain how their actions contribute to the plot.
(CAPE K-6 3.c)

II. Materials
 Picture of Jackie and her restaurant
 The book, Grandpa’s Corner Store by DyAnne DiSalvo-Ryan
 Bowl with slips of paper (local places written on them)
 Poster Board (enough for each group)
 Markers
 Tape
 Laptops or iPads to do research

III. Anticipatory Set

  I will start by showing the students a picture of my friend Jackie from middle school and the
Chinese restaurant her family used to own in Marion. I will explain how people used to go to
their restaurant all of the time but then bigger restaurants started coming to town and everyone
stopped going. I will then tell them how Jackie and her family had to close their Chinese
restaurant and move away because they had no more business. Then I will pose the rhetorical
question, “I’ve always wondered what me or the people in my community could’ve done to help
Jackie’s restaurant stay open so she didn’t have to move?”

IV. Purpose: “I am going to read you the story Grandpa’s Corner Store by DyAnne DiSalvo-
Ryan. As I’m reading, I want you to pay attention to the characters in the story and think
about how their actions help develop the theme and create change.

Plan for Instruction

 Foundational Theory: Reader-response criticism is a school of literary theory that focuses on

the reader (or “audience”) and their experience of a literary work, in contrast to other schools and
theories that focus attention primarily on the author or the content and form of the work.

 Adaptation to Diverse Students –

-In the grand conversation, discuss different experiences the students have had with helping
others, especially those in their local community.

-The response activity will allow all learners to participate and have different responsibilities that
fit their strengths.

-Struggling learners will have the support of the read aloud and their small group.

-Students who may struggle to hear the read aloud will be seated at the front in order to take in
the story more clearly.

-Students may be allowed to use fidget items during the read aloud if needed.

(CAPE K-6 1.b)

Lesson Presentation (Input/Output)

 I will gather all students on the reading carpet so they can hear and see the illustrations of the
story.

 I will read aloud the story Grandpa’s Corner Store by DyAnne DiSalvo-Ryan using different
voices to make each character distinct and connect the actions to the appropriate characters.
  I will model appropriate reading strategies and expressions.
(CAPE K-6 3.d)

V. Check for Understanding— In a grand conversation, I will start by eliciting a natural

response from the students and then probe to the objective of theme identification. I will ask
questions such as:
 What did you like about the story?
 What didn’t you like about it?
 What do you think the problem was in this story?
 How did Lucy’s actions impact the plot?
 How did the people in the town make a change for their local community?
 What BIG IDEA can you take away from this story?
 Why do you think it’s important to support businesses in your local community?

VI. Review Learning Outcomes/Closure – “In this story, Lucy did everything she could to help
save her grandpa’s store because she knew it was special to her and so many people in her
town. We also saw in the story how everyone in Lucy’s community came together to support
her grandpa by fixing up her store at the end of the book. What are some local businesses you
can think of in our town that could use support like grandpa’s store in this book? Let
student’s respond* Today we are going to do an activity and help support some of the
businesses in our community! In just a minute, I’m going to dismiss you back to your seats
and you will work with your table groups. I’m going to come around with a bowl and inside
are slips of paper with the names of local stores and restaurants written on them. One person
from your group will draw out a slip of paper. Once you know what business your group has,
you will do a little bit of research on your laptops to find out information about the business
you chose! Your group will then make a poster about your business and we will hang them in
the hallways around the school. The purpose of this activity is to help support local
businesses by advertising them to your peers and staff in the building! I’ve made a poster of
my favorite business in town to help give you all some inspiration.” Shows poster to the
class and dismisses them to their seats to begin working.

Plan for Assessment

Working in groups, students will do research and create posters to help bring awareness to businesses in
their local community. Students will also present their posters to the class so that each group is familiar
with the businesses that will be advertised in the hallway. On the posters, students will include
information such as: the business name, address, goods/services they offer, why people should check out
the business. I will work with other faculty in the building to see if they have room in their schedules to
come out into the hallway while students are hanging up their posters so they can ask questions and give
students a chance to present their work a second time.
(CAPE K-6 3.a)
(CAPE K-6 3.d)

Reflection and Post-Lesson Analysis

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Could students identify how Lucy’s actions helped develop the plot of the story?
8. Did each student contribute to the poster project? If no, how can I make sure all students are able
to participate?
9. Did each group complete their poster and explain clearly what their local business was?