Teacher: Miss.

Hoisington Date: March 11, 2020

Class: 3B
Time: 90 Minutes

Motive…

Description:
Student Information:
Previous Knowledge:
• Students have spent the last few classes reading various different stories with the Big Bad
Wolf. Yesterday, students were introduced to the idea of motive through the True Story of
the Three Little Pigs. Students have a basic understanding of motive, as we touched on it
briefly.

Summary Overview:
• During this class, we will have a mini lesson at the top of class to revisit motive. Students
will be invited to think about what motive means at the beginning of class, which well get
their brains working and ready to go for the bulk of class.
• Students will watch a video of the twisted version of the fairy tale: The Three Little
Wolves. After we watch this, we will revisit motive again- what was the motive of the Big
Bad Pig?
• After briefly discussing the Pig in the twisted version, we will have a group discussion to
compare/ contrast motives for the “bad guy” in each story. What was the motive for the
wolf yesterday? What was the motive for the pig? How are they similar, and how are they
different?
• Students will end the class by completing Daily 5 stations.

Objectives:
Curriculum Objectives:
General Outcomes: Students will listen, speak, read, write, view and represent to…
o GLO 1: explore thoughts, ideas, feelings and experiences.
o GLO 2: comprehend and respond personally and critically to oral, print and other
media texts.

Specific Outcomes:
o 1.1.2- Express ideas and develop understanding: explain understanding of new
concepts in own words.
o 2.2.8- Construct meaning from texts: Make inferences about a character’s
actions or feelings.
o 2.3.4- Understand techniques and elements: describe the main character in
terms of who they are, their actions in the story and their relations with other
characters.

Lesson Objectives: At the end of the lesson, a student will be able to…
1) Define what motive means (in their own words) in terms of what the student used to
think, and what they think now.

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 2) Make inferences about the motives of the Big Bad Wolf and the Big Bad Pig by
participating in group reading and discussion activities.
3) Participate in various Daily 5 centers to work on reading to self, reading to others,
listening to reading, working on writing, word work, or guided reading.

Inclusion:
Whole Class LEARNING STYLES
Groups Visual
Pairs Auditory
Individuals Kinesthetic

Adaptations:
• No adaptations necessary for the mini lesson portion of the lesson.
• Differentiation is built in to the Daily 5 activities- spelling words are all different based
on level, and guided reading is built around the needs of the student.

Materials/Resources:

• Daily 5 Materials (including books for guided reading, and 5-finger retell sheet)
• Traditional Red Riding Hood
• Red Riding Hood was Rotten
• LA Journals (for arrival activity)
• Story video https://www.youtube.com/watch?v=xxhaMmsXYmo

Instructions/Procedures:

Introduction Time
• Arrival Activity/ Hook: Have message written on board for students when
they arrive. Ask the same question as yesterday: What do you think motive
means?
o Have sentence starters to guide their answer: I used to think motive
meant… Now I think motive means…
o Students will respond to the question and then quietly read to self
for a few minutes while students come in and get settled. 15 min
• Once everyone is settled, have students join together on the carpet. Give
opportunity for a few students to share what they used to think motive
means, and what they think it means now.
• After having this discussion, write a simple and concise definition on the
board: Motive is a reason for doing something, usually something that is
hidden or not obvious.

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 • Let students know that we will be watching a video of a new story today,
and we will have a discussion about the “bad guy’s” motive in this story.
Later on, we will compare motives between the new story and the one
we read yesterday (show book cover). We will spend a chunk of class
doing Daily 5 centers!
Body Time
Mini Lesson: • Begin by showing the video of Three Little Wolves.
Three Little Don’t say anything about it before it starts… Just tell
Wolves students to listen for the “bad guy’s” motive- why did
he do what he did?
• After watching the video, briefly ask students what
they noticed about the story.
o What did it remind you of?
o Did anything surprise you?
• Ask students if they can think of the Big Bad Pig’s 20 min
motive- why did he do what he did? Think-Pair-
Share style.

• After discussing this, ask students if they can think of

any similarities or differences between the motive of
the Big Bad Wolf (from yesterday’s story) and the
Big Bad Pig.
o Just have discussion about this.
Daily 5 • Tell students that we will be working through daily 5
centers. Point to where you have specific center
material set up.
• We will have a read to self center, where students
can choose to read any book of their choice.
• A listen to reading center, where students can listen
to various audio versions of fairy tales.
• A word work station, where students will have the
chance to work on spelling activities. They will have
a selection of games to choose from that will use the
differentiated spelling lists.
50 min
• A work on writing station, where students will work
on completing a compare/contrast Venn diagram
between 2 version of Little Red Riding Hood that we
have read last week. The books will be available for
students to look at to familiarize themselves with
them again.
• And a read to someone station, where students will
do guided reading in small groups.
• For the guided reading groups, I will be working
mainly with 1 student today.
o Three Little Pigs and the Big Bad Wolf

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 I will be reading this book with
Ethan. We will be focusing on retell
strategies.
Ethan and I will work on the 5-finger
retell.
• At the 45-minute mark, ask students to clean up at
the station they are at. Everything should go back in
the bags and cleaned up. Have students come back to
the carpet.

Conclusion Time
• Thank students for all their hard work. Pull a couple sticks with student
names and invite them to share what they did in Daily 5 today.
• Let students know that tomorrow we will be swinging back to motive
5 min
again… but in a different way. We are going to talk about what guilty and
innocent means and focus on finding proof.

Assessment:

• I can express ideas and develop understanding: explain understanding of new concepts
in own words.
• I can construct meaning from texts: make inferences about a character’s actions or
feelings.
• I can understand techniques and elements: describe the main character in terms of who
they are, their actions in the story and their relations with other characters.

• During this lesson, the bulk of informal assessment will take place during the mini lesson at
the top of class. This is when I will be able to see if students can explain the concept of
motive in their own words (hook activity) as well as their ability to make an inference
about a character’s motive. Students will have discussion in pairs and as a class, so be sure
to listen in to see how students describe character.
• As far as the Daily 5 centers go, I will use the informal check-in at the end of class and the
checklist in their journals to ensure they are visiting different stations.

Teacher Notes:
• Have the video ready on laptop, make sure to keep screen off until the video is ready to
go. Don’t say anything about it until it starts- let students be surprised.
• If cue cards are available, this would be a good tool for the “I used to think… Now I
think…” definition.

Reflection: How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well? Who was on/off task? Why? Who struggled? Why?