Geneva College

342 Read Aloud Plus Lesson Plan

Name:_____Lauren LaMantia_____ Grade Level: 3rd

I. Topic
To identify the change in character interaction by provide a corresponding rationale and
declaring the importance of symbolic images within the text..

II. Common Core Standards

CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.

III. Learning Objectives

1. TSW identify the importance of equality and acceptance.
2. TSW identify the sequence of events occurring throughout the text.
3. TSW use the new word, “parity.”

IV. Materials
The Other Side by Jacqueline Woodson
Sequential Order Charts

V. A. Introduction
Last week: we practiced a strategy called “predicting.”
This week: we will practice a strategy called “sequential order.”

I will demonstrate the strategy by using their school day schedule as a method of sequential
order. I will ask the students to identify what they typical do after their lunch period. This
answer will provide the next link in the sequential order chart.

It is important to observe character interaction and placement throughout a text to truly

understand what is going on within the story. All stories focus on character interaction by
highlighting conversations between two individuals, an individual with their interal thoughts,
or an indivuidual with nature. The symbolic images portrayed in this book represent the
underlying issue at hand, segregation. By using a sequential order chart, we can track the
development of a relationship, determine the cause of that relationship based on the
character’s previous interactions, and identify the change in usage of symbolic imagery.

Before I read the story, the vocabulary words with “student-friendly” definitions are:
Yonder: A term used to refer to a short distance
Blouse: A term used to refer to a shirt
B. Lesson Development
• Have you ever experienced a time when you wanted to make a new friend but your current
friends talked you out of it?
• Share my example (Jasmine) and let several students give examples and use the word,
“parity,” when they give an example.
• The main characters are a group of young neighborhood children and two mother figures.
Throughout the text, each of the characters adjusts their point of view to accepting new
friends despite their race.
• Listen to the story to determine how the character interactions and symbolic imagery
change throughout the course of the story.

Questions to monitor understanding: (types labeled according to QAR)

1. What were the names of the two young girls? (RT)

2. What was the object that separated Clover from Annie? (RT)
3. Who kept observing the young girls interactions without saying a word? (PT)
4. Do you think the girls would have play together sooner if there was not a fence
between them? (OMO)
5. What does the fence symbolize throughout this story? (W&M)
6. How do you know that? (W. & M.)
7. How has the character interaction changed from the beginning of the story to the end
of the story? (W. & M.)
8. How would you feel if you were in Annie’s position at the beginning of the book?
How about at the end of the book? (OMO)

C. Closure
The students will demonstrate their understanding of “identifying the character interaction
and symbolic imagery” by writing their summary of the story on the Interactive Writing
Worksheet with the information from their Sequential Order Chart.

They will tell why it is important to identify the character interaction and symbolic imagery.

VI. Assessment
1. The students will practice telling their partners why it is important to observe the
character interaction and change in usage of symbolic imagery throughout the text.
2. The students will use the word, parity, during share time.

VII. Adaptations, Modifications, and Extension Activities

Preferential seating for identified students.

VIII. Interdisciplinary Connections

The interdisciplinary connections are to Social Studies with the references to African
American history and to ELA with the usage of writing in the sequential order charts.

IX. Self Evaluation