Lesson Plan 5

Objective: After reading Marwan’s Journey and watching a video about Syrian
children in a refugee camp, the third-grade students will design and present a
wordless digital poster on Piktochart to go with their unsent letter and score12 out
of 16 points on the poster rubric and oral presentation rubric.

West Virginia State Standards:

ELA.3.1: Ask and answer questions to demonstrate understanding of a literary text, referring explicitly to
the text as the basis for the answers.
ELA.3.3: Describe characters in a literary story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
ELA.3.13: Explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood or emphasize aspects of a character or setting).
ELA.3.22: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
ELA.3.23: With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for writing types are
defined in Text Types and Purposes.)
ELA.3.24: With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards up to and including grade 3).
ELA.3.25: With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
ELA.3.29: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
ELA.3.30: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing ideas
clearly.
ELA.3.35: Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
ELA.3.36: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
ELA.3.37: Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
ELA.3.38: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Lesson Introduction:
Students will free write for 5 minutes what they recall from watching the
video about the kids meeting a refugee. Students that wish to may share.

Lesson Procedures:
The students will listen to a read aloud of Marwan’s Journey, afterward
discussing what emotions they felt while hearing different parts of the story.
Afterward, students will watch the following video that interviews a child about
her life living at a refugee camp.
Syrian Children - Refugee Camp Niroz | UNICEF

While watching the video, students will make at least two notes on notebook
paper about what they see that she does that we may take for granted (examples:
running water, schooling, safe and clean environment). After the video, the
students will share their notes while the teacher makes a list of all the thoughts.
 The teacher will explain and model the final project to go with their unsent
letter: a digital poster using https://piktochart.com/. The purpose of the poster is to
inspire any refugee who may see it that there are people that believe in them,
sending a message of kindness and caring thoughts by only using pictures/symbols.
Using the smartboard, the teacher will display https://piktochart.com/ to
students while they have it on their laptops. Together, the teacher and students will
look at the different tools while the teacher creates an example poster. After time is
given to explore the tool, the students will help cocreate the grading rubric for the
poster. Students will then be given time to create their poster.

Evaluation:
Before the poster is turned in to be graded, students must be able to check
off each item on their poster checklist.
Students will present their poster to the class. The teacher will use the Poster
rubric to score each poster and Poster Presentation rubric to score each
presentation. (In my typical teaching, students would help create the rubric. These
are examples of what the rubrics could be.)

Assessment Plan
Exceeds Expectations:
The student has designed and presented a wordless digital poster on
Piktochart to go with their unsent letter and scored more than 12 out of 16 points
on the poster and oral presentation rubrics.

Meets Expectations:
The student has designed and presented a wordless digital poster on
Piktochart to go with their unsent letter and scored at least 12 out of 16 points on
the poster and oral presentation rubrics.

Approaching Expectations:
 The student has designed and presented a wordless digital poster on
Piktochart to go with their unsent letter and scored less than 12 out of 16 points on
the poster and oral presentation rubrics.

Far Below Expectations:

The student has designed and presented a wordless digital poster on
Piktochart to go with their unsent letter and scored less than 9 out of 16 points on
the poster and oral presentation rubrics.