GENEVA COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

NAME: ABBIE MANGES DATE: FEBRUARY 12, 2021

COURSE: EDU 342 GRADE LEVEL: 3RD GRADE

I. TOPIC AND GENERAL GOAL

TO ENHANCE RELATIONSHIPS BY READING ALOUD AND ENGAGING STUDENTS IN REFLECTIVE CONVERSATION.

II. PA COMMON CORE STANDARDS

ANCHOR STANDARD 1.5 SPEAKING AND LISTENING
STUDENTS PRESENT APPROPRIATELY IN FORMAL SPEAKING SITUATIONS, LISTEN CRITICALLY, AND RESPOND INTELLIGENTLY AS
INDIVIDUALS OR IN GROUP DISCUSSIONS.

III. LEARNING OBJECTIVES

1. TSW IDENTIFY THAT ILLUSTRATIONS SUPPORT THE EVENTS AND CHARACTER ATTITUDES IN THE STORY.
2. TSW REFLECT ON PERSONAL STORY APPLICATION.
3. TSW VERBALLY SUMMARIZE THE LESSON LEARNED FROM THE STORY.

IV. MATERIALS
STRICTLY NO ELEPHANTS BY LISA MANTCHEV

V. LESSON
A. INTRODUCTION
BEFORE I READ, I WILL ASK, “CAN SOMEONE TELL ME WHAT WE’RE CELEBRATING TODAY?” S SHOULD RESPOND,
“VALENTINE’S DAY!” T SAYS, “YES, WE’RE CELEBRATING VALENTINE’S DAY. ONE THING WE CELEBRATE ON VALENTINE’S
DAY IS OUR FRIENDSHIPS. CAN SOMEONE GIVE ME A FEW THINGS THAT MAY SHOW IF SOMEONE IS A GOOD FRIEND?”
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)
AFTER STUDENTS RESPOND, I WILL SAY, “WHEN I READ THIS STORY, I LEARNED AN IMPORTANT LESSON ABOUT BEING A
GOOD FRIEND. WHILE I READ, LISTEN TO THE STORY TO SEE IF YOU CAN IDENTIFY THE LESSON AND SOME THINGS THAT
MAKE A GOOD FRIEND.” INTRODUCE TERM ACCEPTANCE. GIVE STUDENT-FRIENDLY DEFINITION: INCLUDING OTHER PEOPLE
EVEN IF THEY ARE DIFFERENT FROM YOU.

QUESTIONS TO MONITOR UNDERSTANDING:

1. WHY ARE THE BOY AND HIS ELEPHANT EXCLUDED FROM THE PET CLUB? WHAT WERE THE OTHER ANIMALS THAT WERE
PART OF THE PET CLUB? (PIT)
2. HOW DO YOU FEEL WHEN SOMEONE DOES NOT ACCEPT YOU? (OMO)
3. LOOK AT THE PICTURE, HOW DID THE ILLUSTRATOR USE COLORS AND IMAGES TO SHOW THE BOY IS SAD? (W & M)
4. HOW DOES THE BOY REACT TO BEING EXCLUDED? WHAT DOES HE DECIDE TO DO TO CHANGE HOW HE IS FEELING? (PIT)
5. HOW DOES THE NEW PET CLUB SHOW ACCEPTANCE? (PIT)
6. WHAT DID THE STORY TELL US ARE SOME THINGS THAT GOOD FRIENDS DO? (RT)
7. DO YOU THINK IT IS IMPORTANT TO ACCEPT OTHERS THAT MAY BE DIFFERENT FROM YOU? WHY? (OMO)
8. WHAT LESSON IS THE AUTHOR, LISA MANTCHEV, TRYING TO TEACH US? (W & M)

C. CLOSURE (SUMMARY)
THE STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE LESSON IN THE STORY BY VERBALLY IDENTIFYING WAYS
TO SHOW ACCEPTANCE AND BE A GOOD FRIEND.

VI. ASSESSMENT/EVALUATION
THE TEACHER WILL USE FORMATIVE ASSESSMENT BY INFORMALLY OBSERVING STUDENT ENGAGEMENT AND RESPONSES
DURING THE READ-ALOUD AND DISCUSSION PORTIONS OF THE LESSON.

VII. DIFFERENTIATION
NONE

VIII. INTERDISCIPLINARY CONNECTIONS

NONE

IX. SELF-EVALUATION
THE STUDENTS WERE EVIDENTLY ENGAGED WITH THE STORY, ASKING AND ANSWERING QUESTIONS THROUGHOUT
THE READ-ALOUD AND DURING THE DISCUSSION COMPONENT THAT FOLLOWED. THE STUDENTS WERE PARTICULARLY SKILLED
AT IDENTIFYING INFORMATION TAKEN DIRECTLY FROM THE STORY. THERE WERE NOTABLY FEWER RESPONSES WHEN
CHILDREN WERE ASKED TO GIVE EXAMPLES OF PERSONAL APPLICATION.
IN A SIMILAR MANNER, IT BECAME CLEAR THAT THERE WERE THREE STUDENTS IN THE CLASS WHO WOULD
FREQUENTLY RAISE THEIR HANDS TO ANSWER QUESTIONS, WHICH APPEARED TO CAUSE OTHER STUDENTS TO REMAIN SILENT.
THE CHAIR AT THE FRONT OF THE CLASSROOM WAS QUITE LOW, AND AS A RESULT, THE THREE ACTIVE PARTICIPANTS WERE
OFTEN RIGHT IN MY LINE OF VISION. NEXT TIME, I WOULD STAND OR POSITION MYSELF FURTHER FROM THOSE STUDENTS IN
ORDER TO OPEN THE DISCUSSION AND MAKE IT MORE INCLUSIVE OF ALL STUDENTS. OVERALL, THE STUDENTS ENJOYED THE
STORY. LASTLY, MY COOPERATING TEACHER INFORMED ME THE STUDENTS WERE PRACTICING THE SKILL OF IDENTIFYING THE
LESSON IN A STORY IN THEIR READING CLASS, SO IT WAS A PERFECT TIE-IN.

PHILOSOPHY CONNECTION
AS IDENTIFIED IN THE FIFTH FOUNDATIONAL ASSUMPTION, I BELIEVE THAT CHILDREN NEED TO BE TAUGHT WITH
CONTENT AND MATERIALS THAT ARE ON THEIR DEVELOPMENTAL LEVEL. THE STORY CHOSEN, THOUGH IT ORIGINALLY SEEMED
GEARED TOWARDS A YOUNGER AUDIENCE, APPEARED TO BE ALIGNED WELL WITH THE DEVELOPMENTAL LEVEL OF THE
STUDENTS. THE DISCUSSION OF ACCEPTANCE, FRIENDSHIP, AND INCLUSION IS RELEVANT TO PEOPLE AT ALL AGES. HOWEVER,
IN ELEMENTARY SCHOOL ESPECIALLY, IT IS CRUCIAL THAT STUDENTS LEARN THIS CONCEPT.
AN ADDITIONAL FOUNDATIONAL ASSUMPTION INVOLVES LOOKING AT WHAT CHILDREN KNOW. I ACKNOWLEDGED
THAT STUDENTS HAD PRIOR EXPERIENCE WITH THIS CONCEPT, AND THEREFORE I LEVELED THE QUESTIONS TO APPROPRIATELY
SCAFFOLD STUDENT UNDERSTANDING. STARTING WITH THE CONCRETE EXAMPLES IN THE BOOK, I WAS THEN ABLE TO
TRANSITION THE STUDENTS INTO PERSONALLY APPLYING THE LESSON. THIS TRANSITION WAS NECESSARY TO SUPPORT
STUDENTS IN THEIR UNDERSTANDING OF AND REFLECTION ON THE LESSON IN THE STORY.
IN A THIRD MANNER, I DEMONSTRATED MY UNDERSTANDING OF THE FOUNDATIONAL ASSUMPTION THAT
STUDENTS LEARN IN RELATIONSHIPS AND THROUGH SOCIAL INTERACTION. RATHER THAN CONSTRUCTING RIGHT-THERE
QUESTIONS THAT AIM TO DRILL STUDENTS ON THEIR RECOLLECTION OF STORY FACTS, I DEVELOPED THOUGHTFUL QUESTIONS
TO ENGAGE STUDENTS IN ACTIVE DISCUSSION AFTER THE READING. STUDENTS WERE EAGERLY RAISING THEIR HANDS TO MAKE
CONNECTIONS AND DISCUSS THEIR PERSONAL APPLICATIONS TO THE LESSON. HEARING OTHERS’ IDEAS ALLOWED FOR THE
STUDENTS TO RESPOND TO ONE ANOTHER, AGREEING OR BUILDING OFF OF THEIR PEERS’ RESPONSES.

SIGNATURE:
QUESTIONS:
1. WHERE WILL THE CHILDREN SIT?
THE CHILDREN WILL BE SEATED AT THEIR DESKS BECAUSE THE READ-ALOUD WILL FOLLOW THE STEAM ACTIVITY.
2. IF THEY ARE MOVING TO ANOTHER LOCATION, HOW WILL THAT HAPPEN?
N/A
3. HOW AND WHEN WILL I SHOW THE PICTURES?
I WILL READ THE PAGES PRIOR TO TURNING THE BOOK AROUND TO SHOW THE PICTURES. I WILL MOVE THE BOOK FROM THE
LEFT TO THE RIGHT IN ORDER FOR ALL STUDENTS TO SEE THE ILLUSTRATIONS. EVERY PAGE WILL BE SHOWN TO THE
STUDENTS.
4. HOW WILL I HOLD THE BOOK?
I WILL HOLD THE BOOK FACING MYSELF; IT WILL BE TURNED TOWARDS THE STUDENTS WHEN PICTURES ARE SHOWN.
5. HOW WILL I INTRODUCE THE BOOK?
I WILL INTRODUCE THE BOOK BY FIRST DISCUSSING THAT VALENTINE’S DAY IS A TIME TO CELEBRATE FRIENDSHIPS. I WILL
CONNECT THE BOOK TO THEIR PRIOR KNOWLEDGE OF VALENTINE’S DAY, SHOWING THAT THE BOOK TEACHES THE READER
ASPECTS OF A GOOD FRIEND.
6. HOW MUCH TIME DO I EXPECT TO TAKE?
I EXPECT TO TAKE APPROXIMATELY 10-15 MINUTES.
7. DO I NEED TO EXPLAIN ANY WORDS?
NO, THE BOOK DOES NOT CONTAIN ANY TIER 2 WORDS THAT REQUIRE EXPLANATION.
8. WHAT STUDENT-FRIENDLY DEFINITIONS WILL I USE?
N/A
9. HOW WILL I END THE READING TIME?
I WILL ASK STUDENTS TO TURN TO THE PERSON BEHIND THEM TO SHARE TWO WAYS THAT THEY MAY PRACTICE BEING A
GOOD FRIEND.
10. HOW WILL I SEND THE STUDENTS TO THEIR SEATS IF NOT ALREADY SITTING IN THEM?
N/A

ANNOTATED BIBLIOGRAPHY
GENRE: PICTURE BOOK, TRADITIONAL FANTASY
THEME: ACCEPTING OTHERS’ DIFFERENCES
LEVEL: PRIMARY

MANTCHEV, L. (2015). STRICTLY NO ELEPHANTS. ILLUS. BY TAE-EUN YOO. SIMON & SCHUSTER/PAULA WISEMAN BOOKS,
32 PAGES.

THE STORY FOLLOWS A LITTLE BOY AND HIS ELEPHANT AFTER THEY ARE EXCLUDED FROM NUMBER 17 PET CLUB BECAUSE
THE ELEPHANT IS DIFFERENT THAN OTHER PETS. IN RESPONSE, THE LITTLE BOY AND HIS ELEPHANT TEAM UP WITH OTHER
UNUSUAL FRIENDS TO CREATE AN INCLUSIVE CLUB THAT WELCOMES ALL PEOPLE AND ANIMALS. MANTCHEV CREATES A
CHARMING, HEARTWARMING STORY THAT TEACHES CHILDREN THE IMPORTANCE OF BEING A GOOD FRIEND.