SUBJECT ENGLISH

GRADE 3
SKILL (Mixed Skill Lesson) IDENTIFY
READING STRATEGY VISUALIZING AND SELF MONITORING
DURATION 90 Mins
LESSON METHOD 5 Step
ANALYSIS RC Average: 0.6
TOOLS USED Zoom
Canva
Whatsapp

LESSON VISION
OBJECTIVE
Ongoing (3.9): SWBAT Identify and describe characters and character feelings in the story by self-
monitoring.
Focus (3.9): SWBAT identify setting in the story by visualizing and self-monitoring.
ASSESSMENT
High Rigor: Click Here
High Potential: Click Here
WHAT KEY POINTS
Knowledge we will build:
Setting –The time, place and environment (season) of the story, or when and where, a story happens.

Skills we will practice:

Identify- to find out

Strategy-
1) Visualizing- Use the pictures and your own thoughts to create a movie in your mind of what is
happening in the picture or story.
2) Self-Monitoring- pause, think and reflect. Annotate for story elements.
WHY KEY POINTS
The setting is the time and the location where a story takes place. It is an integral part of the story.
It immediately sets the stage for what's to come.
If we're meeting a character in hospital, she must be feeling sick.
If we meet a character who just walked out of a shopping mall, she's likely to feel happy.
How would this scene (birthday party) be different if it took place in Tom's bedroom, or in a restaurant,
or on a school playground, or in a jungle?
The setting of a story is just as important as the main characters. It tells readers something about them
without using any dialogue.
HOW KEY POINTS
As you read each sentence of the story annotate for:
1. character (ch)
2. Character feeling (cf)
3. New words
4. making connections( <3 )
 5. Setting(Time, place and season)
Anchor Questions :
1. Who is the character?
2. Where is the character in the story
(place)?
3. When is the story happening (time)?
4. How is the character feeling?
5. So what do you think is the season? What
is the environment around?

Use sentence starter-

"The story is taking place at time in place "
" The environment is season"
CONNECT TO C’S
Critical Thinking —- We will apply previous knowledge (characters and events) and form opinion from
known facts in the story.
Courage--- We will engage in class without fear like a super girl. Our class motto is :
"We are super girls.
Learning is our super power.
We help each other.
We are kind"

Ways we will connect this back to ourselves and the world: These concepts can be applied by the
students in their daily lives to understand environment around them.

RESOURCES(TEXT)
Click Here
POST WORK/ASYNC PACKET
Do either of the following tasks-
Task 1: Students plan and enact the following story map:
Characters: boy, mother
Settings: bedroom
Scene : Boy is sleeping – has a bad dream – cries out suddenly – mother enters the room – boy tells
mother that he is afraid of the dark
Task 2:
Characters: girl and mother
Setting: home, night time, winters
Write 1 line with the above characters and setting

LESSON METHOD
Lesson Teacher Actions Student Actions Time
Element
Opening <Culture Setting> Students self-monitor 15
(students Welcome Super Girls to Deepika didi's class. To begin themselves for class mins
explore what with our class for today I want you all to write in the rules.
we will learn chat box how are you feeling today? Students share their
and why) I would request my super girls to sit smartly as they feelings.
engage in today's class. Sit smartly
Alright! Now I can see all my super girls ready for Revise class norms
today's class. So to begin with I want all of you to
come off mute and say out class motto in loud and
clear voice!
Thank you for such an amazing energy. Also, can one
of our class monitor come off mute and share the class
rules with everyone. Everyone says the class
motto together.
<Check Previous Knowledge>
Let’s play a quick game:
<Stand Up/Sit Down> Students follow the
I will say some words, stand up if it is a character and game rules.
sit down if it is not a character
Box, Red, cat, Chotta Bheem, House, Star, Teacher, ESR- All students stand
Book on cat, chotta bheem,
teacher, happy, scared,
I will say some words, stand up if it is a feeling and sit hungry.
down if it is not a feeling
Happy, Shoes, Scared, Cooking, Hungry Exception:
Student gets confused
<Fellow Clarifies Misconceptions> with character or
feelings.
<Introduce New Knowledge>

Students answer the

questions.
<Group Discussion>
Picture-based Interaction A few students are
Show picture 1 to the students. asked to read the
Based on data analysis, I ask direct questions to words from the board
Gunjan , Rabiya and Riya. (make them to use a
 What do you see in the picture? (a boy, lying stick or pointer while
down) reading the words; this
 What is the boy doing? What is he looking will help them and
 at? (watching/looking/seeing the moon and others to associate
the stars) syllables with sounds
 How is he - happy, sad, angry or scared? and the teacher to
(scared/afraid) verify it).

Based on data analysis, I ask critical thinking question sun moon stars
to Chetna, Alfiya and Renu. night dark afraid
 What do we do at night? (sleep) sleep
 What is the difference between day and
night? How is the sky at night? (night-dark)

Show picture 2 to the students.

Based on data analysis, I ask direct questions to Nancy,
Aliza and Somya

 What do you see in the picture? (man, sun)

 How does the man feel? (tired)
 Is the sun shining very brightly? Will it be very
hot? Do you feel comfortable when the sun is
very hot? (very hot)
Introduction <FELLOW EXPLAINS THE WHAT KEY POINTS> Students read the 30
to New Let us read the objective together objective. mins
Material
(engage with
new Activity 1:
information <Role Play>
with all the <Visualizing>
students) Comparison of day and night Students move into
One group will enact daytime activities breakout rooms.
While another will enact the night time activities
<Students move into breakout rooms for 5 mins to Students practice with
rehearse and later enact it in the larger group for 5 each other for
mins each> respective setting
given to them led by
Fellow then asks the students prompting questions. student leaders in
“Where is this story taking place? When is this breakout rooms.
happening? What is happening around the characters?
What is the weather like?”…etc.
This will allow students to “see” what is being Students enact with
described. student leaders.

<FELLOW EXPLAINS THE HOW KEY POINTS>

<Fellow discusses 2-3 student answers to build clarity Students listen
around the how key points> carefully.

a) When is the story happening (time)?

b) Where is the character (place)?
c) What is the environment around (season)?
Take a few responses.
<FELLOW EXPLAINS THE WHY KEY POINTS>
Before moving forward I want you all to think for a Exception: Student are
minute and tell me why are we doing this objective not able to relate to
today? Why are we learning to identify story setting? the real world.
In fact why does any story have any setting?

<CFU>
<Tiered Questioning>
But how we will identify setting in the story? We will
think and look for clues in the story by self-monitoring. ESR: Identify means to
Can Renu come off mute and tell what does "identify” find out. Self-monitor
mean? means to pause, think
Can another super girl share what setting “means? We and reflect. We will
have done this earlier. annotate the story
While reading, we will underline the clues for setting elements as well.
by thinking of the following questions:
a) What is happening in the story?
b) When is the story happening (time)?
c) Where are the characters (place)?
d) What is the environment around (season)?
Students listen
Activity 2: carefully to build the
Underline the setting. skill.
<Self-Monitoring>
1) Deepa is drinking milk in her home.
2) Suhani is going to play in the evening.
3) Sushma sleeps in her room in the night.
4) Priyanka is standing outside the hospital in the
morning
Students enact the
<Brain Break> actions.
Activity 3: "Action Words" Exception: Student
The fellow makes the students to do the following: might not want to do
• ROARING • FROWNING • SMILING • BLINKING this activity. So, give
that student screen
Activity 4: break.
Identify the setting.
<Read Aloud >
<Visualizing> Student listens
<Self-Monitoring> carefully.
<The Ship Of The Desert >
<Pg 100 to 101>
The fellow reads out the lesson with proper stress and
pronunciation.
Fellow underlines time, place and
season/environment clues.
Fellow also annotate for :
Characters, Feelings and Actions
 <Fellow reads the story and annotates on the slide>

Fellow introduce the Graphic Organizer and fills the

responses.
Guided You have now 20 minutes to read and make 25
Practice annotations+ answer the questions. mins
(students Also, while reading the story we will try to identify the
practice,
identify setting by thinking of some questions:
misconceptio <CFU>
ns, give and <Fellow cold calls 1 -2 students to explain the how key
get feedback) points> Take a few responses.
<Simultaneously fellow shares the how key points on
the screen>
a) What is happening in the story?
b) When is the story happening(time)?
c) Where are the characters(place)?
d) What is the environment around(season)?

<The fellow will give differentiated stories to the

students based on their RC level, Graphic High rigor students
organizer will be standard, filled by students in
move to breakout
collaboration.>
rooms and work with
their student leaders.
<Students write and discuss in homogeneous break
out rooms while Fellow switches between breakout
High potential students
rooms to clear doubts and support buckets>
try to work themselves
with me and ask for
<Fellow appreciates student efforts>
clarification whenever
“Did you just notice your amaaaaaaaaazing reading
needed.
work? You didn’t just keep reading to get to the end,
you were determined to make it look right, sound
right AND make sense!”

<Brain Break>
Show the slide with the spot the difference activity to
boost the energy of the students.
Independent OK! So now let us practice the objective on our own. Students move into 15
Practice Identify the setting by visualizing and self monitoring homogeneous min
(students <CFU> breakout rooms.
show and
evaluate <Fellow cold calls 1 -2 students to explain the how key
learning) points>
<Simultaneously fellow shares the how key points on Take a few responses.
the screen>
a) What is happening in the story?
b) When is the story happening(time)?
c) Where are the characters(place)?
d) What is the environment around(season)?
Students write the
 (Students in homogeneous break out rooms, worksheet
Fellow jumps across the buckets) independently
(Students use the differentiated stories again and
fill the GO independently, Graphic organizer will be
standard.>
Closing ( Based on data analysis, I will ask Take a few responses 5
5mins- Chetna, Azra <High Rigor>, Gunjan, Janvi, Riya<High mins
students potential> to recap what they’ve learnt in class.
summarize
takeaways
and make
connections)
Learning Do you feel happy or scared when you are at home or Take a few responses 5
Beyond outside? When do you feel happy? When do you feel on WhatsApp Voice mins
Class
scared? Why? notes.
(projects and
work to
continue
learning)