Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

Subject Area: English Language Arts Grade Level: 3rd Grade
GMercyU Student Name: Mia Doto
Domain I: Planning and Preparation
PA Core/Academic Standard(s):

Standard - CC.1.3.3.A
_____________________________________________________________________________
Big Idea: Overarching Theme
-Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.

Essential Question(s):
Students will consider and reflect on throughout the lesson:

-What is theme?
-What is the theme of the story Scaredy Squirrel?
- What evidence in the story supports the theme?
Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?

-Students will be able to determine a narrative theme by analyzing the text and finding evidence to
explain what brought them to their consensus of the theme.
Assessment Evidence/Level of Learning Differentiated Instruction:
Students will show what they know by evidence -There are 2 students in my class of 19 who
of/list names of formative or summative checks, have modifications when it comes to reading.
quizzes, tests which indicate evidence of learning: If these two students need help reading a
question or assistance with writing their
-Students will show that they understand theme by answers I will help them. I also will be
deciding what the theme is for the current book they reading the questions out loud to the class in
are analyzing Scaredy Squirrel, and recent books they order to accommodate these students. This
have read Judy Moody Mood Martian, and Marisol will allow all students to get a better
McDonald Doesn’t Match. They will complete a understanding of the questions.
formative assessment by answering the question
“Why is it important to try new things?”. In addition,
they will be completing another formative assessment
as an exit ticket. The exit ticket asks, “How does
Scaredy Squirrel change after he discovers he is a
flying squirrel?”, “How does this make Scaredy
Squirrel change his daily routine?”, and “What lesson
does this teach Scaredy Squirrel?”. Through these
formative assessments I will be able to have insight on
my students' understanding of the story’s theme.

Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

-Gwynedd Mercy Academy has the term “MERCY” that guides students for behavior expectations
within the classroom. “M stands for making good choices, “E” stands for engaging in learning, “R”
stands for respecting others, “C” stands for caring for spaces, and “Y” stands for “Yes! WE ARE.”
The term Mercy is referred to throughout the year if a student is misbehaving. In addition, the school
also follows a level system for noise referencing and expectations. There are three level of noise.
Level 1 is silent, level 2 is whispering voices, and level 3 is recess voices. Gwynedd Mercy Academy
also follows the RTC approach which stands for responsive thinking classroom. This approach is
when students are taught how to think for themselves, deal with their problems through effective plan
making, and develop self-discipline. This approach is fairly newer to the school and was introduced
after Covid-19 to address behavior issues inside the classroom.
Domain III: Instruction
Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background, or
review previous lessons?

-In order to activate prior knowledge I will refer back to the story Scaredy Squirrel written by
Melanie Watt. I will be asking my students questions relating to the story: “Can anyone tell me what
happens in the book Scaredy Squirrel?”, “Explain Scaredy Squirrel and his character,” “What are
three things Scaredy Squirrel is afraid of?”. This will give a refresher for the entire class in case they
forget a few aspects pertaining to the story they read on Monday. In addition, I will be referring back
to two previous stories they have read in the first three weeks of school throughout my lesson. As a
class we will chose a theme for the previous books, Judy Moody Mood Martian, and Marisol
McDonald Doesn’t Match. This will provide more insight on what theme really is and allow students
to think about different types of themes that aren’t just for Scaredy Squirrel.

Materials Needed:

-Scaredy Squirrel book written by Melanie Watt

-Scissors
-Markers
-Crayons
-Pencils
-Glue
-Computer (Slideshow)
-Squirrel cut outs, emergency kit cutouts
-Exit ticket worksheet

Vocabulary/ New or Review:

-New vocabulary (Theme)

-Story vocabulary (Venturing, predictable, emergency, consult, distract, drastic)

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What will
students do to use and apply new concepts or skills (independent practice if relevant)? How will you
monitor and guide their performance? Include relevant vocabulary. (Please use bullets to sequence
your lesson.)

-First I will incorporate a canva slideshow within my lesson for visual learners.
-I will begin by teaching my third graders what theme is and look at examples of what a theme of a
book could be.
-Once we have a better understanding of theme we will decide what the theme was for the previous
books they have read and analyzed as a class (Judy Moody Mood Martian, and Marisol McDonald
Doesn’t Match.)
-Next, as a class we will be reviewing the story they read on Monday Scaredy Squirrel written by
Melanie Watt.
-Then as a class we will decide what the theme is for the current book we are reading (Scaredy
Squirrel) and why we chose that particular theme.
-An “exit ticket” will be given to students’ understanding prior to the craft activity.
-I will read the exit ticket questions out loud and incorporate a mini class discussion to brainstorm
ideas for students who are stuck.
-The exit ticket consists of three questions relating to Scaredy Squirrel’s theme.
-Once students have finished their exit ticket I will collect them.
-Students will then be given in-depth instructions to make their own Scaredy Squirrel and answer the
prompt given: “Why is it important to try new things?”. This will allow students to think about the
theme of the story and it’s importance.
-This activity involves the students cutting out their squirrel, gluing the tail on, and answering the
prompt in the emergency kit that will eventually be glued onto the squirrel.
-I will have a sample for students to reference their squirrel to because they do need to cut out
specific parts.
-I will monitor students throughout the activity and assist any students who are working at a slower
pace than their peers or give helpful suggestions for their writing prompt answer. I also will be
available for any students who have questions.

Closure: What will you do to bring closure to the lesson? How will you summarize this lesson and
preview the lesson that will follow?

-To bring closure to the lesson I will ask a student or two to share what they have written on their
scaredy squirrel activity. I also have my students completing an exit ticket prior to the activity. This
exit ticket covers theme which is what we learned throughout the lesson and also covers
comprehension. I then will explain that tomorrow we will be learning vocabulary words from the
story by discussing Scaredy Squirrel in more depth and using context clues that allude to the meaning
of vocabulary words.