Tennessee Temple University

Lesson Plan Format

Teacher: Megan Roysden
Class: Mrs. Cooke (resident teacher) Third Grade; Reading
Course Unit: Take Action
Lesson Title: Lets Trade
Summary of the task, challenge, investigation, career-related
LESSON OVERVIEW
scenario, problem, or community link.

The students will listen to a video, listen to a story, and read another story on their own. They will
learn different ways people get what they want and learn what makes up a fairy tale story. They
will be able to identify characteristics of a fairy tale by the end of the lesson. They will continue
to build on this skill throughout the week.

STANDARDS

Identify what you want to teach. Reference State, Common

Core, ACT College Readiness Standards and/or State Competencies.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key
details in the text.

OBJECTIVE(S)

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

The student will determine the main ideas and supporting details of a text read aloud or information presented in diverse media.

Listen for a purpose.

Identify characteristics of a fairy tale.

ASSESSMENT/EVALUATION

Students show evidence of proficiency through a variety of

assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

This is an introductory lesson. Assessment will come at the end of the week when they take their
weekly assessment. During workshop time they will also have books they can read on their own
(different levels for different students) that will enforce the strategies they will learn throughout
the week (trading, point of view, summarizing)

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

Smart board, reading books & pencils (students), sticks with students names on them

ACTIVATING STRATEGY

Motivator/Hook
An Essential Question encourages students to put forth more effort
when faced with a complex, open-ended, challenging, meaningful
and authentic questions.

I will ask the essential question: What are ways people take action? I will call on a few students to
share their answers and then I will read Ben Franklins Stove by: Charles Ashton. After reading
the poem I will ask the students what Ben Franklin did to take action. I will ask them to show me
text evidence.

INSTRUCTION

Step-by-Step Procedures-Sequence
Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide
Intervention & Extension

Tennessee Temple University

After reading the poem and talking about it I will play a short video that talks about different
ways people get what they need. After the video I will pull up a graphic organizer and call on
students to tell me some ways people get what they want (earning money, trading, work
hard/put money in bank, pay with money, the students ask their parents). I will ask the students
what they think makes a fairy tale story and if they do not say the main parts I will tell them the
main components of a fairy tale. A fairy tale is a made-up story with events that could not really
happen, they usually have magical characters or settings, and they almost always have a happy
ending with a message. We will then listen to Wei and the Golden Goose. After listening to the
story we will complete a graphic organizer together as a class that tells about the aspects of the
story that made it a fairy tale (we may just talk about it out loud instead of actually writing it
down). After we finish the graphic organizer I will go over the new vocabulary words for this unit.

GUIDED & INDEPENDENT

PRACTICE

We Do-You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

I will allow the students a few minutes to read the story Juanita and the Beanstalk on their own.
I will tell them they should be looking for things in the story that make it a fairy tale. After I have
given them a few minutes to read we will read through the story together (listen to it). I will call
on students to find text evidence to support that Juanita and the Beanstalk is a fairy tale.

CLOSURE

Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

We will discuss what aspects of the story Juanita and the Beanstalk make it a fairy tale. I will
then let them discuss in their groups what makes up a fairy tale and then I will pull sticks and
allow the person whose name I pulled to tell me one aspect that makes a story a fairy tale.

CROSS-CURRICULAR
CONNECTIONS
Teamwork: discussing things and coming to a mutual agreement or a civil disagreement on
things

NOTES: