Lesson Plan Template Teacher Candidate: Danielle Dunas Unit Title: Jamaica Lesson Title/Number Common Core Reading:

Common Core Standards 21st Century Skills 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 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. Subject: Reading Date: October 24, 2012 Grade Level: 3

Only include what will be assessed.

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to recall what the folktale/fable genre entails. 2. Students will be able to list character traits. 3. Students will be able to relate the story of Anansi to Jamaica day.

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Students will volunteer, give the definition of the genre, and explain why an author would choose to write in this format. 2. Students will fill out pre-made worksheet listing as many character traits as they can. 3. Jamaica Day is October 26th for the third grade classes.

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*The teacher willThe students will (chronological) I. A) The teacher will have students sit down on the rug in the front of the room, in order to do a read aloud activity. The teacher will then review the expectations and rules of how to behave during read aloud time. B) The students will answer questions regarding appropriate behavior during listening time. (CFU-procedures/ routines) II. A) The teacher will introduce the story: Anansi the Spider. She will tell about the topic and give a brief background of Jamaica as well as the folktale genre. B) The students will listen and offer any information they already know. III. A) The teacher will read the story out loud to the entire class while asking a few questions along the way. (CFU) (visual and auditory) B) The students will actively listen and participate when necessary. IV. A) The teacher will review the term character traits by asking and then giving a definition. She will then ask students to think of character trait words that describe the main character Anansi. B) The students will get an allotted amount of time to think, pair, and share. (CSE) V. A) Teacher will end think, pair, share session and ask students to volunteer their answers. She will write the words they came up with on the Smart board. (auditory and visual) She will then have students go back to their seats and hand out pre-made character list web. B) The students will return to their seats and fill in character traits on their own worksheet. (visual)

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review, Do Now

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: **If finished early they can flip the page over and write their specific reasons why they Checks for chose a certain word to describe the spider. Understanding: **If not finished the students will still hand in their sheet to be finished at a later date. directions, procedures/routines, and/or content (formative)
Ex. (CFU directions)

Label: Evidence of Cognitive Student Engagement (CSE)

Assessment/ Evaluation Label: formative or summative and describe purpose Technology

Formative- Children will hand in completed character trait web list.

Smart board.

Closure

Children will hand in completed sheet.

Accommodations and/or Interactions with Co-Teachers and/or Support Staff

Resources/ Materials

Anansi the Spider: A Tale from the Ashanti by: Gerald McDermott Pre-made web worksheet

Time Required

30- 40 minutes

Reflection (Use APPR guiding questions and provide evidence): I believe I achieved what I wanted to with the third grade students in this lesson. I was able to introduce what we were going to be doing beforehand, read a story, and do an activity afterwards. The students were cognitively engaged because as I was reading the story I would ask questions to check for comprehension and understanding. I also allotted them a think, pair, share session where all students were able to contribute their own opinions. The students learned what I expected them to because after I was done at carpet time, I had them return back to their seats and work independently on the character trait word web. The students were to complete it by themselves, but raise their hand if they came across any questions or problems. Once done filling out the web, they were able to show me their finished product so I could check for spelling and understanding. The instructional strategies I chose supported student learning because everyone was able to voice their opinions at least once during the lesson. They offered their thoughts about definitions, predictions, and meanings. In this way, during group time I was able to become aware of things they already had prior knowledge of, as well as things that were still unclear to them. Also, throughout most of my lesson I kept a similar plan to the one I had written out prior to instruction which was helpful for keeping track of time and keeping students on task. This lesson was an excellent example of promoting culture in the classroom because it made students, as well as myself, think about the Jamaican people and their traditions. Through the story we were able to discuss the folktale genre and why authors might write in this way. It was a good stepping stone for the students, due to the fact they were going to be participating in Jamaica that Friday with the other third grade classes. Therefore, I would not do anything differently procedure wise if I were to teach this lesson again.

Goals and/or Professional Development Needs/Interests: In the future I would like to incorporate more technology into my lessons, such as different activities with the Smart Board or computers.