Alison Francisco & Amy Jackson

ED319 Micro-teaching

Title of Unit: Lesson Title: Duration of Lesson Grade level:

Fantasy and Science Setting in Fantasy 30-40 minutes 3rd

Fiction and Science Fiction

CCSS: GDOE Standard:

CCSS.ELA-LITERACY.RL.3.9 Compare Language Arts/Reading

and contrast the themes, settings, and
plots of stories written by the same author
about the same or similar characters (e.g.,
in books from a series)
CCSS.ELA-LITERACY.SL.3.1 Engage
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade
3 topics and texts, building on others' ideas
and expressing their own clearly.
3.3.7 Critique an aspect of the story (
characters, plotline, resolution, setting).
EXAMPLE(S): Tell how well the author makes a
character real.
3.4.4 Write descriptive pieces about people,
places, things, or experiences that develop a
unified main idea and use details to support the
main idea.
Fine Arts (Visual Arts):
3.1.4 Identify and describe elements of art in
works of art, emphasizing line, color, shape/
form, texture, space, and value.

I Can Statement

I can use descriptive words to describe a person, place, or thing.

I can create a work of art based on the setting of a story.
I can describe my work of art to my classmates.

Assessment & Monitoring

Throughout the lesson, students will be assessed based on their participation and through
observation, questioning, and class discussion.

Key Concept Vocabulary Resources & Materials

Descriptive words Butcher paper

Setting Laptop w/Internet connection
Projector
White board
Dry erase markers
Graphic organizers
Charlottes Web excerpt (p.13)
 Xerox paper
Different colored paint/colored
pencils/crayons/markers
3-minute brain breaks:
http://minds-in-bloom.com/20-three-minute-brain
-breaks/

Sequence Instructional Strategies/ Lesson Activity

1. Anticipatory set (5 minutes):

a. Preparation: The teacher will post up butcher paper on the walls of the classroom. Each
butcher paper will be titled with different types of words (tasting words, color words, happy
words, sad words, action words, etc.)
b. Teacher will introduce the I can statements to the class. The teacher will tell the class that
they will be doing a lot of describing. Before the lesson, students will go around the classroom
and write as many corresponding words they can think of using different colored markers or
crayons.
2. Active instruction (3-5 minutes):
a. The teacher will show an illustration to the class. Graphic organizers will be provided so that
students can write down down words that describe the illustration. Have a few students share
their responses with the class.
3. Guided practice (5 minutes):
a. As a class, the teacher and students will create a short description using the words they wrote
in their graphic organizers. After completing it, the class will read it aloud together (choral
reading).
4. Independent practice (15-20minutes):
a. The teacher will project an excerpt from Charlottes Web and the class will read it aloud
together. In pairs, students will use various art supplies to create a work of art that depicts
what is described from the teacher. If necessary, the students can do a mini brain break. (For
examples on brain breaks, please see the link under Resources.)
5. Closure (5 minutes):
a. To wrap up the activity, the students will share their work of art to the class. They will also
describe their work of art by identifying the different colors, lines, and shapes included.

Adaptations for Unique Student Needs

Repeat directions/allow extra time if necessary.

Encourage and remind students to use words from the word wall.
Pair students based on ability to enhance student learning.
Charlottes Web (p.13) The barn was very large. It was very old. It smelled of hay and it smelled
of manure. It smelled of the perspiration of tired horses and the wonderful sweet breath of
patient cows. It often had a sort of peaceful smell -- as though nothing bad could happen ever
again in the world. It smelled of grain and of harness dressing and of axle grease and of rubber
boots and of new rope. And whenever the cat was given a fish-head to eat, the barn would
smell of fish. But mostly it smelled of hay, for there was always hay in the great loft up overhead.
And there was always hay being pitched down to the cows and the horses and the sheep. The
barn was pleasantly warm in winter when the animals spent most of their time indoors, and it
was pleasantly cool in summer when the big doors stood wide open to the breeze. The barn had
stalls on the main floor for the work horses, tie-ups on the main floor for the cows, a sheepfold
down below for the sheep, a pigpen down below for Wilbur, and it was full of all sorts of things
that you find in barns: ladders, grindstones, pitchforks, monkey wrenches, scythes, lawn
mowers, snow shovels, ax handles, milk pails, water butchers, empty grain sacks, and rusty rat
traps. It was the kind of barn that swallows like to build their nests in. It was the kind of barn that
children like to play in. And the whole thing was owned by Fern's uncle, Mr. Homer L.
Zuckerman.
This image was found on Google. It shows examples of different categories you can title your
butcher paper.

This image was found on Google. However, keep in mind that any picture with detail can be
used for the guided practice portion of the lesson.