Baseball Saved Us

Marlee Caldwell Third Grade Class periods required: 3

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Common Core State Standards

o Reading Standard. Grade 3. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
o Speaking and Listening Standard. Grade 3. Comprehension and
Collaboration.2. Determine the main ideas and supporting details of a text
read aloud.
Missouri Learning Standards
o Reading. Grade 3. 2.A. Read, infer, analyze, and draw conclusions to: a.
summarize and sequence the events/ plot and explain how past events impact
future events.
o Writing. Grade 3. 1.D. With assistance from adults/ peers to use a variety of
conventional tools and technology to produce and publish writing as well as to
interact and collaborate with others
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs

Students will be able to

Listen to reading for understanding.

Ask questions and describe aspects of life for a Japanese American during World War
II.
Determine the main ideas and make connections from the text to the world in which
they live.
Construct a piece of published writing by using conventional tools and technology.

Assessment (type(s) of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson

Before the lesson begins the students will be assessed informally by making predictions
about the text and the era in which it was written on the handout provided. As well as
evaluated on their participation during their discussion with a partner about text to world
connections. During the text the students will be formally assessed on their questions that
they are asking and answering demonstrating their ability to listen for understanding. After
the lesson the teacher will evaluate and assess the students by their asking and answering
handout as well as using summative assessment which will be based on the students
research and final draft of their writing following the rubric that evaluates composition as
well as mechanics that is provided to the student and the teacher. The students will also be
evaluated on using technology to find supporting details to enhance their writing.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

1. Students will need to come to the carpet.

2. As a whole group, we will review the topic of reading comprehension strategies that
have been covered and taught prior to this lesson and how they are used for applying
their schema to the text.
3. The teacher will then introduce the idea of text to world connections while reading.
Students will then pair and share with their partner to decide what it means to make
a text to world connection.
4. Class will come back as a whole group, and share ideas the pairs have as to what it
means to make text to world connections.
5. The teacher will be recording different ideas on the board as the students are sharing.
Once all ideas have been discussed the whole class will come to an agreeance as to
what it means to make a text to world connection.
6. This explanation/ definition will be recorded by the teacher on an anchor chart to
display in the classroom.
7. The teacher will then pass out a Before, During, After Reading Questions Framework
sheet to all students.
8. The teacher will then show the students the cover of the book and read the title. The
teacher can also read all the before reading questions to ask and answer to the
students, and allow time for students to write a response.
9. The teacher will the read aloud the story Baseball Saved Us written by: Ken
Mochizuki. Students be informed to be thinking about text to world connections and
feelings of diverse people they might have to the story during the read aloud.
10. When the teacher gets to page 17 pause, and ask the students to then complete the
column of questions to ask and answer during reading, again these may be read to
the students and allow time for the students to write a response.
11. Once the students are finished with this column the rest of the book will be read
aloud.
12. Once the book is done allow time for students to complete the questions to ask and
answer after reading.
13. The students will then return to their desk and get the printed article of Step Back in
Time.
14. The students will be asked to read this article to answer and find facts about Life in a
WWII Japanese American Internment Camp.
 15. Once the students have completed their before, during, and after reading questions
framework and the printed article of Step Back in Time, they will pick one idea from
one of their three columns they have completed that they still have questions about
or high interest in and research for more information on the topic. The research will
be minimal and students should use Safe Search Kids by google to begin their
research.
16. The students will be asked to find three to four facts about their idea.
17. Once the research has been completed students will be asked to complete two
paragraphs explaining their idea from the text and their connection by using google
docs.
18. Before submitting their piece of writing students will use their rubric to evaluate their
own writing.
19. Once the students complete their two paragraphs they will share with the teacher
through google drive.
20. The teacher will then evaluate each students composition and mechanics on their
rubric that aligns with the students rubric.
Instructional Strategies Teacher approach to helping students achieve the learning objectives and
meet their needs

I will use a guided read aloud to model clear communication through reading. By allowing
students to opportunity to share and collaborate with their peers will make them more
engaged in the learning and formation of the definition for the classroom about text to world
connections. Providing students with a sheet that has questions to engage student thinking
will help foster rich thinking and attention to the text. Allowing students to only use Safe
Search Kids will also eliminate the ads and inappropriate links that students may stumble
upon while researching.

Learning Activities Opportunities provided for students to develop knowledge and skills of the
learning objective
Students will be actively engaged in their use of schema to make a text to world connection
to the story by forming the definition the class will follow, getting choice in picking research,
and using technology. Students who have a strong interest in a topic will be able to
incorporate their interest through this lesson.

Resources and Materials List of materials used in the planning of and during the instruction
of the lesson
Baseball Saved Us
iPad
Safe Search Kid
Google Documents
School wide email
Before, During, After Questions Handout
Step Back in Time Article
 Rubrics

????? ????? ?????

Questions to Ask and Answer
Before Reading
-What clues does the title give you
about the text?
-What type of text is this? Fiction?
Nonfiction?
-Why are you reading this text? To
perform a task? To gain information?
To be entertained?
-What do you already know about the
topic?
-What predictions can you make?
Notes:
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Questions to Ask and Answer
During Reading
-What did you learn from what you
just read?
-Do you need to reread? Slow down?
Use a different strategy?
-What is the main idea? Can you
summarize it?
-What picture is the author painting
in your head? What details from the
text help to paint this picture?
-Are there words you do not know?
Does not knowing these words affect
your understanding of the text? Do
you need to look them up in the
dictionary?
Notes:
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Questions to Ask and Answer
After Reading
-What predictions were confirmed?
-What details in the text confirmed
them?
-What were the main ideas and themes
presented in the text?
-How did the author present
information?
-What connections did you make to the
text?
Notes:
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Before, During, and After Reading Questions Framework Fold on dotted lines

Technology Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning

Students will complete research on their iPads by using Safe Search Kids. They will then also
complete their writing using google docs and share by email with their teacher.

Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all

learners, learning differences, cultural and language differences, etc.
Students who may have less fine motor abilities will be provided with a stylus to assist them
in their research. Students will also can listen to the story again on their iPad if they need.
Text to speech can also be utilized for students to use while researching and typing their
published piece.

Classroom Management Strategies consistent with the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged

During the read aloud the students will be asked to leave their technology at their desk so
their full attention is on the teacher model. The teacher will be able to see what screen on
the iPad the student is using to ensure that the student is on task with the lesson while
working independently. The students will be informed prior to the reading what they should
be looking for during the read aloud. Students will also get choice in what they research
which will peak interest following the completion of the read aloud, the before, during, after
questions handout and the Step Back in Time article.

Extensions Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

A student who would like to extend their thinking about the learning objective for this lesson
can make their writing longer and more detailed about one topic by researching deeper or
making their connection more detailed. Students may also choose to write the question of
why do you think the author titled the book the name he did? As well as, how did baseball
save them?

Follow-up to Todays Lesson Quick activity for review or building on todays learning that will
deepen student understanding and interconnect concepts (may be incorporated tomorrow or
throughout the unit

Following todays lesson, I will evaluate the students google documents as well as handouts
and address any misconceptions with research they may have found about Japanese
Americans Lives in Internment Camp during WWII. I will then hold a discussion based on the
results of my findings. If there are only a few students I will address the issue with those
students individually, if it is a common misconception I will readdress the idea.

Special Circumstances/Focus for Observation/Additional Information Any special

circumstances of which the observer should be awareAny area or lesson component that may not have
been covered by this format that you think is vital to include in this lesson

All strategies of comprehension were not discussed in this lesson but it is essential to know
that these strategies cannot be taught in isolation. Visualization, questioning, inferring,
determining importance, and synthesizing all work with schema and make comprehension
more relatable for students.