Mount Aloysius College

2016 Lesson Plan Format

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I. Heading

Lesson Title: Freckle Juice (Culminating Activity)

Teacher Name: Ms. Alisa Barnes
Date Lesson is taught: Monday, December 17th, 2018
Subject/Discipline: ELA
Grade Level: 3rd Grade
Number of Students: 20 Students
Allocated Instructional Time: 9-10:15 am
Multiple Intelligences Addressed: Visual/Spatial, Verbal/Linguistic,
Intrapersonal, and Interpersonal
Pennsylvania Common Core Standards or Early Learning Standards:
Standard - CC.1.4.3.A-Write informative/ explanatory texts to examine a
topic and convey ideas and information clearly.
Standard - CC.1.5.3.A-Engage effectively in a range of collaborative
discussions on grade-level topics and texts, building on others’ ideas and
expressing their own clearly.
Standard AL.1 3.C-Engage in cooperative, purposeful, and interactive play
experiences that enhance learning.

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of

Students)
1. The purpose of this lesson is for the students to continue to use
critical think skills to discuss, analyze, and connect with the novel
Freckle Juice by Judy Blume. The purpose of this lesson is to
recreate the drink “Freckle Juice” while still incorporating writing
 into it by writing ingredients and directions for the recipe. This
lesson is for students to practice all areas of English Language
Arts: reading, writing and speaking.
2. The students are familiar with the book Freckle Juice. In the
previous lesson, the students have finished the novel Freckle
Juice. We are now going to do extension activities that will better
help us comprehend the story. The students will start to think of
these concepts and also start critically thinking about these topics.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

1. The learner will be able to create a recipe for freckle juice and write
about it in the directions (CC.1.4.3.A)
2. The learner will be able to participate, listen, and collaborate in a group
discussion about a grade level text (CC.1.5.3.A)

(III. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Teacher Material
1. Measuring Cups
2. Grape Juice
3. Vinegar
4. Mustard
5. Mayonnaise
6. Lemon Juice
7. Pepper
8. Salt
9. Ketchup
10. Olive Oil
11. Onion
12. Freckle Juice Recipe
13. Recipe Cards for students
14. Large Spoon
15. Cups
16. Napkins
17. Jug
18. Mirror will freckles

Student Materials
1. Freckle Juice Journal (A composition notebook)
2. Pencil

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and

Pedagogy) (Danielson 1e: Designing Coherent Instruction) (Danielson 3a:
Communicating with Students) (3b Using Questioning and Discussion
Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction and Motivation

1. The teacher will say” "Today boys and girls we are going to write our
own recipe for Freckle Juice. “Not only will we get to write the recipes for it
but we are going to make it from the recipe in the novel”. This activity will
get us thinking about the book freckle juice and how Andrew did anything
for Freckles. (Application)
B. Lesson Body

Introduction
 The teacher will first explain that the first thing we need to do is make
up our recipe card and directions on how to make it.
Teacher instruction
 The teacher will then pass out the Freckle Juice Journal
 Also, the teacher will pass out the recipe card to each student
The teacher will show them the recipe anchor chart
o The teacher will point out that you can either use whole
numbers or fractions when writing your ingredients
o Next the teacher will then point out when writing directions it is
important to use transition words (First, Then, Next, Last
 o The teacher will then tell them one last main point and that is to
make the directions very descriptive.
Independent Practice
 The student will then begin by writing their ingredients first
 Next, they will finish by writing their directions
 If they chose too they may present to the class their ingredients and
directions for Freckle Juice
Guided Practice
 Then they will all gather around the large table
 Then we will go around the room saying one ingredient that we need
from Sharon’s recipe
 As students are talking, the teacher will be pulling ingredient out all
her bag
 Once ingredients are all named we are ready to make our drink so we
can get freckles!
 One by one each student will get an item or items to put into the
mixture
 Once all ingredients are put into the jug we will stir it nice and well
 Then I will ask who would like to be brave enough to drink it
 (I will switch out the freckle juice for grape juice)
 Then students will look into the mirror and see the freckles on their
face.

(Danielson 3e: Demonstrating Flexibility and Responsiveness

 A gifted learner: Allow this student to lead the discussion question
circle.
 A student with Autism: Allow the student to have a specific job when
it comes to making freckle juice.
 An ELL student: Allow the student to create their ingredients and
directions in their home language and then translate it to English

1. To conclude the activity, they can compete an exit ticket were they have
to write 1 take away from the novel Freckle Juice.
VI. Home-School Connection/Homework Assignment/Independent Practice
(Danielson 4c: Communicating with Families)
 A newsletter will be sent home at the beginning of the week to the
student’s families. It will include the time frame of the unit, in-class
activities, children’s literature, and kindness connections to extend
the message of “Be Yourself” at home.

VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment)

(Danielson 3d: Using Assessment in Instruction)
Formative
 The student will participate in a discussion group related to the novel
Freckle Juice by Judy Blume (OBJ #2)
 The student will participate in creating a recipe and direction for
Freckle Juice. (OBJ#1)

Reflect on your teaching experience and answer these questions:

1. What were the two strengths of the lesson?
2. What are two areas of the lesson that need improvement?
3. What would I do differently, if I were to reteach this lesson?
4. What biases, if any, existed in the materials, activities, language, or
5. Did anything surprise me?