Name: Date: Name(s): Lesson Grade/Subject:

Sam Steel 3rd,, Science and Writing

School Site: N/A Lesson Topic: Est. Days for lesson/unit:

1
Subjects addressed* 1)Lifecycle 2) Writing 3)Speaking and Listening

Science Standards 1)3-LS3-2 Use evidence to support 2) 3)

Addressed** the explanation that traits can be
influenced by the environment.

Literacy Standards 1) CCSS.ELA-LITERACY.W.3.4 2)CCSS.ELA-LITERACY.W.3.3 3)CCSS.ELA-LITERACY.SL.3.4

Addressed: With guidance and support from Write narratives to develop real or Report on a topic or text, tell
adults, produce writing in which the imagined experiences or events a story, or recount an
development and organization are using effective technique, experience with appropriate
appropriate to task and purpose. descriptive details, and clear event facts and relevant,
sequences. descriptive details, speaking
clearly at an understandable
pace.
Other Standards 1) 2) 3)
Addressed:
If you used pre- 1) 2) 3)
existing lesson/unit
plans, add links here:
(so others can view)
If you taught or plan to 1) How book was read/ how 2) Make necessary
teach this lesson in a activity was run would accommodations for
real classroom – depend on behaviors on students based on
discuss it here. classroom. needs.

· List Lesson Goals

1. Lesson Goal 1: After a read aloud of StellaLuna by Janell Cannon, The students will be able to
orally answer comprehension questions, predict, and write a detailed script of a single event to present
with the class while working in small groups.

· List Materials and Technology Resources needed for the Lesson:

● 1 copy of the book “Stellaluna” by Janell Cannon
● Pencils and pencils for the class
● Coloring supplies

A. STARTING THE LESSON

· Review previous (days) lesson/assess previous learning:

● N/A
· Describe -Setting the stage for learning:
 ● Students will come to the carpet for the read aloud. After the book they will return to
their desk clusters and surrounding area to work on their script. When groups present,
students will be at their desk with presenting group in front of room.

· Warm-up Activity:
● The teacher will call the students to the carpet.
● The teacher will show the students the cover of the book, read the title, and the author. The
book is Stellaluna written and illustrated by Janell Cannon.
● The teacher will ask the students to make predictions about what the book is about based up
the cover of the book.
● Students share their predictions with their elbow neighbors for 1 minute.
● Using a jar with all the students names, pull two students names out and ask them to share their
predictions.
B. Teaching THE LESSON

Lesson Activities:
● Tell the students that they have great predictions and begin reading the book.
● Stop after Stellaluna is attacked. Ask the students to share how they think Stellaluna
feels at this point. Use the jar to pick two students’ names.
● Continue reading.
● Stop after the bird family makes fun of Stellaluna hanging from her feet to sleep. Ask the
students to share with their elbow partners how they think Stellaluna feels at this point.
Pick two students’ names from the jar to share with the class.
● Finish the story.
● Ask the students how they think Stellaluna feels at the end of the story. Ask them to
share with their elbow neighbors. Pick two students’ name out of the jar and have them
share.
●
● The teacher will ask the students to go back to their desks.
● The teacher will explain to the students that they will be writing a script and performing
their given scene from the book to the class. (A)
● The teacher will give directions to the students, written and oral directions. (A,V)
○ Each of the four groups will pick a scene from Stellaluna from a jar.
○ The students will then create a script that depicts the scene as accurately as
possible.
○ Each student will have a part and must have at least 2 lines in the script.
○ The students must figure out who is playing which part on the scene.
○ After being given 10 minutes to write and 10 minutes to practice, the students
will perform their scene for the class in sequential order. The students will be
able to use their scripts of they would like to. (A,V,K)
○ Scenes:
■ Stellaluna falling into the bird's nest after being attacked by the owl.
 ■ The baby birds and Stellaluna begin to fly.
■ The mom tells Stellaluna to be more like a bird, and not hang upside
down.
■ When mom bat and Stellaluna become reunited.
● For struggling students: The teacher will give a copy of the book to the struggling
students to use as a reference for characters lines. The groups are preset and include an
advanced student that can also help any struggling student. Struggling students are also
able to use their script when they perform.
● For advanced students: The teacher will encourage the students to support students
who are nervous to perform in front of the class. The advanced students can memorize
their lines. The students can also write a summary of the scene they have completed at
the end of their script.

C. LESSON CLOSURE
● The teacher will ask the students to go back to their desks.
● The teacher will explain to the students that they will be writing a script and performing their
given scene from the book to the class. (A)
● The teacher will give directions to the students, written and oral directions. (A,V)
○ Each of the four groups will pick a scene from Stellaluna from a jar.
○ The students will then create a script that depicts the scene as accurately as possible.
○ Each student will have a part and must have at least 2 lines in the script.
○ The students must figure out who is playing which part on the scene.
○ After being given 10 minutes to write and 10 minutes to practice, the students will
perform their scene for the class in sequential order. The students will be able to use
their scripts of they would like to. (A,V,K)
○ Scenes:
■ Stellaluna falling into the bird's nest after being attacked by the owl.
■ The baby birds and Stellaluna begin to fly.
■ The mom tells Stellaluna to be more like a bird, and not hang upside down.
■ When mom bat and Stellaluna become reunited.
● For struggling students: The teacher will give a copy of the book to the struggling students to
use as a reference for characters lines. The groups are preset and include an advanced student
that can also help any struggling student. Struggling students are also able to use their script
when they perform.
● For advanced students: The teacher will encourage the students to support students who are
nervous to perform in front of the class. The advanced students can memorize their lines. The
students can also write a summary of the scene they have completed at the end of their script.

Lesson Assessments:
● Writing of the script can be evaluated for accuracy, chronological order, and mechanics.
● Teacher can evaluate speaking and listening skills when students are sharing with their shoulder
partner and presenting their script to the class.
Lesson Extension/Homework:
● No homework will be assigned with this lesson.