Intern: Jesslyn Camp Grade: 3rd Subject: Reading

Lesson Date: 11/12/18 Lesson Duration: 30 minutes

Rationale:
We will be doing this activity to help support students comprehension in fiction by
understanding themes and ideas.

Standards/Indicators:
3.RL.2.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis of the answers.

3.RL.3.2: Distinguish personal point of view from that of the narrator or those of the
characters.

3.RL.1: Read and comprehend a variety of literature within a range of complexity appropriate
for grades 2-3. By the end of grade 3, students interact with texts proficiently and
independently.

3.RL.2.3: Describe characters in a story and explain how their actions contribute to the plot?

3.RL.4.2: Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (ex: in books from a series.)

Essential Skills (Objectives):

Students will compare and contrast two culturally relevant texts written by the same author,
and compare and contrast different aspects such as theme, setting, and plot. This will provide
students with the understanding of how books that we read can have similarities and
differences.

Procedures:
1. Before lesson begins I will write on the board what book students will be assigned in
determining characters, plot and setting and what their role is. I will also write what
characters, plot and setting is so that students can reference it anytime during the
interactive read aloud.
2. Read Boundless Grace & Amazing Grace
3. One half of class will write down the characters, plot and setting on whiteboards in
Boundless Grace.
4. The other half of the class will write down characters, plot and setting on whiteboards
in Amazing Grace.
5. After both books are read students will divide into groups based on the story elements
they were looking for during the interactive read aloud. Students will be instructed to
discuss similarities and differences between the two stories.
6. Students will write the similarities and differences on a piece of paper using a T-chart.
7. One student from each group will be called on to share out to discuss the similarities
and differences they found in their group.
 8. Lesson will go into independent and guided reading, where students will be instructed
to find similarities and differences in the books they read (students will be given a
sticky note to record the characters, plot and setting in their book.)

Differentiation/Modifications:
 Extra teacher time will be provided to struggling students during independent work
time.
 Students will be grouped as a mixture of ability levels for added support for struggling
students.
 Students will be reading books of their choosing during independent reading time. This
will provide differentiation because some students are reading on grade level, some
above and others below.
 Appropriate level of texts will be available during independent reading time.
 A notecard with what comparing and contrasting is will be available to those in need.
 Flexible seating is provided for independent reading time and students will have the
option to choose to work in the area where they learn best.
Resources:
 Boundless Grace by Mary Hoffman & Caroline Binch
 Amazing Grace by Mary Hoffman & Caroline Binch
 White board & dry erase markers
 3 pieces of paper
Assessments:
Summative: Students will be assessed at the end of the week with a short, two-question exit
ticket comparing and contrasting the themes of two books.

Formative: Kid-watch during independent reading to see the compare and contrast strategy
being implemented.
Assessments Continued:
 Guided Practices: (You do, I help)
o Before reading I will give an example of characters, plot and setting from a
story (Rosie Revere) that we have previously read as a class.

 Independent Practice: (Students do on their own)

o Students will continue practicing characters, plot and setting on whiteboard
during independent reading time.
o Students can compare and contrast two books they’re reading that day or a
book they’ve previously read or with the book they’re reading that day.
Reflect/Closure:
What went well? What would you like to have done differently? How will you use this
information to plan your next steps?

Overall, I think my lesson went well. Every student was engaged the whole time and I think
they enjoyed being assigned a role of finding a specific story element. One thing I would have
done differently is, making sure I pronounce unfamiliar names in stories correctly. With that
being said, I will work on reading aloud. I will make sure that I know unfamiliar or uncommon
words in the books I choose to read.