OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN
Teacher’s Name__Ms. Saville____________________ Subject ______ELA_________________________________ Grade ________3_____________
Week of ______916 to 9/20________________________ Unit ____1_______ Week______2______
Unit Title____Stories Worth Telling Again and Again_____Essential Question__Why are stories handed from one generation to another?________________
Resources used: The Stories Julian Tells by Ann Cameron; Trick of the Tale by John & Caitlin Matthews
| CCSS Code e.g. RL.K.5 | OUTCOMES (Lesson Focus) What will the students know or be able to do at the end of the lesson? | ASSESSMENT How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment. | STRATEGIES In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement. | 3 HOTS QUESTIONS e.g. one should be on knowledge, one on application, and one on synthesis or evaluation. |
Mon
| COMPUTER |
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Tues
| RL3.3 SL3.2 W3.4 | Students continue to analyze character traits and motivation in realistic fiction. | Students complete character chart graphic organizer listing traits and citing text evidence. | Students continue to listen to subsequent chapters of The Stories Julian Tells focusing on traits shown in story events and dialog. | Does Julian’s character change throughout the book? How does Julian’s character compare to that of his father? |
Wed
| RL3.2 W3.4 SL3.2 | Students determine the central message or moral of trickster tale:”A Hill of Beans.” | Students create a story map identifying the trickster, the fool, the problrm, and the solution. | Students listen to read aloud of Japanese trickster tale and respond to oral questions during the reading. | What lesson can be learned from this story? Why would this be a good story to pass on to the next generation? |
Thurs
| RL3.2 SL3.2 W3.4 | Students determine the central message or moral of trickster tale: “The Lion and Unicorn.”
| Students create a story map identifying the trickster, the fool, the problrm, and the solution. | Students listen to read aloud of English trickster tale and respond to oral questions during the reading. | How does this English tale compare to the Japanese tale? Does the ending of this tale sem unfair? Why? Is it realistic? |
Fri
| Rl3.3 SL3.2 | ELA Weekly Quiz Students make real life connections with events in The Stories Julian Tells. | Students give oral presentations relating events in the book to personal family events. | Students practice speaking to and responding to questions by classmates and citing evidence from the text. | What similarities and differences do story characters display to people you know? Are there motivations similar? |
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| Bloom’s Taxonomy (HOTS Questions) -Knowledge -Comprehension -Application -Analysis -Synthesis -Evaluation | School Grade Weighting Scale: Tests (40%): Quizzes (20%): Classwork/ Participation (15%): Homework (5%): Projects/ Portfolios (20%):
| Vocabulary words for week: 1.citing text evidence 6.solution 2. trickster 7. real life connections 3. fool 8. realistic fiction 4. problem 9.generation 5. moral 10.story map | Use of Technology: ____ Smartboard ____ Student Response System |