Tuesday Why is plot important? Third Grade 1 hour I. Section I Identifying Lesson Standards and Objectives a.

a. PA Academic Standards i. Reading 1. 1.1.3.A Identify the authors purpose and type, using grade level text 2. 1.1.3.B Use knowledge of phonics , word recognition, and context clues to decode and understand new words during reading 3. 1.1.3.C Use meaning and knowledge of words across content areas to develop a reading vocabulary 4. 1.1.3.D Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations 5. 1.2.3.A Analyze text organization and content to derive meaning from text using criteria 6. 1.2.3.D Make inferences from text when studying a topic and draw conclusions, citing evidence from the text to support answers 7. 1.2.3.E Read, understand, and respond to essential content of text in all academic areas b. Enduring Understandings i. A plot is made up of a beginning with a hook, a middle with a climax, and an ending. These pieces are the essential components of any story. They, along with the details are what keeps the reader interested in the story and is the baseline for all of the action that occurs throughout the story. ii. Learning new vocabulary is important because it you can get the most out of the story if you can understand the vocabulary that is in it. Learning new vocabulary helps you become a better reader, speaker, and writer. In learning new vocabulary, you can advance your skills in all three of these areas and continue to learn new vocabulary by advancing. c. Essential Questions i. Why is a good plot important? ii. Why is learning new vocabulary important? d. Knowledge and Skills i. Students will know 1. How to work independently and in a group 2. How to read fluently 3. How to locate information 4. The parts of a plot ii. Students will be able to 1. Participate in class discussions 2. Use information from the text to answer questions

3. Apply skills seen in story to their own writing II. Section II Identifying Assessment a. Pre-Assessment i. Vocabulary Review b. Formative Assessment i. Class Discussion friendly letters and A Pen Pal for Max c. Summative Assessment i. Friendly letter finals d. Adaptations for Students with Special Needs i. Students who work faster will be able to help others with their workbook pages when they are finished and will be expected to give more examples than necessary in completing the pages. ii. Students who work slower will be given more time to complete their workbook pages and may ask their neighbor any questions they may have. We will review the answers as a class to be sure they understand the concept. Section III Identifying Lesson Activities a. Materials i. Story Town ii. Lined Paper b. Procedures i. Have students read Loved Best in paired partners. Students should sit back to back and take turns reading page by page. ii. Review vocabulary and definitions. iii. Pass out lined paper and review the friendly letter format, write a template on the board. iv. Tell students that they will be writing letters to a pen pal I have paired them with at Bucknell. They may write about whatever they want but should introduce themselves and ask their pen pals questions. v. Once students are finished with their first draft, have the teacher check it and then write a final draft. vi. Once finals are complete students will mail them in to their pen pal and wait for a letter back! vii. Homework is to cut out the vocabulary flip book

III.