Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Jha and his Donkey Read Aloud and Caps

for Sale Play

Date

Nov. 27th

Subject/Gra
de Level

Social Studies/Language Arts- Grade 3.

Time
Duratio
n

35 min.

Unit

Traditions and Customs

Teacher

Miss. Lyon

General
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

SocialStudies:
3.2 Students will demonstrate an understanding and appreciation of Canadas roles and
responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and Peru.
LanguageArts:
Outcome4:Studentswilllisten,speak,read,write,viewandrepresenttoenhancetheclarityand
artistryofcommunication.

Specific
Learning
Outcomes:

Outcome2:Studentswilllisten,speak,read,write,viewandrepresenttocomprehendand
respondpersonallyandcriticallytooral,printandothermediatexts.
SocialStudies:
3.1.1 appreciate similarities and differences among people and
communities: demonstrate an awareness of and interest in the beliefs, traditions and customs
of groups and communities other than their own (CC)
3.1.2 examine the social, cultural and linguistic characteristics that
affect quality of life in communities in other parts of the world: What are
the traditions, celebrations, stories and practices in the communities that connect the people to the
past and to each other (e.g., language spoken, traditions, customs)? (CC, GC, TCC)
LanguageArts:
2.2ConstructMeaningfromTexts:discuss,representorwriteaboutideasinoral,printandother
mediatexts,andrelatethemtoownideasandexperiencesandtoothertexts
4.1EnhanceArtistry:choosewords,languagepatterns,illustrationsorsoundstoadddetailand
createdesiredeffectsinoral,printandothermediatexts.
LEARNING OBJECTIVES

I can demonstrate an awareness of the beliefs and traditions practiced by Tunisian communities.

ASSESSMENTS
Observations:

Key Questions:
Products/Performan
ces:

The teacher will observe student participating in the role-playing activity.

The teacher will observe student involvement and effort in the read aloud
to connect with the story.
What text-to-text connection can we make regarding Jha and his
Donkey?
Students will make a text-to-text connection between Caps for
Sale and Jha and his Donkey and use their knowledge to
physically act out the story as the teacher reads along.

LEARNING RESOURCES CONSULTED

Jha and His Donkey Tunisian Folktale found in
Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Desks/Chairs- to squat in while

Connecting with the World- Pearson Education

Canada.
Caps for Sale by Esphyr Slobodkina

Lesson Plan Template ED 3501 (Version C)

assuming the role of a monkey
Winter Toques

PROCEDURE
Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Introduction
We are going to read a Tunisian Folktale, and the purpose of
reading this is not only to explore another Tunisian tradition, it
is to make a connection. We will see at the end if you made the
connection I am looking for!
Before we start, can someone tell me what a folktale is?

Time
1 min

Expand on the students comment by elaborating on what a

folktale is, and how it might be important to Tunisian culture.
Folktales are oral traditions of a specific community or group of
people that have been passed down through history.
- They teach us something about the community and
knowledge or wisdom about being part of that group.
1) Students will listen attentively for information to make a
text-to-text connection.
2) Students will actively participate in the retelling of Caps
for Sale and assume the role of monkeys.
3) Students will follow the story/teacher directions
throughout the role-play.
1)Jha and His Donkey Read Aloud
2) Make a Connection
3) Caps for Sale role-play.
Lets start the folktale! Remember to pay close attention for
connections you can make.
Body
The teacher will read the folktale with expression, and allow for
brief student comments. The teacher will ask students to keep
their text-text or text-self connections to themselves till the end
of the tale.

3 min

Time

When the story is finished the teacher will listen to student

responses/ connections.
What text-to-text connection can you make with this folktale?
- Caps for sale.
The teacher can ask:
Does anyone know of a different folktale that they were told as
a child?
- Explain how we often learn a lesson/ gain new knowledge from
these folktales.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

The teacher will then introduce the exciting activity to followroleplaying Caps for Sale as a class. The students will get to
play the part of the monkeys!
The teacher will provide an explanation of the text-to-text
connection to ensure all students understand. The teacher will
also vocalize student responses to ensure all students hear the
comments. The teacher will answer any lasting questions about
the story to ensure students are aware of the plot, as they will
soon act it out.
The teacher will inform students of the rules and expectations
during the role-play.

Adapted from a template created by Dr. K. Roscoe

10 min

10 min

Lesson Plan Template ED 3501 (Version C)

The students will assume the character of the monkeys. They
are required to squat in their chair waiting to steal the peddlers
caps.
The students must have both feet grounded in order to
safely participate in the activity.
The teacher will read/narrate Caps for Sale as he/she acts the
part of the peddler.
The teacher will match his/her expressions and actions with the
details in the story to engage/excite the students.

Teacher Notes:
Assessments/
Differentiation

The teacher will give students prompts of when to join in the

role-play and will repeat certain actions if necessary to have all
students catch on.
Ex. Remind them to mock me when I want my caps back, and
remind them to mimic me when I throw my hat.
Modifications for the squatting will be provided for those who
cannot maintain the position.
Students who not follow the safety precautions will be asked to
sit down, and only participate vocally, not with actions.
The teacher will encourage kids to get involved in the role-play,
and contribute artistry to the story.

Consolidation of
Learning:

The teacher can prompt/ give students cues to act if they are
uncertain of what to do or when to do it.
Closure
How many of you think you will go home and share this story
with your family?
- That is how traditions begin

Time

Are there any stories your parents or grandparents have told

you that had an important message to follow?
So, if folktales like this teach us a message, why might this be
important to Tunisian tradition?
Give them prompts to make a conclusion.
The community thinks the story has an important message and
wants the people to follow its teachings.

5 min

Why do you think Tunisians have folktales as a tradition?

- They wanted everyone to make wiser choices so they kept
telling this story, and it was passed down throughout many
generations of people. What is a generation?
The message: Important to know why you are doing something
and the meaning of it, rather than just doing it.
Feedback From
Students:

Message is important beyond Tunisian culture too.

The teacher will listen/communicate with students to receive
their input about the question.

1 min

If I were to ask you to tell me a tradition of Tunisian culture, if

you think you could tell me that folktales are important, and
then name an example of a Tunisian folktale?
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Post Assessment: Thumbs up, down, or sideways in relation to
the I can statement.
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

Under Consolidation.

2 min

Clarify any uncertainty after post assessment.

Ask the students to sit normally in their desks in preparation
for the science activity.
They can put their hats away! by rows.
Can do a brain/body break to help transition lessons.
Brain/Body Break before leading into Science lesson.
Ex. My Bonnie lies over the Ocean with squats on Bs.

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe