Field Experience Lesson Plan

I. Unit/Lesson #: Community/ Reading, Writing, Language Arts Lesson 4

II. Lesson Topic/Title: Malala’s Magic Pencil

III. Grade Level: 3rd grade

IV. Language Level: intermediate (30 minutes)

V. Standards (NE ELP): Students will construct meaning from oral presentations and
literary and informational text through grade-appropriate listening, reading, and
viewing. (2-3.1)
Students will participate in grade-appropriate oral and written exchanges of
information, ideas, and analyses, responding to peer, audience, or reader comments
and questions. (2-3.2)
Students will create clear and coherent grade-appropriate speech and text. (2-3.9)

VI. Academic (Content) Objectives: Think on Academic Language Skills (CALP):

Students will read Malala’s Magic Pencil to build knowledge about her community.
Students will compare and contrast their community vs. that of Malala’s.

VII. Language Objectives (Combination of language skills, vocabulary, grammar):

Students will complete a Venn diagram comparing and contrasting their community vs.
Malala’s community.

VIII. Content Standards:

Students will compare and contrast similar themes or topics in literary and
informational texts to develop a multicultural perspective (LA: 3.1.6.h)
Students will build background knowledge and activate prior knowledge to identify text-
to-self, text-to-text, and text-to-world connections
(LA: 3.1.6.l)

IX. Materials: Malala’s Magic Pencil by Malala Yousafzai, Venn diagram

X. Procedures: Name ESL strategies that you are using in each section

A. Into
Anticipatory Set: How will you excite the students about the learning?
Introduction – Conceptualization
Link to Previous Learning and Background Knowledge
To get the students excited, the teacher will read Malala’s Magic Pencil and talk
about Malala, her story and what she has accomplished at a young age.
They will also visit www.malala.org and read the brief story of her life.
 B. Through
Instructional Input: What will students learn? How?
(Model, bridge, connect, schema, scaffolding)
Guided Practice- After teachers’ model, students are supported
as they practice.
List specific strategies you will use to support student learning
Visuals- The students will have Malala’s Magic Pencil to refer to when filling out
the Venn diagram.
Model- The teacher will lead a class discussion about what Malala’s community
was like pointing out specific parts in the book (the smell of the trash dump).
Read/Pair/Share- The students will re-read the story Malala’s Magic Pencil and
share what they see in Malala’s community and what they see in their
community.

C. Beyond (Application/Enrichment/Follow-up)
Independent Practice: What do students do independently to reinforce
their learning?
The students will transfer their knowledge they have gained from class
discussions, reading, and sharing to complete a Venn diagram.

XI. Assessment: How will students demonstrate that they have met the standard?
Students will complete Venn diagram comparing/contrasting their community and
Malala’s community (using Malala’s Magic Pencil).

Procedure:
1. Introduce key vocabulary: community, kindness
2. Teacher read Malala’s Magic Pencil to the class.
3. The teacher will take time to talk about Malala and give a brief overview of her life.
4. Discuss what Malala’s community is according to the book.
5. Have the students pair up and re-read Malala’s Magic Pencil again then discuss her
community attributes and what are some attributes from their community.
6. Have the students take the knowledge and transfer to a Venn diagram.