Suyematsu 1

Date: Lesson One Grade/Class/Subject: 3rd/NA/Language

Arts

Unit/Theme: Key Ideas and Details Standards: CCSS.ELA-Literacy.RL.3.2

Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in
the text.

Content Objective(s): Students will be able to summarize a story by breaking down key details
in a folktale

Language Objective(s): Students will be able to evaluate a folktale by writing key details in a
graphic organizer

Key Vocabulary Supplementary Materials

Folktales, Key Details, Recount Cinder-Elly by Frances Minters
Plot Line Diagram (Graphic Organizer)
Plot Line Diagram Vocabulary: Exposition, Lined Paper, Pencil
Conflict, Climax, Resolution Whiteboard, Dry Erase Markers

SIOP FEATURES

Preparation Scaffolding Group Options

X Adaptation of content X Modeling X Whole class
X Links to background X Guided practice X Small groups
X Links to past learning X Independent practice X Partners
X Strategies incorporated X Comprehensible input X Independent

Integration of Processes Application Assessment

Reading Hands-on X Individual
X Writing Meaningful X Group
X Speaking X Linked to objectives X Written
X Listening X Promotes engagement X Oral

Lesson Sequence:
Having a discussion with the class to assess prior knowledge and experiences. I will ask
the students if they have ever read or heard of a folktale. If students are familiar with
folktales, I would have them share what kind of folktales they are familiar with. We will
discuss where folktales originated.
For key vocabulary, students will think-pair-share. The words folktales, key details, and
recount will be written on the board. The students will discuss with their partner what they
think the words mean, or give examples/nonexamples of the words. As a class, we will
share the different ideas and clarify any misconceptions.
I will read a folktale to the class. We will discuss the different events that have occurred,
focusing on sequential order. I will write the first event that occurred in the story.
In groups, the students will talk about the rest of the events that were key to the story.
They will discuss why they thought it was important. As a class, we will write down some
of the key events on the board.
Individually, students will complete a plot line diagram.
Differentiation: For ELLs, they can use the events that are displayed on the whiteboard or
events that they talked about in their groups. Their focus would be to put the events in
sequential order

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Grouping: For the think-pair-share, I would have the students at tables in groups of four.
The grouping would be based on precision grouping. I would have a lower level student
paired with a medium level student. And a higher level paired with a medium high student.
Each table would have a mixture of abilities. This way if the pairs are struggling to think of
an idea, they can talk with the other pair at their table. For the group activity, I would
have the students work at their table. Because of the variety of levels at each table, I
would make sure each student has a responsibility or role to contribute in the group.
Example: looking in the text for answers, writing down responses, summarizing, etc.
Higher Order Thinking Questions:
1. How would you have handled the sister in Cinder-Ellys position?
2. Can you see a possible solution if Cinder-Ellys shoe fit another person?
Differentiated:
1. If you were Cinder-Elly, what would you do to the sisters?
2. What if the shoe fit two people?
Assessment:
As students are sharing their definitions, or examples/nonexamples of the
vocabulary words, I will be assessing to identify which words need to be taught
and which words could be quick review.
When students are sharing the important ideas, I will be assessing to ensure that
they understand which events are key to the main idea
At the end of the lesson, students will turn in their plot line diagram to me. I will
assess the diagrams. Students need to have a solid understanding of this concept
to move on to the other lesson. With the students who are struggling, I will be
sure to pair them with a student who understands in the next lesson.
Differentiation: Students who have a hard time with writing, can tell me the main
ideas from the story. Also, by pairing them with a student and in a group, it will
help them share ideas and clarify misunderstandings.
Date: Lesson Two Grade/Class/Subject: 3rd/NA/Language
Arts

Unit/Theme: Key Ideas and Details Standards: CCSS.ELA-Literacy.RL.3.2

Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in
the text.

Content Objective(s): We will compare central messages by reading folktales from different
cultures

Language Objective(s): We will evaluate different messages by summarizing and discussing

the stories with a partner

Key Vocabulary Supplementary Materials

Central Message, Folktales, Culture
Sumorella: A Hawaii Cinderella Story by Sandi
Takayama
Posters with vocabulary words, posted on wall
Venn Diagram (Graphic Organizer)
Plot Line Diagram (Graphic Organizer)
Lined paper, pencil
Sentence starters printed on paper

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SIOP FEATURES

Preparation Scaffolding Group Options

X Adaptation of content X Modeling X Whole class
X Links to background X Guided practice Small groups
X Links to past learning X Independent practice X Partners
X Strategies incorporated X Comprehensible input X Independent

Integration of Processes Application Assessment

Reading Hands-on X Individual
X Writing X Meaningful X Group
X Speaking X Linked to objectives X Written
X Listening X Promotes engagement X Oral

Lesson Sequence:
We will summarize the folktale that we read in the previous lesson. I will have
students share what they learned. Together as a class, will brainstorm folktales
that could be written in different cultures. I would have the students consider if a
folktale was written about them. Who could the stories be about? What would the
characters be doing?
For key vocabulary, I would have the words: central message, folktales and
culture posted on the wall. Students will walk around the room and write down
their initial thoughts. I would encourage the students to draw or write examples if
they are having a difficult time explaining. At the end of the lesson, we will come
back to the words and see if our thoughts have changed.
I will read a different folktale to the class. As the story progresses, we will discuss
the similarities and differences to the previous folktale. I will write one similarity
and one difference on the board.
In partners, the students will complete a Venn Diagram of the two folktales that
were read in class. They will be encouraged to consider comparing the central
messages, characters, settings, etc. If students need help comparing, they can
use a plot line diagram for the second folktale to compare to the plot line diagram
of the first folktale (complete in the first lesson). They can refer to the example on
the board
Individually, students will write down their findings from the class discussion and
their Venn Diagrams. They will summarize the central messages of each folktale
and explain the similarities and differences that they found.
Differentiation: For ELLs, they will have access to sentence starters, if needed to
help them formulate their ideas to summarize. Examples: The most important
message is ___ because The big idea of the story is ____ Both stories were
similar/different because ___
Grouping: As I group the students into pairs, I would make sure that at least one
of the students has a solid understanding of a plot line diagram. After assessing
the individual assignment from the previous lesson of the plot line diagram, I
would have good idea of the students with the solid understanding and those who
made need more practice. Using a plot line diagram would help the pairs compare
the two stories.

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Higher Order Thinking Questions:

1. Describe how the ending would be different if Mango Boy did not go to the Sumo
exhibition.
2. How is Cinder-Elly similar to Sumorella
Differentiated:
1. What would happen if Mango Boy stayed home and did not go? How would the
ending be different?
2. What is the same between the stories Cinder-Elly and Sumorella?
Assessment:
In the beginning of the lesson, I am assessing the students response to ensure
that they have a solid understanding of the previous lesson. If there are any
misconceptions, I would review and reteach a concept.
I would walk around the room and read the student response for the vocabulary
wall. At the end of the lesson, when the students make alterations to their
answers, I will assess to see if I clarified the words during my lesson. If there is
still confusion, I would know to go back and reteach
Groups will turn in their Venn Diagrams to me. I will assess to see if students if
the students understand how to use the graphic organizer, and if they are able to
pinpoint the main ideas of the stories.
As an exit ticket, I would have the students write down at least one similarity and
difference between the two stories
Differentiated: Students can draw the similarities or differences. They can use one of the
ideas from their Venn Diagrams for the exit ticket. They can also have a sentence starter
Cinder-Elly and Sumorella are the same because they both____ Cinder-Elly and
Sumorella are different because one___
and the other does not

Date: Lesson Three Grade/Class/Subject: 3rd/NA/Language

Arts

Unit/Theme: Key Ideas and Details Standards: CCSS.ELA-Literacy.RL.3.3

Describe character in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the
sequence of events

Content Objective(s): Our job today is to describe a character and their actions in a story by
reading a story and completing a graphic organizer

Language Objective(s): Our job today is to identify characters in a story by writing down their
traits and actions in a graphic organizer

Key Vocabulary Supplementary Materials

Traits, Contribute, Sequence Note cards, lined paper, pencil
Cards of scenes from stories (focus on
character, traits and actions)
Chart for character traits (graphic organizer)

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SIOP FEATURES

Preparation Scaffolding Group Options

X Adaptation of content X Modeling X Whole class
X Links to background X Guided practice Small groups
X Links to past learning X Independent practice X Partners
X Strategies incorporated X Comprehensible input X Independent

Integration of Processes Application Assessment

X Reading Hands-on X Individual
X Writing X Meaningful X Group
X Speaking X Linked to objectives X Written
X Listening X Promotes engagement X Oral

Lesson Sequence:
I will assess prior knowledge. As a class, we will discuss what we know about characters. I
will ask the students if they have a favorite character from a story. I would ask the student
to describe the character to me.
To teach key vocabulary, I would have students write their predictions for the definition for
the vocabulary (traits, contribute, sequence) on a note cards. Students will walk around
the room and share their definition with other students. They can change or add to their
note card if they hear a different idea from another student
Students will have the task of reading a scenario and identifying a character, along with
their traits and actions.
o I will model the expectation to the students and provide an example
o Students will work with a partner to complete a graphic organizer of character
traits.
o Student will choose a card with a scene from a story. The student will write down
who the main character is. They will include traits about the character and the
actions performed by the character.
Individually, students will write a short scene about a character of their choice. They will
need to describe the characters traits and write the character completing at least one
action.
Differentiation: Students can work at their own pace, they can choose a card that they feel
comfortable working with. Students can talk with a partner to help them form their ideas.
They will have access to traits to consider, or words to describe characters. Example:
Consider the characters size (tall, small, etc.) Personality (funny, sad, mad, etc.)
Appearance (hair, clothes, etc.). When writing about their own character, they can use the
cards as ideas and examples.
Grouping: Students will have the option to choose a card with a written description of
characters and traits. The cards vary on level of difficulty, and students will choose the
card they feel comfortable with. Each card has a matching pair, allowing students to
partner up. As students are choosing a card, I would walk around and encourage the
students to choose a card that fits their ability level. If I know that certain students will not
work well together, I can rearrange some of the pairings.

Higher Order Thinking Questions:

1. State from the point of view of your character, the reasoning behind their actions?
2. Describe what would happen is a character had a different trait. How would that
affect their actions?
Differentiated:
1. From a characters action, why did the character act that way?
2. If a character had a different trait, how would their action change?

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Assessment:
I will read each students notecards to assess if they understand the vocabulary. It
would be interesting to see how the definitions changed from the beginning, after
talking with a partner, and at the end of the lesson.
During the group activity, I would walk around the room to ensure the students
are understanding the concept of what a character trait is and what an action is. I
will ask questions and have the student explain why it is a character trait or action
At the end of the lesson, I will collect the short stories. I will assess if the students
were able to describe a character, and if they included an action for the character
Differentiated: Students can draw a picture of their character. They will have sentence
starters to help them write about their character. My character is ___ My character
likes to ___ If it helps, the students can have a word bank of adjectives that describe
characters, or verbs that is a characters action. They would choose the words that best
fit their character, or create their own words.
Date: Lesson Four Grade/Class/Subject: 3rd/NA/Language
Arts

Unit/Theme: Key Ideas and Details Standards: CCSS.ELA-Literacy.RL.3.3

Describe character in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the
sequence of events

Content Objective(s): Students will be able to infer characters feelings by reading a story and
completing a sorting activity for sequencing events and feelings

Language Objective(s): Students will evaluate characters feelings by writing down how
characters feelings affect their actions in a graphic organizer

Key Vocabulary Supplementary Materials

Characters, Traits, Feelings, Contribute, Enemy Pie by Derek Munson
Sequence, Infer Read Aloud
From Reading: Enemy, Recipe, Poisonous, http://www.storylineonline.net/books/enemy-
Friend, Ingredient pie/
Graphic Organizer
Events cut out in strips, Glue

SIOP FEATURES

Preparation Scaffolding Group Options

X Adaptation of content X Modeling X Whole class
X Links to background X Guided practice X Small groups
X Links to past learning X Independent practice X Partners
X Strategies incorporated X Comprehensible input X Independent

Integration of Processes Application Assessment

X Reading X Hands-on X Individual
X Writing X Meaningful X Group
X Speaking X Linked to objectives X Written
X Listening X Promotes engagement X Oral

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Lesson Sequence:
Background: Assess Prior Knowledge
o Do you know what an enemy is? How does an enemy make you feel?
o If students do not know what an enemy is, we will be included in the key
vocabulary for me to explicit teach to the class before reading and the activity.
Explain content objectives, language objectives
Key Vocabulary: Have students think-pair-share with their elbow partner to predict what
the vocabulary means. Students will share a synonym, antonym, or what the word is not.
As a class, we will share the answers and clarify any misconceptions
Read Enemy Pie to class, discuss how the characters are feeling and if they have
changed as the story continues. I will ask students if a characters feeling affected their
action
Students will be dismissed into small groups of four at a table. The groups provide
different perspectives, but not too many so that students are not able to participate
In groups, students will arrange the events into order. I will model by demonstrating the
expectation and starting point by completing the first event. They will glue each event in
the correct sequence on their paper. Next to each event, the group will discuss how each
character felt and why they felt that way.
Individually, students will re-write the ending of the story. What if the pie tasted bad? How
would the characters feel? What would happen after?
Students will need to consider the key vocabulary words (character trait, feelings,
sequence). The expectation is for the student to include a character in the re-write, make
the events in sequential order, infer and describe how the characters would feel. I will be
able to assess the students and know if they were successful in independently
implementing the objectives and understood the vocabulary words
Differentiation: If the students struggle with reading, they can tell the members in their
group what event happened next. There will also be pictures of the events provided too.
As the students are inferring feelings, they have the option to write down how the
character is feeling, or to draw a picture. When re-writing the ending of the story, there
will be ideas posted for the students to consider. Example: What if Dad made a bad pie?
What if Jeremy did not eat the pie? What if the narrator did not get along with Jeremy?
The students will have the questions of what happens next? And how would the characters
feel? To help with sequential order and inferring feelings.
Grouping: Students will be partnered with their elbow partner for the think-pair-share.
The students will be sitting at a table with a variety of levels. The low and medium low will
be elbow partners, and across the table high and medium high students will be partnered.
For the group activity, the students will be working with their table group. Each student is
responsible for placing at least one event in the chart.

Higher Order Thinking Questions:

1. What motive is there for the narrator to make the pie for Jeremy?
2. How would you have handled the situation if the pie was bad?
Differentiated:
1. Why does the narrator want to make the pie for Jeremy?
2. What if you were the narrator, would you do with a bad pie? Would you let Jeremy
eat the bad pie?
*because the main character (the boy) in Enemy pie does not have a name, he is
referred to as narrator in the class. The class will know who the narrator is

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Assessment:
I would assess the responses from the students as they think-pair-share their
predictions of the vocabulary words. I would be able to know which students have
great ideas that they could share with the class.
As I am reading the book, I will be asking the students questions about how
feelings affect characters and their actions. Their verbal responses will allow me to
assess if the students are understanding the concept, or if I need to further
explain. The students need a solid understanding of this concept to be successful
in the next activities.
I will look at the charts to ensure that the students understand what sequential
order means
At the end of the lesson, students will hand me their re-write of the ending of the
story. I will assess to see if the students are able to write the events in sequential
order. I would also assess to make sure the students are able to infer the feelings
of the characters
Differentiated: Students will be provided with questions that will help them form ideas
for the re-write. If the questions are set to guide the student into writing the
components of the objective. Example: What if Dad made a bad pie? How would Jeremy
and the narrator feel if the pie was bad? These questions help the student infer feelings.
They will also have sentence starters to help them. First the narrator would feel___
because___

Date: Lesson Five Grade/Class/Subject: 3rd/NA/Language

Arts

Unit/Theme: Key Ideas and Details Standards: CCSS.ELA-Literacy.RL.3.3

Describe character in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the
sequence of events

Content Objective(s): Today we will describe a character in a story with a central message by
creating our own story

Language Objective(s): Today we will make an inference about characters by using a plot line
diagram or other graphic organizer as we write our own story

Key Vocabulary Supplementary Materials

Characters, Traits, Sequence Note cards with vocabulary words
Review: central message, climax, conflict, Plot line diagram (Graphic Organizer)
exposition, rising action, falling action, Lined paper, pencil
resolution
SIOP FEATURES

Preparation Scaffolding Group Options

X Adaptation of content X Modeling X Whole class
X Links to background X Guided practice X Small groups
X Links to past learning X Independent practice X Partners
X Strategies incorporated X Comprehensible input X Independent

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 Suyematsu 9

Integration of Processes Application Assessment

X Reading X Hands-on X Individual
X Writing X Meaningful X Group
X Speaking X Linked to objectives X Written
X Listening X Promotes engagement X Oral

Lesson Sequence:
Background: Assess prior knowledge and review from the previous lessons. I will have
students share if they have ever written a story on their own. Students will be able to
share their experience. We will then summarize the parts of a story that we learned about
in the past four lessons.
Vocabulary: Students will be given note cards some would have terms while others will
have definitions. The students must walk around the room and to find their match We will
be reviewing the past vocabulary words. Especially inference, since it is a key component
to this lesson.
Once the students find a partner, they will set up for the next activity. First, I will model
an example of brainstorming if I were to write a story. The students could help me fill in
the details and ask questions that I should consider writing about.
Each student will be given a plot line diagram. This will help the students brainstorm and
organize their thoughts as they begin writing their own story. Students have the option to
create their own character and setting, or work with a partner.
Individually, students will write their own story. Even if the partners decided to write one
plot line and story, I would want both students to write their version of the story. I would
take a moment to discuss point of view perspective.
Differentiation: Students will be given vocabulary cards based on level. Students are part
of a team building activity and helping each other match the vocabulary words. If students
are struggling with the plot line diagram, they can ask their partner for help. They can also
use the differentiated graphic organizer that was provided in the previous lesson. Students
can have a list of sentence starters and transition words to help them write their story.
Grouping: Students who have been efficient and have a solid understanding of the concept
these past lessons would be provided with a definition card. The students who might still
need help will have a term card. This way, when the students match, the partners will be
composed of a student with a solid understanding to someone who might need assistance.

Higher Order Thinking Questions:

1. Can you compose a story that describes the character with a central message?
2. How many ways can you think of an another ending in your story?
Differentiated:
1. Can you write a story about a character that teaches a lesson to the reader?
2. What are other ways your story can end?
Assessment:
Students will turn in their stories to me. I will assess to see if the students wrote
the story in sequential order, described their characters, and integrated a central
message
Students will go to Kahoot to take a vocabulary quiz at the end of the lesson.
Differentiated: Students will have the option to complete the quiz with a partner.
Students will have the opportunity to brainstorm ideas with a partner. The students have
access to the differentiated plot line diagram to help them with their ideas.

2013 Pearson Education, Inc.