The Memory String Lp - Bme 6uv5v

College of Education Lesson Plan Template Chelsea Schmieding Springfield Elementary – 3rd grade October 30, 2014 10:25AM Interactive Read-Aloud Description of Lesson: After reading The Memory String, the students will be able to summarize the story’s beginning, middle, and end.

Lesson Title or Essential Question that guides the lesson: How can I describe the beginning, middle, and end of a story? Curriculum Standards Addressed: 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. CCSS.ELA-LITERACY.RL.3.3-Describe characters in a story (e.g., their

traits, motivations, or feelings) and explain how their actions contribute to the sequence of events Other:  

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EEDA Standard(s)- Students will work together as a team to complete the interactive read aloud. SSCA Element(s) (harassment, intimidation, bullying, or appropriate behaviors)- Students will treat others the way they would want to be treated during the interactive read aloud and other related activities. No bullying will be allowed. Others as needed for interdisciplinary (cross-curricular) lessons

Lesson Objective(s):

Assessment(s) of the Objectives:

After reading The Memory String, students will be able to describe the beginning, middle, and end of the story.

Pre-Assessment: students will participate in a discussion with their partners about what a summary is. The teacher will take mental notes on their responses. During Assessment: students will have several opportunities to

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turn and talk throughout the interactive read aloud. The teacher will walk around and listen to their conversations. Post-Assessment: Students will complete their own B,M,E chart on the story. Then they will write a summary describing the beginning, middle, and end of the story. These will be collected and checked for completeness and correctness. *Assistance will be given to those who need it.

Materials/Resources: -The Memory String by Eve Bunting

-Beginning, Middle, End anchor chart -B, M, E worksheet -Button assortment -string -LCD projector -Document camera or iPad camera

Prerequisites (Prior Knowledge): Students have been learning about

describing characters and their feelings in previous reading lessons. They also have been describing character’s actions as they read stories.

Procedures:

1. Students will discuss the beginning, middle, and end of a book previously read in class- Those Shoes by Maribeth Boelts. 2. Interactive read aloud – The Memory String by Eve Bunting 3. Students will have several turn and talk opportunities to discuss the events and character actions in the story. 4. The teacher will refer to the “Beginning, Middle, End” anchor chart with the students. 5. Students will complete their own B,M,E charts on the events that happened in the beginning, the middle, and the end of the story. 6. From their responses, the students will write a summarizing paragraph of these events in the story. 7. The students will then think of their own memories (4) and then list them. 8. Once they have listed their memories, they can choose 4 buttons to represent their memories. 9. They will then tie them onto a string to create their very own “memory string”. If time permits, the students can share their memory strings with their classmates. 10.All materials and papers will be collected. The B,M,E charts will be checked for completeness and correctness.

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Activity Analysis: (should show use of TWS 1 data)

Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts:  The anchor chart will provide a good visual for students to connect the actions from the beginning, middle, and end of the story. The independent practice B,M,E chart will serve as an assessment of the objective taught. Partnership conversations will benefit students by incorporating social interaction and practicing describing the events of the story.  The iPad camera will display the independent B,M,E chart for students to complete. Scaffolding may be used by completing the “beginning” section whole-group.

Differentiation/Accommodations/Modifications/Increases in Rigor (should show use of TWS 1 data) Students with vision impairments will have the opportunity to sit closer to the board. Proximity will be used to keep students who have difficulty paying attention on task. An appropriate amount of time will be given for students to complete the independent practice. Visual learners will benefit from the anchor chart during the lesson. Auditory learners will benefit from the interactive read aloud and partnership conversations. Kinesthetic learners will benefit from the creation of their own memory strings.

References: -

The Memory String by Eve Bunting

Revised 9.03.14