Texas A&M University-San Antonio

College of Education

Name: Francine Bigler
Date: June 4, 2014
Subject/Grade: Social Studies, English Language Arts/ 3
rd
Grade
Time Frame: 45 minutes for 2 days

Section One Objective/Purpose
TEKS
Social Studies:
(3.17.C) Interpret oral, visual, and print material by indentifying the main idea, distinguishing
between fact and opinion, identifying cause and effect, and comparing and contrasting.
(3.3.B) Create and interpret timelines.
Language Arts:
(3.11) Reading/Comprehension of Text/Independent Reading. Students read independently for
sustained periods of time and produce evidence of their reading. Students are expected to read
independently for a sustained period of time and paraphrase what the reading was about,
maintain meaning and logical order. (e.g., generate a reading log or journal; participate in book
talks.)
(3.26.A) Follow the research plan to collect information from multiple sources of information,
both oral and written.

Section Two - Preparation
Multiple Resources:
Novel- The Diary of Anne Frank by Ruth Ashby
Composition notebook
Pencil
Computer or library access
Timeline handouts
Instruction handout to go home
Tape Recorder (Optional)
Premade examples
Marker

Section Three Delivery System

Hunter Model

Anticipatory Set:
Day 1
The teacher will begin class by asking students questions on the last chapter they read at home of
the book, Diary of Anne Frank. (What surprised you the most, what was the main focus in the
chapter, how did you feel during your read, do you think Anne is in love with Peter, why does
Anne feel that she can turn to Peter when needed, do you think that Anne is going to survive,
why or why not?) After asking such questions and discussing amongst each other, the teacher
will ask students to take a moment of silence to reflect on how they would feel if they were in
that situation.
Day 2
When all students have arrived to class, the teacher will ask them if they are excited to present
their oral history, by waiving her tape recorder in the air.

Direct Instruction/Modeling:
Day 1
Once the moment of silence is over, the teacher will ask students to follow along as he/she reads
the beginning of the next chapter. He/she should provide, voice, inflection, and proper
pronunciation, when reading. *After the chapter is fully read as a class, the teacher will give
instruction and show examples on the activities for the day. In specific order students will write a
reflection on the ending chapter for about 10 minutes in their composition notebook, then head to
the library lab to research and collect information (oral and written) on the life of Anne Frank.
They will then use that information to build a timeline (handout) of Anne Franks life, listing
whatever events they decide on. This can be represented through pictures, quotes, etc. Following
this activity, explain to students the importance of storytelling using personal experiences and
life-changing events. Ask students to go home and interview a family member, preferably
someone alive during the Anne Frank era, and have them share their histories orally by using a
tape recorder or in writing. Inform students that they should be prepared to present this the
following day. (Give out instruction handout to take home).
Day 2
After instructing everyone to pay close attention and to be respectful, the teacher will begin and
share her oral history with the class. At this moment, students should be interpreting the content
and distinguishing between fact and opinion, identifying cause and effect, and comparing and
contrasting.

Guided Practice:
Day 1
After reading the first paragraph the teacher will then use the popcorn method, and have the
student sitting close to him/her read the following chapter, and so on. At this time students are
expected to read/follow along independently for a sustained period of time and paraphrase what
the reading was about, while maintaining meaning and logical order. When the chapter is fully
completed the teacher should give instruction * (see direct instruction). Students will then begin
working on their activity while the teacher walks around the area and makes sure everyone
understands the task.
Day 2
Students will present their oral history to the class, as others sit and listen or take notes.

Independent Practice:
Day 1
After monitoring students and giving help when needed, the teacher should now give students
the opportunity to work independently.
Day 2
N/A

Closure:
Day 1
Once the majority of timelines are complete, the teacher will ask students to share their events
and notes with the class. This gives students who may have the same dates and events the
opportunity to double check if theirs are correct or not. Also at this time, the teacher should be at
the whiteboard filling in the dates and events the students named off when sharing with each
other.
Day 2
When all students have presented their oral history, the teacher will close the topic of Anne
Frank with a group discussion. Students will share their thoughts and the teacher will ask
comprehensive questions. (Where did Anne live, how many people lived in the Annex, what
happened in the end?)

Section Four Special Circumstances

Students who were absent will receive a premade timeline, and will be asked if they ever
experienced or know someone who has shared an event that Anne Frank did on the timeline.
Additionally, they can present an oral history from a character in the Diary of Anne Frank. (Use
internet)

Section Five Reflection
What was your favorite aspect of the lesson? I loved the oral history activity because it
gave students the opportunity to find out history within their family during the era of
Anne Frank. Some students may not have known about their family history prior and Im
sure that when the students listened to the others stories, they were intrigued.
How will you focus your instruction based on assessment? With using the timeline
activity, I expect students to recognize the names, dates, and facts that they placed on it,
which will later be held on an assessment.