Lesson Plan

Lesson Title: Halloween Reading

Grade: 3
Date: October 19, 2015
Subject/Strand: Language Arts Unit: Reading Location: Classroom Time: 50 minutes
Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

Use the theme of Halloween for grade 3 reading. Begin by making a halloween word
wall on the SMART board with the class. Read Its the Great Pumpkin, Charlie Brown
aloud to the class. To demonstrate understanding, sentence strips will be made from
each sentences in the book and disperse individually to the class. Through recalling the
story, students will work together to put the sentences back in order. When they think
they have done it, the students will line up in the proper order with their sentences.
Once in order, they will read their sentences in order to retell the storybook as a class.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
1.

(numbers from documents and details)

Read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning.

Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from

the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of
expectations (1 to 3), have expectations that match assessment

1.4 Demonstrating Understanding

Demonstrate understanding of a variety of texts by identifying important ideas and some supporting detail
(p.67)

Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)

Today I will learn

to demonstrate an understanding of story book sequencing through reading

ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify
the criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate their
knowledge, skills and thinking, in language that students can readily understand).

I can: understand what I read and sequence part of the story

Assessment

How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Application

Thinking;

Communication;

Assessment For, As, Of Learning (Circle One)

Assessment Mode

(Describe way(s) you and/or your students will assess.)

Assessment Strategy and Task

for Students- What are the students

Written, Oral, Performance

(Write, Say, Do)

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

Assessm
ent Tool Instrume
nt used
to assess
task and
record
learning
e.g., rubric,
checklist,
observation
sheet,
turn/talk,
role play etc.

Performance: presenting story to class

Cooperatively reading aloud in the

correct order

Oral: verbally reading their sentence to the

class

Immediate
feedback
and
prompting
if needed

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

created word walls using the SMART board

participated in classroom reading

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
Students struggling with reading may be assigned a partner to work with
All students must try and read their part aloud
Learning Skills/Work Habits

Highlight/circle ones that are assessed: responsibility, organization,

independent work, collaboration, initiative, self-regulation
Organization: students will need to organize themselves as a class in the proper order to effectively complete the
sentence scripts
Collaboration: students will have to work together to put themselves in the proper order with their sentence scripts and
help each other get to the correct spot

Vocabulary (for word wall and/or to develop schema)

Halloween
Pumpkins
Spiders
Monsters
Candy
Mummies
Reading
Sentence Scripts

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson.

Include any attachments of student worksheets used and teacher support material that will support communication of
instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

SMART Board
Its the Great Pumpkin, Charlie Brown storybook

 Sentence Strips
Learning Environment

(grouping; transitions; physical set up)

The read-aloud and making of the word wall will occur at the carpet, transitioning to a fair bit of movement around the
classroom into the correct sequenced line.

Cross Curricular Links

Drama B1.1 engage in dramatic play and role play, with a focus on exploring themes, ideas, characters,
and issues from imagination or in stories from diverse communities, times, and places

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description
with enough detail that another teacher could replicate the lesson without a personal
discussion.
What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key
questions to guide lesson.
Time: 10:00-10:15(Indicate time breakdown of
instructional elements)

At the carpet area as a class,

ask the students for
new/important words to create
a Halloween themed Word
Wall
Read aloud the storybook to
the class

Students are reflecting back to past

knowledge of Halloween to add words to
the word wall

Students are attentively listening to the

storybook comprehending the order of
events

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 10:15- 10:35 (Indicate time breakdown of
instructional elements)

Introduce and explain the

sequencing activity
Hand out to each student a
sentence script
Instruct the students to read
their strip and work together
as a class to line themselves
up in the correct order to retell
the book
Assist students along the way
when needed
If the sequence does not
make sense, prompt
questions and comments to
help the students get in the

Students are reading their scripts and

reflecting back to the read-aloud to
attempt to get in the correct sequence of
events
Working with others, he or she must get
themselves in the correct order and help
others get their script in the correct order
Orally, students are required to read their
script in the right sequence

correct order
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10:35-10:45 (Indicate time breakdown of
instructional elements)

Bring the students back to the

carpet and ask them what
they thought about that
activity
Brainstorm as a class, why
that activity is beneficial
Add any additional words to
the word wall if necessary

Students will discuss their feelings on

that activity
Students will brainstorm the importance
of that activity
Students will add any words they have
thought of or learned from this lesson

Extension Activities/Next Steps (where will this lesson lead to next)

Students come up with their own ending to Its the Great Pumpkin, Charlie Brown (either in pairs
or individually) and orally present their ending to the class.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)
The Lesson: It would be interesting to do this activity as a Readers Theatre and instead of the Read-Aloud by the
teacher have the students participate in the readers theater and then work together to sequence their strips in the
correct order. This would show whether or not students are absorbing what they read.
The Teacher: Instead of the teacher simply doing a read aloud, could use the SMART board application so that students
can take turns going up and reading sentences or pages.