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Teacher Trainee: Marquetta Strait

Date: March 06, 2013

Course Title: Claflin Universitys Learning Improvement for Future Excellence (CU LIFE) Title of Lesson: Helpful is My Middle Name

1. Concept to Teach: Being helpful is essential to the community.

2. Specific Instructional Objective:

Common Core Standards: Key Ideas and Details:
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CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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.

Texts, Types, and Purposes o CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3. Focusing Activity: To get the students engaged into the lesson, I will ask the students what it means to be helpful. After the students respond, I will introduce Julia Donaldsons The Spiffiest Giant In Town.


Relevance of Lesson The students will be able to identify the importance of being helpful to others and also allowing others to help them in return.

5. Instructional Procedures:
Before: Prior to reading the story, I will ask the students what it means to be helpful. During: The students are expected to listen closely to the story, which will aid them in their worksheet. After the students find out how the story ends, I will then ask the students to tell me the personality of the giant. After: After engaging the students in a discussion about the story, I will have the students complete a worksheet. On the worksheet, the students will draw an illustration of a time they helped someone or someone helped them. They will then write about this experience using complete sentences and giving specific details.

6. Materials, Resources and Equipment Needed:

The Spiffiest Giant in Town by Julia Donaldson
Helpful is My Middle Name Worksheet

7. Plans to meet the needs of diverse students

By having the students respond to questions throughout the story, I will be able to observe the attentiveness of the students. When the students complete the worksheet, they will be able to provide an illustration to assist them in in their writing.

8. Closure
The students will engage in a grand conversation and read their writing. This will allow the students to work on their public speaking skills and their listening skills.

9. Assessment (planned or implemented):

The worksheet will serve as an assessment. I will assess the students writing fluency.