Lesson Plan 1

Grade/Subject: Grade 3 Language Arts

Unit: Genre Study
min
OUTCOMES FROM ALBERTA
LEARNING OBJECTIVES

Lesson Duration: 50 mins +/- 15

PROGRAM OF STUDIES

2.1: Apply a variety of

strategies, such as setting a

purpose, confirming
predictions, making inferences
and drawing conclusions
2.2:

Students will make

predictions about the novel
before we begin reading.

ASSESSMENTS

(Observations, Key Questions,

Written Assessments,
Performance Assessments)

All students will respond

with their whiteboards to the
pre-reading questions.

When we have finished

Discuss, represent or
reading students will then
Students will be given the
write about ideas in
participate in a class
chance to respond verbally
oral, print and other
discussion around the
to the text and to engage in
media texts, and relate
question: When
classroom discussion of
them to own ideas and
Despereaux was born his
Despereaux, and to explore
experiences and to
mother called him a
the relationship between
other texts
disappointment.
What
does
Despereaux
and his family.
Make inferences about
this word mean? Why do
a characters actions or
feelings
you think she called him
that?
LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Study

Resource #2: Readwritethink.org
Resource #3: 50 Literacy Strategies: Step By Step

MATERIALS AND EQUIPMENT

The tale of Despereaux

Slides
Comprehension and discussion questions

PROCEDURE
Introduction (__min.):
Hook/Attention Grabber: What do you think this book will be about? What genre do you think this book is? What
words do you think you might see in this book?
Expectations for Learning and Behaviour:
Transition to Body:
Body (__min.):
Learning Activity #1:
Quick pre-reading discussion read from the discussion questions and then discuss as a class. Only the first part will
be done as pre-reading.
Learning Activity #2:
We will go over the comprehension questions before we begin reading. We will then read the first 4 chapters. I will ask for student
feedback and answer questions between chapters. While they are listening, they will answer the comprehension questions.

Learning Activity #3:

When we have finished the first four chapters we will go over the final discussion question. (See discussion questions
Ch. 1-4)

Closure ( __min.):
Feedback From Students:
Transition To Next Lesson: On Monday we will be going down to the library to sign out individual copies for each of
the students to follow along with if they choose, and to help them in answering any comprehension questions, or any
of the mini assignments.

Lesson Plan 5
Grade/Subject: Grade 3 Language Arts
Unit: Genre Study
min
OUTCOMES FROM ALBERTA
LEARNING OBJECTIVES

Lesson Duration: 50 mins +/- 15

PROGRAM OF STUDIES

2.1: Apply a variety of

strategies, such as setting a
purpose, confirming
predictions, making inferences
and drawing conclusions
2.2:

Discuss, represent or
write about ideas in
oral, print and other
media texts, and relate
them to own ideas and
experiences and to
other texts
Make inferences about
a characters actions or
feelings

Students will make

predictions about the novel
before we begin reading,
and summarize what we
have already read.
When we have finished
reading students will then
participate in a class
discussion around the
questions, fill in the chart on
the characters in the first
book, and begin work on the
Despereaux side of their
bloom ball.

ASSESSMENTS

(Observations, Key Questions,

Written Assessments,
Performance Assessments)

Students will respond

verbally to the pre-reading
questions. And in writing to
the accountability
questions.
Students will be given the
chance to respond verbally
to the text and to engage in
classroom discussion of
Despereaux. They will then
begin work on their bloom
ball.

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Study
Resource #2: Readwritethink.org
Resource #3: 50 Literacy Strategies: Step By Step

MATERIALS AND EQUIPMENT

The tale of Despereaux

Comprehension and discussion questions
Despereaux bloom ball sides
Book 1 Character list chart

PROCEDURE

Introduction (__min.):
Hook/Attention Grabber:
Can anyone summarize what happened in our last few chapters?
Does anyone remember what perfidy means? Remember it because we need to know it for our next chapters.
What do you think is going to happen next? Can you expand your answer? What makes you think that? What
information makes you think that/
Vocabulary words and definitions.
Expectations for Learning and Behaviour: While were reading what should our various body parts be doing.?
Raise your hand if you have something to say. No fighting over spots, if you do you go right back to your desk.
Quietest people go to the rug first.
Transition to Body: Move everyone to carpet to read chapters.
Body (__min.):
Learning Activity #1:
Quick pre-reading discussion read from the discussion questions and then discuss as a class.. Go over
accountability questions before hand.
Learning Activity #2:
We will read chapters 16-18 and answer the questions as we go. As I read I model what good readers do: Pause to clarify, ask
questions, check understanding, make predictions.

Learning Activity #3:

Students will fill in their character description chart. We can do the first couple together and then students may work in pairs to
complete the rest of the chart. We will then go on to work on the next side of the bloom ball. Students will Illustrate the side of their
bloom ball and begin to fill it with information they have learned about Despereaux Tilling. They will include his name and full
sentences with information exploring his character. When they have finished this they will then begin to think of words to describe
Despereaux and put them around the outside of the pentagon. When they have finished this they may draw Despereaux and then go
back to working on their title if they are not finished.

Closure ( __min.):
Feedback From Students:
Transition To Next Lesson: Student vocabulary search will be assigned.

Lesson Plan 10
Grade/Subject: Grade 3 Language Arts
Unit: Genre Study
min
OUTCOMES FROM ALBERTA
LEARNING OBJECTIVES
PROGRAM OF STUDIES

2.1: Apply a variety of

strategies, such as setting a
purpose, confirming
predictions, making inferences
and drawing conclusions
2.2:

Discuss, represent or
write about ideas in
oral, print and other

Lesson Duration: 50 mins +/- 15

ASSESSMENTS
(Observations, Key Questions,
Written Assessments,
Performance Assessments)

Students will make

predictions about the novel
before we begin reading,
and summarize what we
have already read.
When we have finished
reading students will then
participate in a class
discussion around the

Students will respond

verbally to the pre-reading
questions. And in writing to
the accountability
questions.
Students will be given the
chance to respond verbally
to the text and to engage in

media texts, and relate

them to own ideas and
experiences and to
other texts
Make inferences about
a characters actions or
feelings

questions. Students will

begin to work on the
Roscuro side of their bloom
ball, and continue to work
on all the others.

classroom discussion of
Despereaux.

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Study
Resource #2: Readwritethink.org
Resource #3: 50 Literacy Strategies: Step By Step

MATERIALS AND EQUIPMENT

The tale of Despereaux

Comprehension and discussion questions
Thesaurus worksheet.
Bloom Ball Roscuro, Despereaux, Author, and Title side.

PROCEDURE
Introduction (__min.):
Hook/Attention Grabber:
Can anyone summarize what happened in our last few chapters for our people who werent here?
Yesterday we finished Miggery Sows story. Who hear can tell us what happened last time?
Can you remember who our characters were in that book? (Miggery Sow, The prisoner, Uncle, Louise, the
soldier, cook, Gregory, Princess Pea)
We started a new book as well who can tell me what happened to Despereaux last time.
What do you think is going to happen next? Discuss with the person next to you. Can you expand your
answer? What makes you think that? What information makes you think that?
Vocabulary word and definition.
Expectations for Learning and Behaviour: While were reading what should our various body parts be doing.?
Raise your hand if you have something to say. No fighting over spots, if you do you go right back to your desk.
Quietest people go to the rug first.
Transition to Body: Move everyone to carpet to read chapters.
Body (__min.):
Learning Activity #1:
Quick pre-reading discussion read from the discussion questions and then discuss as a class. Go over accountability
questions before hand.
Learning Activity #2:
We will read chapters 35-38(?) and answer the questions as we go. As I read I model what good readers do: Pause to
clarify, ask questions, check understanding, make predictions.
Learning Activity #3:
Today we will be sorting and placing the events of the last two books on our plot map. As both Roscuro and Miggerys
books are told in the past their stories will be a branch on the map rather than placed chronologically. Students will
be assigned a picture and description, they must sort themselves into either Miggery or Roscuros book and then order
themselves chronologically and then present their order to the other half of the class for approval. When they have
finished we will put their events up on the board. When we are finished this activity we will go on to work on our
bloom balls.
Closure ( __min.):
Feedback From Students:
Transition To Next Lesson: Student vocabulary search will be assigned.