1.

Read Aloud Lesson: “The Hole Story of the Doughnut”; Grade 3 LRC

2. Lesson Essential Question(s): What are biographies about? What strategies can we use to
comprehend a text?

3. Common Core Standards:

a. Focus Standard RI. 3.2: Determine the Main Idea of a text, recount the key details, and
explain how they support the main idea
4.
Learning Objectives Assessments
SWBAT identify the main idea of the story and Student’s conversation and participation in
identify key details in the story that support whole class development of main idea/
the main idea individual key details

5. Materials:
“The Hole Story of the Doughnut”
Reader’s Notebooks
Pencil

6 . Pre-lesson assignments and/or prior knowledge:

We’ve been talking about biographies during reading→ to activate students prior knowledge, I
am going to ask them what a book is called that tells a true story about someone’s life. Will also try to
activate prior knowledge about timelines and sequences of events in biographies to reiterate how their
are often told in chronological order of someone's life.

7. Lesson Beginning:
To begin the lesson, I would like to engage students by telling them I realized that I wouldn’t still
be in their classroom for “my most favorite holiday--national donut day!” and would therefore like to
celebrate the holiday early by reading them a story about this history of the donut! (To further engage
students/if time allows, I might ask each student what their favorite kind of donut is and why they think
there is a hole in the middle of the donut)

8. ​ I​ nstructional Plan​:
● I will read the story aloud to the students--stopping to ask questions every so often in order to
ensure the objective and standard is met and keep the students thinking about main ideas and
important details of the story.
● As I read the story, I will begin to draw a visual story map on the board that I will ask students to
copy into their reader’s notebooks. As I read, we will brainstorm together what the main idea of
the story is.
o Differentiation: Because my students reading levels are all very different, I am reading
this story aloud to them. Furthermore, any vocabulary that is beyond their
understanding will either be adjusted as I read or explained to them. Independent
writing can also be very difficult for some of my students which is why we will be
completing the writing together on the board for them to brainstorm with me but then
be able to copy into their notebooks to reinforce the material and allow them to have
access to what we’ve learned and be able to revisit it.
 ▪ If possible, I would also like to try to utilize the new assistive device in the
classroom for my student who receives services from the commission of the
blind. Typically, stories read aloud might be projected on the board--since this
story was found in the library and there is not an online version that I could find,
this assistive device would enable that student to better see the pictures in the
story and be able to follow along with ease.

o Questions:
▪ What is a non fiction text?
▪ What types of non fiction texts have we been talking about?
▪ What is the main idea of the story?
▪ What details can we identify that support the main idea?
▪ What is a sequence of events in a story?

o Classroom Management: I’ve recently taught the class a few classroom management
strategies for calling out, gaining whole class attention, and for stopping work that I plan
to utilize in this lesson.

o Transitions: Before moving from the activation of prior knowledge into the lesson, I will
use the lesson beginning as a way to transition to the topic of the story that we will be
reading. To transition to my closure, I will tell the students about their exit ticket for the
day to signify the closure of the lesson.

9. Closure: ​To conclude this lesson, I will tell the students that I have something exciting to share with
them (I’ll have brought in and hid munchkins to go along with the theme). They will each get a munchkin
after they tell me one key detail from the story that supports the main idea that we will have developed
together as a class.