Grade: 3 Subject: English Language Arts

Teacher: Kealin Seppala Putting it all Together Task B

Desired Results (what will students learn?)

General 2.2 Respond to texts.
Outcome(s)
Experience various texts
 Tell or write about favorite parts of oral, print, and other media texts
Specific  Connect own experiences with the experiences of individuals portrayed in oral, print and other media
Outcome(s) texts, using textual references.

Students will be able to:

Lesson 1. Identify their favorite part of “My Mouth is a Volcano”
Objective(s) 2. Relate their own experiences with the experiences of a character form the book “My Mouth is a Volcano”

Assessment Evidence (how will you determine student learning?)

 Writing Activity- Responding to the text: in this activity we
will be formatively assessing students’ ability to write about
Summative Formative
N/A for this lesson their favorite texts and their ability to connect their own
Assessment Assessment experiences with the experiences of individuals portrayed in
texts, using textual references.

Learning Experiences/Opportunities (what will students do to learn it?)

Construct meaning
 Comprehension
strategies: Students
develop and use
“My Mouth is a Volcano”
strategies while viewing,
by Julia Cook
listening to and
Lit Visual Journals
interacting with texts. Resources Chart paper
Progressions  Background Knowledge:
Markers
Students make
 Pencils
connections to their
background knowledge to
support understanding of
a new idea or topic
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
Have you ever felt like your words just come right out of your mouth without
permission from your brain? Is it hard for you to stay quiet when a good idea
comes to your mind, but it is not an appropriate time to share?
Last Class we worked on
In today’s lesson we are going to read a book together called “My Mouth is a
10:30am summarizing the main idea of
Volcano,” after we read this book we are going to write in our visual journals
3 minutes individual oral, print and other
about our favorite part of the book and at least one thing you relate to in the
media texts.
story.
Transition
Let’s begin our lesson, I want everyone to meet me on the carpet in 5, 4, 3, 2,
1.
10:33am Activity #1: Read “My Mouth is a Volcano” by Julia Cook Resources needed: “My Mouth is a
15 minutes In this activity I will be using the reading strategy of Interactive Read-Alouds Volcano,” By Julia Cook
(Tompkins, 53). This strategy involves reading aloud to the class and
encouraging student engagement and will improve student comprehension. This activity will take place on the
In this activity I will be focusing on the first 3 stages of reading: pre-reading, carpet.
reading, and responding. (Language and Literacy, Chapter 5, p.141-159).

ED3503 – Section AB (Fall, 2018) Page 1

Grade: 3 Subject: English Language Arts
Teacher: Kealin Seppala Putting it all Together Task B

Teacher Prompts/Cues/Explanations
 Show the class the front cover of the book. Begin to focus on the pre-reading
stage. This includes providing the students with background knowledge,
concepts and vocabulary to introduce the story. Discuss with the class what a
volcano is.
Read “My Mouth is a Volcano,” to the class. Stopping to make predictions,
promote relevance with the students’ lives saying, “have you ever felt this
way?”
Student Actions
Listen to the story
Participate in the discussion
Think about how your life relates to the main character Louis’s experiences in
the book.
Think about what your favorite part of the book was.
Guiding/Prompting Questions
What is a volcano?
Have your words ever escaped your mouth like Louis?
What was your favorite part of the story?
Check for Understanding/Performance Indicators
Students are actively listening and participating in class discussion
Students are making connections to their lives and the book.
Transition Cues
Now that we have read the story “My Mouth is a Volcano,” I want us to head
back to our desks and I want my special helper to help distribute our visual
journals. Ready? Go!
Activity #2: Brainstorm SLO: Experience various texts
Teacher Prompts/Cues/Explanations  Tell or write about favorite
 Now that everyone has their visual journals, I want you to open up to a fresh parts of oral, print, and
page and write today’s date on the top. other media texts
In our visual journals today, we are going to write about our favorite part of  Connect own experiences
the story “My Mouth is a Volcano,” and about a time in your life that you can with the experiences of
relate to Louis. individuals portrayed in
Modeling “I do, we do, you do.” oral, print and other
Teacher: “My favorite part of the book was ______________________ and I media texts, using textual
relate to Louis because _________________________________________. references.
First, we are going to brainstorm as a class our thoughts and our ideas.
Teacher will write on the chart paper the ideas discussed as a class.
During our brainstorm, we will explore the text adhering to the 5 stages of Resources needed: Chart Paper,
reading and write any new words we learned from the text on to our word marker, visual journals, pencils, the
wall and personal dictionaries. book “My Mouth is a Volcano”
Now we are going to break into our table groups and tell our friends what we
are going to write about in our visual journals. Remember we are writing This activity will take place at
about our favorite part of the book and one time in our life that we related to students’ desks.
Louis.
Student Actions
Participating in class brainstorm
Discussing with table group what you are going to write in your visual journal
about your favorite part of the book and one time in your life that you can
relate to Louis.
Guiding/Prompting Questions
What was your favorite part of the book? Why?
Can you think of a time in your life where your experience relates to Louis
and how he felt like his mouth was a Volcano?
Performance Indicators
Students are following along with the discussion
Students are sharing the ideas in the class brainstorm
ED3503 – Section AB (Fall, 2018) Page 2
Grade: 3 Subject: English Language Arts
Teacher: Kealin Seppala Putting it all Together Task B

Students are communicating with their table group what they are going to
write about in their visual journals.
Transition Cues
Now that we have brainstormed our ideas, I want us to pick up our pencils
and begin to write about our favorite part of the book “My Mouth is a
Volcano,” and one time in our life where our experience relates to Louis.
Activity #3: Writing Activity- Responding to the Text.
In this activity I will be using the reading strategy Reading Logs (Tompkins,
113). Reading logs are where students write their reactions, thoughts, and
opinions about the book they are reading. In this activity, students will be
writing in their visual journals, with specific prompts and guiding questions.
Teacher Prompts/Cues/Explanations
 Thinking about what we have brainstormed together as a class and what you
have discussed with your table groups, I want us to start to write in out visual
journals.
We are writing about our experiences as they relate to Louis and the book
“My Mouth is a Volcano,” and our favorite part of that book.
When you are finished you may share what you have written with a partner.
Student Actions SLO: Experience various texts
Write about favorite part of book and an experience in your life that relates  Tell or write about favorite
to Louis. parts of oral, print, and
Guiding/Prompting Questions other media texts
How do you think Louis felt in the story? Have you ever felt that way?  Connect own experiences
Get all your words on to your paper, do not worry about spelling! with the experiences of
individuals portrayed in
Share with a partner when you are done.
oral, print and other
Performance Indicators
media texts, using textual
Students are writing in their visual journals
references.
Students are writing about their favorite part(s) of the text
Resources needed: Previously
Students are connecting their own experiences with the experiences of the
brainstormed ideas on chart paper,
character Louis in the text and are providing evidence form the book.
visual journals, pencils, the book
Assessment:
“My Mouth is a Volcano”
This is a formative assessment.
I will just be formally assessing the students’ ability to achieve the lesson
objectives and the SLO: Experience various texts: Tell or write about favorite
This activity will take place at
parts of oral, print, and other media texts and connect own experiences with
students’ desks.
the experiences of individuals portrayed in oral, print and other media texts,
using textual references.
I will be using a checklist to ensure that the students have completed this
writing activity and are ready to move on to the next outcome/are prepared
for a summative assessment or performance task.
Checklist: Student accurately
o Wrote about their favorite part of the text
o Connected their own experience with the experience of an
individual from the text.
Transition Cues
Now that we are all done writing, does anyone want to share with the class
what the wrote about? Let’s head back to the carpet to share our work.
Lesson Closure/Cliffhanger: This activity will take place on the
Let’s have a few volunteers that would like to read their work out loud to the carpet.
class.
Today we learned how to pick out our favorite part of a book and write about
it. We also learned how to connect our own experiences with the
experiences of a character from a book.
Next class we are going to extend our knowledge about “My Mouth is a
Volcano,” and make a project based on what we have learned.

ED3503 – Section AB (Fall, 2018) Page 3

 Grade: 3 Subject: English Language Arts
Teacher: Kealin Seppala Putting it all Together Task B

This project could be a drawing of your mouth as a volcano, it could be a

piece of writing that explains how you feel when your words come out of
your mouth without meaning to, or many other options. I want you to begin
thinking about what kind of project you want to do for next class.

This lesson is about the student connecting their life experiences with the experiences of an
individual portrayed in a text. As well as the student being able to identify and write about their
favorite part of the text. This lesson is important to the lives of the grade 3 students’ as it is
important to teach reading and writing with context and meaning. The meaning in this lesson is
relating it back to the students’ lives and the student being able to express their emotions in
writing about their favorite part. It also gives the students choice, when determining what their
favorite part of the story was. I have organized my lesson in a manner that allows for student
success. I begin by introducing the story and using an interactive read-aloud to encourage the
students to become engaged and start thinking about the story in a meaningful way. Then I model
“I do, we do, you do,” I begin by stating my favorite part of the story and a connection the story
had to my life experiences similar to the main character. Then for “we do” together as a class we
brainstorm ideas about our favorite part and discuss new words we learned from the text. As a
part of this “we do” students will discuss with their table groups what they will be writing about.
Finally, “you do,” students write in their visual journals their favorite part of the text and connect
their experiences with the experiences of the main character in the book. This lesson scaffolds to
the final writing activity, I broke the task into smaller parts, to ensure student success. I am
teaching students how to relate their background knowledge to a text and comprehension
Lesson strategies. These are important to reading and writing as it is a basis to both skills, it is important
Rationale to relate reading and writing to a meaningful connection from students’ lives. This lesson
develops a broader philosophy of language in education as it helps develop better comprehension
skills and the ability to respond to a text. I used interactive read-aloud (Tompkins, 53) to promote
student engagement and to scaffold fluency (the Big Five) in reading by modelling the desired
behavior. As well as I used the 5 stages of reading (Language and Literacy, p.141-159), which
encourages better comprehension of the text. I also used the writing activity as a reflection and
response to the text. Reflection develops critical thinking and writing skills (Language and
Literacy, 16-28). The use of reading logs or in our case a visual journal entry was used to have the
students respond to the text and reflect upon what they have read. (Tompkins, 113)

References:

Tompkins, G., Bright, R., Winsor, P. (2018) Language and Literacy: Content and Teaching Strategies (7th
Canadian Ed.) Don Mills, ON: Pearson Canada.

Tompkins, G. (2013). 50 Literacy Strategies: Step by Step (4th Ed.) Boston, MA: Allyn & Bacon.

Language in Education, ED3503. Lecture 2: September 18, 2018. The Big Five.

ED3503 – Section AB (Fall, 2018) Page 4