Commas in a Series Lesson Plan

Grade: 3^rd

Time:  50 minutes

Subject/Topic: Language Arts/ Commas in a series

Standard:

Objective: Students will be able to insert commas in a series correctly.

Materials:

·         Smartboard Notebook Lesson on commas

·         “I have who has” Chicken Sunday cards

·         White construction paper

·         Markers/Pencil

Introduction: Have the students sit on the floor in front of the smartboard. Ask the students if they have ever played the game “I have who has.” Tell the students they are going to play it with the theme of the story Chicken Sunday.

Procedure:

1.      Pass out the Chicken Sunday cards to every student.

2.      Choose one student to read their card and if another one has it, they will read their card.

3.      This will continue on until all the cards have been called.

4.      If the students want to play it two times then you can shuffle the cards and hand them out again.

5.      Have the students hand back their cards to the teacher and sit in front of the smartboard.

6.      Open the smartboard to the first slide and read what commas in a series mean.

7.      On the third slide, ask the students where you should put commas. “This story is about Easter eggs and candy” if they only put one comma, tell them that this sentence could actually be about three things (Easter, eggs, and candy).

8.      Keep going through the slides reading off the sentences and having volunteers tell you where to put the commas. When you get to the last sentence on the smartboard pages, have a student come up and drag a comma from the blue star in the correct spot.

9.      After you finish the smartboard lesson, tell the students that they are going to be making their own restaurant menu. Tell them to remember back when they did this in Junior Achievement.

10.  Tell the students that they will need to plan for breakfast, lunch, and dinner. Make sure the students only include three food items at each meal. Tell them to use their commas correctly when writing their menu.

11.  Hand out white construction paper to all the students.

12.  Tell them they can decorate it with markers however they want to.

13.  If time permits, have some students share their menu to the class.

Closure: Today we learned about commas in a series and next time we will do more activities with them.

Assessment: Have the students turn in their restaurant menus.

Management/Transitions: Students will sit on the floor quietly then transition to their desks. Students will be seated in an appropriate spot, not by their friends to disturb the class. Management techniques will include “Give me five,” ringing a bell, and clapping.

Considerations:

·         Students that are low readers will need to have the smartboard sentences read out loud to them.

·         Low readers could need help reading their “I have who has” cards.

Adaptations:

Lower level learners will be guided in the class discussion by their peers and partners.

Higher level learners could make restaurant menus with 4 or 5 items instead of 3, challenging them to put commas in the correct spots.

Henry and Beezus Lesson Plan

Grade: 3^rd

Time: 25 minutes

Subject/Topic: Language Arts

Objective: Students will learn sequencing from Henry and Beezus.

Materials:

·         Story Question Ball

·         Henry and Beezus sequence strips

·         Story worksheet

Introduction: Have the students sit on the floor in a circle. Ask them to remember back to the story they read about Henry and Beezus. Have the students stand up and show them the question ball.

Procedure:

1.      Throw the ball to one of the students and tell them whatever their right hand lands on they have to answer.

2.      Have them throw the ball back to you and throw it to someone else. Make sure the ball comes back to the teacher every time.

3.      Questions include setting, characters, etc.

4.      Show the worksheet up on the doc cam and explain what they will be doing. Write in the copyright spot so they don’t have to look for it in the book. Ask them what are the sequence words they have used before? (First, next, then, finally, last)

5.      Have the students grab a celebrate book if they need it and go back to their desks.

6.      Give the students 20-25 minutes to finish the worksheet. Have them turn it in to the hand-in basket.

7.      Have the students sit back on the floor and group them in 3s. Show the sequence strips on the doc cam. Ask the students what sequencing means (to put something in order).

8.      Tell the students that there are three characters in each sequence strip group. Each person will be in charge of one. You will need to find the three strips that go with your own character.

9.      Tell the students that all the group members should agree on the order.

10.  If time permits, have one group come up on the doc cam and share their answers.

Closure: Today we learned about sequencing but next class we will write a letter to Mr. Grumbie.

Assessment: Have the students turn in their worksheet.

Management/Transitions: Students will sit on the floor quietly then transition to their desks. Students will be seated in an appropriate spot, not by their friends to disturb the class. Management techniques will include “Give me five” and clapping.

Considerations:

ELL students might need an adult to read the worksheet to them.

Adaptations:

Lower level learners will be guided in the class discussion by their peers and partners.

Higher level learners will be introduced to new, higher level vocabulary.

Chicken Sunday Lesson Plan

Grade: 3^rd

Time:  50 minutes

Subject/Topic: Language Arts/ Chicken Sunday

Standard:

Objective: Students will read and comprehend the story Chicken Sunday.

Materials:

·         Chicken Sunday

·         Chicken Sunday worksheets

·         Vocabulary sheet

Introduction: Have the students sit on the floor in front of the smartboard. Ask the students if they have ever heard of the story Chicken Sunday. Ask them to predict what this story will be about.

Procedure:

1.      Introduce the stories vocabulary, ask them to guess what the word means.

2.      Ask the students if they see anything that would help us understand what the word means. (“ed,” verbs)

3.      Explain what each word means if they didn’t already know.

4.      Tell them they are going to be buddy reading the story Chicken Sunday and will also have a worksheet to fill out while reading it.

5.      Tell the students that they will be playing a game next class with this story so they should read carefully.

6.      Hand out worksheets and have the students grab a Celebrate book off the shelf.

7.      Have the low readers listen to an audio tape of the story.

8.      Have the students turn in their worksheets when they are finished.

9.      Stamina for the rest of the time.

Closure: Today we read about the story Chicken Sunday and next class we will be playing a game with it.

Assessment: Have the students turn in their Chicken Sunday worksheets.

Management/Transitions: Students will sit on the floor quietly then transition to their desks. Students will be seated in an appropriate spot, not by their friends to disturb the class. Management techniques will include “Give me five,” ringing a bell, and clapping.

Considerations:

Students that are lower readers will need to listen to the story on audio tape to help them keep up with the class. The rest of low readers will need guidance from a teacher to help read in a group..

Adaptations:

Lower level learners will be guided in reading with their peers, teachers, or partners.

Higher level learners will be introduced to new vocabulary.