Lesson Plan Format School of Education The College of New Jersey

1. Topic: The Lorax Literacy Lesson Grade Level: 3rd 2. Essential Question(s): a. Do students comprehend the text? b. Are students successfully able to write a persuasive letter? 3. Standards: CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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. 4. Learning Objectives and Assessments Objectives SWBAT successfully answer questions to demonstrate understanding of the text. Assessments During the reading I will be pausing to monitor comprehension and ask questions and have students make predictions about what will happen next. I will stop during certain words in the text and ask students to come up with definitions of words that might not be that familiar to them. The 3-paragraph letter students use will be used to asses knowledge of a persuasive essay.

SWBAT determine the meaning of words they might not know using context clues.

SWBAT write a persuasive essay using the text as a resource along with prior knowledge.

5. Materials: The Lorax Paper Writing utensils Modeled letter Prepared comprehension questions 6. Pre-lesson assignment and/or prior knowledge: Students should have some understanding of pollution and steps that we can take to prevent pollution. Students should understand the purpose of a persuasive writing piece. 7. Lesson Beginning: Students will be dismissed by table to the rug. I will ask the students if they are familiar with the story. 8. Instructional Plan: I will read aloud The Lorax and stop and monitor comprehension throughout the reading (15 minutes). At the end of the story we will go through 3 discussion questions (7 minutes). Transition: The Once-ler says unless someone like you cares a whole awful lot, nothing is going to get better. Its not. Can one person make a difference? I will tell the students that they have an opportunity to make a difference. Students will be brought back to their desks and I will ask the students if they know what it means to persuade someone. I will present the writing prompt and then model for the students my expectations. My paragraphs will be written on big poster boards and placed in front of the students for students to refer to during their writing prompt. Poster boards will be in different colors to differentiate the different purposes of the paragraphs. In addition separate boards will include the expectations for each paragraph. (4 minutes). I will guide the students step by step starting with the introduction, then the body, and lastly the conclusion. Students will write their rough drafts on a letter template and then after revising students will write a final copy on the paper provided. 9. Closure: !"#$%%"&'("')*+,-)'")."'/&0,"#/&)",1&23%,'"&-+"&04*2,-)'")/&)")/,5"2&+,"$-" )/,$0"%,)),0'6""!"#$%%")/,-"&'("')*+,-)'"$7")/,5")/$-(")/$'"%,)),0"8.*%+"2&(,"&" +$77,0,-8,6""!"#$%%"0,2$-+")/,2")/&)",9,05.-,"8&-"2&(,"&"+$77,0,-8,6"""