Kristin Sarboukh

February 14, 2013

Professor Rich
Lesson Plan 1
Subject/ Topic: Interactive read aloud, 3rd grade, Diary of a Spider
Standards:
RL.2- Recount stories, including fables and folktales from diverse cultures and determine their
central message, lesson, or moral and explain how it is conveyed through key details in
the text.
W.3- Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas
and expressing their own clearly.
SL.2- Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3- Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail.
Objective: Students will be able to describe through writing or drawing the importance of not
judging someone before getting to know them and how different their initial feelings of them
may be from the truth.
Procedure:
Gather students to the rug by their favorite things. Questions to ask:
o Who likes to go to the park?
o Who likes to sleep over a friends house?
o Who likes to hear stories from their grandparents?
o Who likes to make new friends?
o Who likes to travel?
These questions relate to what the spider likes to do in the story. It already may plant a
seed in some students minds that no matter how different you think you are, you may
have a lot in common (like with the spider).
Pair students off for turn and talk partners before even introducing book.
Show book cover and read the title, author, and illustrator.
Have students turn and talk:
o What do you all think about spiders?
Then ask students to tell what their partner thought about spiders. Have another turn and
talk:
o What do you think spiders and humans have in common?
Then ask students to tell what their partner said spiders have in common. Then say
something like Okay, so you think spiders and human only have ____, ____, and ____
in common, but do you know this spider? (Students may shake head in response) Okay

well why dont we get to know this spider before we can truly say what we have in
common.
Begin reading the book.
On page 16, piece of my mind! ask student have you or someone you know ever
teased another person for something they did differently? Turn and talk. Then why do
you think the spider wants to stand up for the fly? Turn and talk. Looking to pull out
answers that have to do with the fact that Fly is Spiders friend; he knows Fly and isnt
just judging him by one thing he does different.
Continue to read to end of book.
Then ask students Can anyone raise their hand and tell me why they think Fly and
Spider are such good friends? Call on a few children. Then ask, Now what do you think
would have happened between Fly and Spider if Spider had listened to what Grandpa said
about the old days and did not like Fly simply because he was a fly? Call on a few
students to answer.
I want everyone to think of a time when they judged someone before actually getting to
know them Turn and talk to partner.
Now, in just a moment, Im going to break everyone up into three groups. Everyone is
going to talk about a time where they judged someone before they got to know them.
Then, they are going to write about that same person and how they felt after they got to
know them.
Call individual students name based on the group they are in to go back to their seats.
Explain that one group is writing about their experiences, one group is drawing their
experiences, and one group will be answering questions about their experiences.

Assessment: Turn and talk and students will write, draw, or answer questions about a time when
they judged someone before they got to know them and then how their opinion changed after
they got to know them.
Management issues/ transitions: Called everyone to the floor based of their favorite things,
established turn and talk partners before reading, explained assignment before going back to
seats, and dismissed students by the groups they were in for their assignments.
Differentiation: Based on each students ability, students will be able to do one of three things:
write about a time where they judged someone before they got to know them and how this
opinion changed once they got to know them, draw how they treated someone before they got to
know them and then another picture of how they treated them once they did know them, or
answer questions about how they treated someone before they got to know them and how they
treated someone after they got to know them. This helps students with different learning styles to
express themselves through their strengths. Also, for those who need help focusing and
organizing their ideas, they will be given the questions to answer to help guide them through the
process.

Name:________________________________
Date:__________________

Diary of a Spider Worksheet

Directions: Write a paragraph about a time where you judged someone based on their looks, their
actions, what others have told you about them, or anything else before you even got to know
them. Then write a second paragraph about how your feelings changed once you did get to know
them.
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Name:________________________________
Date:__________________

Diary of a Spider Worksheet

Directions: Draw a picture about a time where you judged someone based on their looks, their
actions, what others have told you about them, or anything else before you even got to know
them. Then draw a second picture about how your feelings changed once you did get to know
them.
Picture 1:

Picture 2:

Name:________________________________
Date:__________________

Diary of a Spider Worksheet

Directions: Answer the questions about a time where you judged someone based on their looks,
their actions, what others have told you about them, or anything else before you even got to
know them. Then answer them again about how your feelings changed once you did get to know
them.

1) Where did you meet this person?

2) What grade were you in/ how old were you when you met this person?

3) What were some of the first thoughts that came into your head when you saw them?

4) What made you make these conclusions?

5) What did you do because of these opinions you had?

1) Where did you eventually get to know this person?

2) What grade were you in/ how old were you when you got to know this person?

3) What were some of the things the two of you talked about?

4) What conclusions did you come to after you got to know this person?

5) What did you do after you knew the person for who they really were?