Name: Samantha Wise

Grade level: 3rd Subject Area: Reading and Writing

Date: 3/11/17 Estimated Time: About 2 weeks
Lesson Title: Love, Amaila Lesson Type: Independent reading

Brief Overview of Lesson:

During this lesson the students will be reading the chapter book Love, Amalia by:
Alma Flor Ada. The students will independently read about two chapters a day.Once the
students read their chapters for the day they will be writing an entry in their journal about
the chapters they read. They will also try to find the different roots, suffixes, prefixes of
words that were in the chapters. After students finish reading the chapter book they will
answer some comprehension questions to help them review the story. Then the students
will make a list of all of the roots, suffixes and prefixes they found. We will make a
whole list for the classroom to help the students.

Why is it important to for people to connect with our family?

Why is communication important?
How many different ways to communicate are there? Why do we have them?
Prior Knowledge Required:
Students will need to know some of the prefixes, suffixes and roots
Definition of a prefix - a morpheme added to the end of a word to form a derivative
Definition of a suffix - an element placed at the beginning of a word to adjust or qualify
its meaning
Definition of a root - word that does not have a prefix
They will also use their different reading strategies

Resources for Lesson:

For this lesson students will be given a journal to write their thoughts after reading each
chapter
o The students will create the cover to their journal. The students will write an entry
for each chapter. They will title each entry with their last name, chapter number
and name. (For example: Wise, 1. Homemade Taffy). The students will be given
30 minutes to write each entry.
The students will have create a booklet on what the prefixes , roots and suffixes they find
o For the booklet the students will also create the cover. They will receive a 22
pages of 6 in length and 4 in width. The students will create their own cover
page using their artistic skills (each cover will be unique to each student's style.
For each page they will write the number of the chapter and the name of the
chapter. (For example: 1. Homemade Taffy.) After that they will than will label
suffixes, root and prefix. (For example: Suffix: fondness, -ness pg.4) They would
do that for each chapter, the student will find a word and for each of the three.

Common Core and MA Frameworks:

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RF.3.3A Identify and know the meaning of the most common prefixes and derivational suffixes.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons

Objectives/ Student Learning Outcomes:

Given the journal paper, the students will be able write clear and concise journal entries
supporting their findings in each chapter with no more than 5 mistakes in their grammar
for each entry.
Students will be able to locate different roots, prefixes and suffixes within a text.
Given the reading material, students will be able to read fluently and comprehend the
material they are reading.

Instructional Sequence:
Beginning:
The students will be introduced to the chapter book they will begin reading. The book
they will be reading is; Love, Amalia by: Alma Flor Ada.
The teacher will introduce this book to them and tell them they will read it over the next
couple of weeks and that they will be keeping a journal and a booklet.
The teacher will first introduce the journal they will be keeping.
The students will create the cover of their journal before the teacher continues explain
what the students will be doing after every chapter. (The students will be given 20
minutes to create their cover)
Once they have completed their covers the teacher will then explain that after each
chapter they read they will create a journal it.
The teacher will show the students where they will get the paper for their journal and
show them the format that should be on each journal.
After they know where to get the paper and how the format is, the students will learn
where to put their journals after they write them so the do not get misplaced.
Now that the students have learned everything about the journals they will be writing, the
teacher will now introduce them to the booklets they will create.
The booklets they will have is to help them find different roots, suffixes and prefixes.
The teacher will ask the students the different roots, suffixes and prefixes they already
know, and make an anchor chart for the students to reference from when reading.
If the students do not know anything the teacher will do a full lesson on it.
After the teacher has a full understanding of what the students know the teacher will
introduce the booklets they will keep.
The students will create the cover of the booklet. (they will have 20 minutes to do so)
Once they have completed it the teacher will show the students the format that will help
the students stay organized when they are recording the roots, prefixes and suffixes they
find in the chapter if any.
The students will get everything organized to read the next day.

Middle:
This is when the student will beginning reading Love, Amalia.
 Day 1: The students will read the first two chapters
o Chapter 1: Homemade Taffy
o Chapter 2: Christmas Cards
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 2: The students will read two chapters at time everyday.
o Chapter 3: Moving Away
o Chapter 4: Best Friends
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 3: Students continue to read.
o Chapter 5: A Right Hand
o Chapter 6: Peeps
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 4: Students continue to read.
o Chapter 7: Without Saying Good-Bye
o Chapter 8: Different Smells
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 5: Students continue to read.
o Chapter 9: Lucky?
o Chapter 10: Abuelitas Kitchen
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
o The teacher will stop and ask the students on what they think of the book. What
they did and did not like about it. Where they surprised by anything.
Day 6: Students continue to read.
o Chapter 11: Give and Take
o Chapter 12: When Something Cant Be Undone
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 7: Students continue to read.
o Chapter 13: Many Voices
o Chapter 14: Different Experiences
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 8: Students continue to read.
o Chapter 15: An Unexpected Gift
o Chapter 16: A Quiet Sunday morning
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 9: Students continue to read.
o Chapter 17: Colored Leaves
o Chapter 18: A Mustache Like Zapatas
 The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
Day 10: Students continue to read.
o Chapter 19: A Gold Ring
o Chapter 20: Soccer Season
The students will then write 2 journal entries in their journals and find
roots, suffixes and prefixes and put them in their booklets.
o The teacher will ask students their opinions of the book. What are their thoughts
of the book and where they expecting it go the way it was going.
Day 11: Students continue to read.
o Chapter 21: Still Friends
The students will write their last journal entry and the last roots, suffixes
and prefixes in their booklet.
o The students will have a discussion of the book together and what they liked and
did not know. The things that sparked the students interest.
End:
The teacher with the students will now create a larger anchor chart to use as a reference
for roots, suffixes and prefixes.
Next the teacher will ask the students to fully finish their journals. They will use a cover
page and insert their journal entries and have and end page.
The teacher will then give the students comprehension questions to answer to make sure
they have an understanding of what they have read in the story.
The teacher will also ask the students to write a review of the story and what it meant to
them, using some of the roots, suffixes and prefixes they have found.

Provisions for Diverse Learners:

Students will have multiple ways to find what a prefixes, suffix or root is.
When writing their journals students can write in their native language at first but, will
have to translate it to English.
Students will be have as much help that is needed for them to comprehend the reading.
Plan to measure Student learning/Assessment:
The student will get comprehension and thinking questions to make sure that the students
know and have an understand of the book.
o In the package that Martha gave Amalia, what do you think she gave to Amalia?
o What do you think Marthas card from Amalia looks like?
o Take a moment and think, what would you put in a package for you best friend if
you were moving away?
o What is one of your favorite names for a kitten?
o Do you have a special keepsake like the box from Amalia's Abuelitas?
o Has anyone in your life played a role as a guardian angel in your life? Please
explain why they are or was one.
The teacher will also look at the student journals and booklets to see their understanding
and connections to the book.