Crouch EDU-280

Diversity Lesson Plan

Standard: RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.

Culture or Cultural Concept: Differences are okay!

Objective: Students will be able to answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

Materials: The book Less Than Half, More Than Whole by Kathleen Lacapa, whiteboard, dry erase
markers, square cut paper, markers or pens

Procedure
Set the Stage/Anticipatory Set
 Say, “We are going to read a book called Less Than Half, More Than Whole. What
do you think this book will be about? What does the cover tell you about what is
happening?”

State the Objective

 Say, “We will describe key details in logical order in a book square. Each square
should contain information that you gather from this book. Feel free to take notes
while I read.” (Auditory)

Investigate Prior Knowledge

 Review Native American tribes, family trees, and main points.

New Information/Input &Model

 Get in a circle and pass the book around so all may hold the book.
 Ask students to think about their own family and how this could apply to them or
some of their classmates.
 Read the book.

Guided Practice
 Ask, “Would anyone like to share their thoughts on the book?”
 Individualize: John, what is the main point of the story? (To insure all students are
learning) Kim, who are the main characters? Dale, why did Tony ask his Grandfather
what “less than half, but more than whole” meant?
 Say, “Go back to your desk and work individually. If you have a question, you may
ask your peers quietly or raise your hand.”

Independent Classroom Practice

Crouch EDU-280

 You may use this book square as a bookmark. As we start to read larger stories as a
class, a book square can be a great idea to help keep track of what has been read and
also a great bookmarker.

Topic Review/Closure
 Go over main points and important information. Ask if students have any question
regarding the story.

Evaluation/Assessment
 Individualize by asking students specific questions such as: What do the colors on
the corn mean? Why did Tony want to find his place so badly? How did he feel when
he got his answer? How do you feel after reading this book?
 What can we do to make sure everyone feels “whole”?