Read Aloud Lesson Plan – Mrs.

Faulkner’s 3rd Grade Class

Back of the Bus, Aaron Reynolds/Floyd Cooper
Problem Confronted: Racial tensions
Ellie Stemple
21 February 2018

READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will learn the significance of a theme in a story.
b. Objectives:
i. By reading Back of the Bus, students will begin to explore the idea of
theme and how to effectively find the theme in a story.
ii. After reading about Rosa Parks’ courageous action in history, students
will apply their knowledge of the story’s theme to their own lives.
c. Standard:
i. 3.RN.2.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea.

II. Materials
a. Back of the Bus book
b. 3-D bus template with phrases on it
c. Scissors
d. Glue/Tape
e. Markers
f. Notecards

III. Anticipatory Set: Would You Rather

After all my students are gathered together, I will start my lesson by playing the game
“Would You Rather.” I will start by asking them silly questions, but then move into more
of the moral dilemma questions that relate to this story about standing up for what is
right. After I read each question, I will have the students hold up either a 1 or 2 on their
fingers, depending on the choice of what they would rather do. Then, I will call on one or
two people to share why they chose what they chose.
Here at the questions I will ask:
1. Would you rather have arms for legs or legs for arms?
2. Would you rather never eat your favorite food for the rest of your life or only eat your
favorite food for the rest of your life?
3. Would you rather live in a place that was always freezing cold or always burning hot?
4. Would you rather be poor and honest, or rich because you stole money?
5. Would you rather do what is right and go to jail for it or do something you know is
wrong but not have to go to jail?
“Well today we are going to read about an actual person in history who stood up for what
she knew was right and ended up going to jail for it. However, she knew what she had to
do and cared more about doing the right thing than her personal safety. As I read this
story, listen for the main idea of the book and be ready to share what you think.”

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IV. Purpose Statement
Today we are going to read Back of the Bus to help us learn how to find the theme in a
story.

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students
a. Student with severe ADHD: I have created a lesson that is primarily hands-on
particularly for my students who have trouble sitting still and staying focused for
long periods of time. I will also probably have him sitting up front while I read
the book aloud, primarily because he will stay much more focused that way.
b. Behavior Issues: For those students that will not listen or will throw fits, I will
calmly speak to them and try to calm them down so that they can participate in the
lesson. If they refuse to listen, they will not be allowed to complete the activity
until they can prove that they will handle it properly.

VI. Lesson Presentation

 Grand conversation (after I finish reading aloud)
o “So, what did you guys think of the story? Did you like it? How did it make you
feel?”
o “Alright so first of all, does anyone know who that book was talking about?”
o “What was so important about this event in history? Why is Rosa Parks
considered a hero now?”
o “Awesome! So, if you guys remember, before I started reading, I asked you all to
brainstorm what the main idea of this story might be. What is the author trying to
tell us with this story? What is the lesson he is trying to teach through Rosa Parks’
bold action? Any ideas?”
o “Yeah, those are all great ideas! Does anyone know the official name for the main
idea of a story?
o “Yes! The theme in a story is the main idea, or the overall lesson that the author
wants us to learn. Sometimes it’s a moral, or other times, it’s simply a fact the
author is communicating. In this story, the main idea or the THEME could be
multiple things. For example, it might be that we need to stand up for what we
know is right, even if the rest of the world tells us not to. We need to take action
and be brave in defending what we believe to be right and just and true. We can’t
back down because the world needs us to boldly make a change for good.”
o “So, before we move on to our activity, let’s review. Can anyone tell me what
theme is again?
o “Can anyone tell me what the theme in this story is?”
o “Great! Thanks for participating and paying such close attention. Everyone can
quietly head back to their seats now so I can explain our next activity.”
 Activity
o “We will now do an activity which highlights the theme of this story. First, you
need to fill in the blanks on your bus template.” Explain examples and ideas.
“Then, you may use your resources on your desk to assemble your bus. Think

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 hard about your answers, because they just might be displayed somewhere to
show how much our 3rd grade class wants to change the world for the better!”
o Students will each be given a yellow bus template, a glue stick, and scissors (if
they already have some, then great).
o They will first fill in the blanks however they prefer, based on their own personal
dreams and goals.
o Then, they will cut out the edges of the bus and assemble it into a bus. Anytime
they see it in their rooms or wherever they choose to put it, it will remind them of
the theme of the book we read and will remind them to do something different
today that is going to change the history of the world for good.
o I will also challenge them to do something that they wrote down if it is possible.

VII. Check for Understanding

 I will collect the paper buses with the student responses to make sure they understood the
main idea of the story.
 I will observe my Grand Conversation and collect data simply based on how they respond
to the story and their facial expressions as I am reading and asking questions.
 The next day, I will review theme and make sure they understand this concept. I will give
them more examples and practice opportunities.

VIII. Closure
For closure, I will have each student pair up with a table buddy and share what they wrote
down and their bus they assembled. I will then ask some of my students to share what
their partner wrote about his/her dreams for a better world and what they will do to make
a difference. After a few share, I will ask my students to turn in their buses so I can check
for understanding and display them for a few days before allowing them to take the buses
home and act on their goals.

PLAN FOR ASSESSMENT

Formative: I will primarily use my Grand Conversation to assess my students. This will
tell me how much they understood about the main idea of the story, indicating how well the
students understand what theme is and how to find it in a story. I will also use my students’
written responses on the bus will also help me see how well they understood the main idea of the
book I read. Finally, I will use an exit ticket as a concrete form of assessment for my students. I
will give each of them a notecard and have them write “THEME” at the top. I will then have
them write a basic definition (a few words or phrase) of a theme. They will then write the theme
of Back of the Bus underneath that as an example of theme. We will keep these cards and
complete one every time we learn about a new literary element, adding to our collection each
time. These cards will help me see if the students understood the concept of theme.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?

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6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. How could I better conduct my Grand Conversation in a classroom that does not do
well with whole-group teaching?
8. What should I change in my anticipatory set and closure that would better bookend my
lesson?

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 If you were the boss of this school, the world, etc. what
would you do to make it a better place?

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I would like __________________to stop.
I think ____________________ should change.
I will___________________ to make a change.