Christina Eugene ELD 308 Lesson Plan: Interactive Read-Aloud Grade: 3 Time: 15 minutes Standard: SL.3.1.

Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly Objectives: Students will listen as the teacher reads aloud stopping to point out imagery. Materials: Sammie Keyes and the Sisters of Mercy by Wendelin Van Draanen

Lesson Sequence: Before Reading: Boys and girls, I am very excited about the book I have for you today. It actually is one of my favorites even until now. I love the author Wendelin Van Draanen. She has a unique style of writing and a great sense of imagination. Well today I need your imagination hats turned on because we will be reading her mystery book called Sammie Keyes and the Sisters of Mercy. Boys and girls, thumbs up if you ever read or heard of a mystery. Allows students to raise thumbs. Did you notice while reading or listening the amount of details given to the audience? Well, Wendelin Van Draanen is known for giving descriptive details that help you picture the story. I will be reading a portion of the story that I am sure you all will love. It is full of suspense and will have you on your toes. As I read, pay very close attention to Wendelins choice of words. Try to imagine the setting she describes and the action taking place. (Read pages 78-80) During Reading: By what you heard so far, how is the narrator feeling? Student answers: afraid. How can we tell shes afraid? Possible answers: the way author describes it, heart is racing like a fish, the scary sounds, its dark. etc After Reading: Wow, I wonder what is going to happen next? Boys and girls do you see how Wendelin Van Draanen uses amazing detail to make her mystery come alive? She used imagery to demonstrate how the character is

 Assessment I will know students are successful if they are able to discuss examples of imagery from the excerpt.

feeling without specifically saying the emotion. Now I need you to turn to your neighbor and share one example of the descriptive language you noticed. Pick on four students to share with class examples of imagery from text.

Christina Eugene ELD 308 Lesson Plan: Reading Mini-lesson Grade 3 Time 20 minutes Standard: 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) Objective: By the end of this lesson students will comprehend an authors purpose for using imagery. Students will also be able to locate examples of imagery in their independent reading fictional book. Materials: Sammie Keyes and the Sisters of Mercy by Wendelin Van Draanen one page excerpt from chapter nine (25 copies) highlighters Chart labeled imagery Independent reading book Post it notes

Lesson Sequence 1. Lesson introduction/Anticipatory Set (Engagement) Boys and girls do you remember yesterday when I read to you a small portion from Wendelin Van Draanens Sammie Keyes and the Sisters of Mercy? Does anyone remember why I like her writing so much? Student answers: she uses great detail Yes, that is exactly right! Now can one person remind me of an example from yesterdays story when Wendelin used fine detail Student answers heart flopping like a fish Wonderful memory! 2. State objective and purpose Today you are going to learn the importance of imagery in stories and how it can help us understand the writers meaning. You will also be able to identify imagery on your own. You can find this use of language not just in Sammie Keyes but also in your own independent reading books. By the time we are finished, you will be able to recognize descriptive language all around you. 3. Teach and Model Have chart ready labeled Imagery

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Authors want us to see, hear, and feel certain things especially when their characters are speaking. They do this so that we can get a better understanding of what is going on in the story. With that being said, what are the five senses that an author may use to do so? I will only call on raised hands. One by one students answer: seeing, smelling, feeling, touching, tasting writes each on the chart, leaves space in between Very good! When the author uses these forms of descriptive language it is for the audience to relate to the story being told. Again I will only call on raised hands. Can someone give me an example of something the author might say when thinking of seeing Possible student response bird flying high in the sky Tasting: Possible student response: sweet taste of poison Hearing Possible student response: wind blowing loudly in my ears. Smelling Possible student response: the garbage smelled of fish, cheese and wet dog. Feeling Possible student response: the rock felt smooth as a babys bottom. Records all answers down on chart. As you can see these are all examples of imagery which is sometimes called descriptive language. Guided Practice Have an excerpt ready from Sammie Keyes which includes several examples of imagery. Pass out photo copied pages. Have students read the page by independently highlighting any examples of imagery they come across. Independent practice Boys and girls when I send you back to your seats I need you to get out a fictional independent book of your choice. You will use your post it notes to mark any spot that you notice a great example of imagery. Closure What kind of examples did you find? Allow for class discussion How did it improve the story being told? Assessment I will know this lesson was successful if students are able to locate examples of imagery in their independent reading fictional book. I will also know this lesson was a success if students can comprehend and explain the importance of imagery in a fictional piece.

Lesson Plan: Writing Mini-lesson Imagery Grade 3 Time 20 minutes Standard: W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Objective: By the end of this lesson students will be able to expand previously written narratives by implementing examples of imagery. Materials: Sammie Keyes and the Sisters of Mercy by Wendelin Van Draanen (mentor text) Chart paper labeled Imagine That! Writing Journals Construction paper and markers for illustrations Lesson Sequence 1. Lesson introduction/Objective and purpose Earlier today you did a wonderful job identifying examples of imagery. We have had great examples from excerpts in Sammie Keyes and the Sisters of Mercy and even your independent readings. Well now it is your turn to create an even better narrative. Last week you began to write narratives about the time you made your first friend. Today, we are going to take what we learned about imagery and expand those stories. 2. Teach and Model Have chart ready labeled Imagine That Let me show you how I would expand my story. (writes) On my first day of school, I walked up to the classroom door as nervous as a turtle. My heart was racing a mile a minute. I thought everyone around me could hear my heart which sounded like a drum to me. Do you see how I added details that my audience could imagine? Boys and girls do not be afraid to mark up your page. Do you see how I used the carrot that we learned about to add a word ( ^ ) 3. Guided Practice Now, following the model I just provided, I need you to return to your seats and take out your writing journal. Instruct students to expand on their narratives they began last week.

4. Independent practice At this point, students should be revising their narratives, adding examples of imagery. If time allows students may begin to illustrate their narratives. 5. Closure Would any one like to share one sentence that they improved with imagery? How would your imagery help your audience? 6. Assessment I know this lesson was a success if students were able to expand on their previous narratives by implementing examples of imagery.