Chuven and ODowd

Lesson Plan Rationale Chart:

Throw Your Tooth on the Roof Tooth Traditions from Around the World by Selby B. Beeler
Grade level: 3

Strategy
Recomposing is an effective
strategy to enable students
to read information in one
format and summarize in
another format. Process
diagrams such as timelines
are an effective mode of
recomposing.

Summarizing a story in a
readers notebook and via
the sticky note activity is an
effective method for the
students to think through the
text and identify what they
find to be important to
convey.

Research or Reference
Support
Moline, S. I See What you
Mean 2nd edition (2012): 2945.
Recomposing is effective
because readers cannot
copy/paste the work from the
book, so they are obligated to
internalize the key facts in
order to present them in a
new format. Thinking has to
occur.
Bucker, A. Notebook
Connections: Strategies for
the Readers Notebook
(2009): 52-57
Summary is a great way to
find evidence of the students
thinking.

Chuven and ODowd

Sandra ODowd and Kelsi Chuven Lesson Plan:

Throw Your Tooth on the Roof Tooth Traditions from Around the World by Selby B. Beeler
Grade level: 3

Common Core
Standards for Unit:
CCSS.ELALITERACY.RI.3.1
Askandanswerquestionsto
demonstrateunderstandingofa
text,referringexplicitlytothe
textasthebasisfortheanswers.

Essential Question
for Unit:
How are traditions the
same and different
among and between
cultures?

CCSS.ELALITERACY.RI.3.7
Useinformationgainedfrom
illustrations(e.g.,maps,
photographs)andthewordsina
texttodemonstrate
understandingofthetext(e.g.,
where,when,why,andhowkey
eventsoccur).

Unit Understandings (Big

Ideas):
We will use and reference
informational texts to learn about
the world and its people and
cultures. Specifically in this lesson
we will investigate and discuss
some of the various traditions
around the world when a child
loses a tooth.

CCSS.ELA
LITERACY.W.3.1.A
Introducethetopicortextthey
arewritingabout,statean
opinion,andcreatean
organizationalstructurethat
listsreasons.
Common Core Standard
Specifically Addressed:
CCSS.ELALITERACY.RI.3.1
Askandanswerquestionstodemonstrate
understandingofatext,referringexplicitlytothe
textasthebasisfortheanswers.
Learning Experience Sequence:

Objective for lesson:

Students will be able to demonstrate
understanding of Throw Your Tooth on the
Roof by contributing to a collaborative world
map and readers journal entry through
referencing the text to answer the question,
What do kids in this part of the world do
when they lose a tooth?
Differentiation
ELL and/or below

Chuven and ODowd

Materials: Text (1 teacher copy, 1 text selection photocopy per
student), sticky notes, map, document camera/screen, dry erase
marker and board, graphic accessories for map, powerpoint with
map and writing prompt
1. Hook/Accessing prior knowledge:
I. Everyone here has lost a tooth before, right? What did you
do?
II.
Did you know that some children follow a different tradition
when they lose a tooth? Not everyone leaves their tooth
under their pillow for the tooth fairy. In different cultures and
parts of the world, children follow varying, similar, different
and unique traditions when they lose a tooth.
2. Introduce Book/Model Lesson:
I. Technology: Project text selection on document camera - read
North America section
II.
Briefly highlight text features - differentiation (headings, short
paragraph narrative descriptions, supporting illustrations)
III.
Model creating sticky notes ( Recomposing the text into a
numbered timeline that names the region/regions that follow
the tradition being summarized from the informational
narrative (i.e. USA/Canada: 1. Place under pillow. 2. Go to
sleep 3. Tooth fairy comes 4. In USA, money is left in its
place). Will demonstrate the graphic accessories we can pick
to add meaning to our map and timelines.
IV.
Check for understanding/Guided Practice: Ask for
contributions from students to complete a sticky note for the
Navajo culture timeline recomposition.
V.
Technology: Project collaborative map PPT onto white board
VI. Model placing sticky notes in appropriate location on the map
and explaining the timeline and why we wrote what we did.
3. Student Pair Activity /Guided practice:
I. Direct Instruction/Explain activity: students will work as
partners and will explore some of the traditions followed
around the world in certain regions from their groups reading
selection. The pair will pick a minimum of 2 regions from
their reading selection pages to summarize and present that
the students find interesting and/or noteworthy. Students will
complete and present sticky notes as modeled: as a labeled
timeline they will place on the map. Students will be asked to
share/explain the tradition followed that they read about and
summarized on their timeline sticky note contributions.
II.
Pair students and provide reading selection page handouts
and sticky notes.

grade-level
readers:

Accessible
text with
short,
reasonable
entries.
Model
activity
Highlight
text
features to
make text
and
supports as
accessible
as possible.
Students
will work
with a
partner who
can support
with difficult
words if
needed
Word
mining
group
activity to
help
augment
vocabulary
we can use
during
readers
notebook
activity
Allow
response in
complete
sentences
or graphic
recompositi
on in

Chuven and ODowd

III.

IV.

V.

Students work together to create 2+ sticky notes per pair

that, based on recomposing the information found in their
text selection into timelines, answers the question: What do
kids in this part of the world do when they lose a tooth?
Check for Understanding/Formative Assessment: While pairs
are reading and working on this activity, teacher will circulate
room, observe and check for understanding to inform
instruction and provide extra support and assistance if need.
Students will place their groups sticky notes on the projected
collaborative map in the correct region, and will explain what
they learned from their text selection and wrote about, and
why they chose to write about that tradition from the
selection available to them.

4. Class Observations/Check for Understanding/Feedback:

I. Discuss our observations, encourage feedback, and check for
understanding of the lesson with questions such as the
following:
-What do you notice about our map of traditions?
-Did you notice similarities between countries and regions in
their my tooth fell out traditions?
-Why do you think that is?
-Why do you think people in other parts of the world have the
traditions that they follow?
II.
Prepare for independent activity: Lets word mine. When you
think about the traditions weve read about and discussed
that are different than ours, what are some of the words you
can think of that describe your perception of those other
traditions?
III.
Collect a variety of good, descriptive, positive words we can
use to describe our feelings and perceptions we confront
when we learn about cultures and traditions different than our
own, which we can apply in our readers notebook activity.
Independent Practice/Summative Assessment/Closure:
I. Students will write in their readers notebook on the following
prompt well project on the board
II.
Students will be asked to select one tradition they or another
group read about and discussed and use that regional
tradition to respond to the following prompt:
In my home, when I lose a tooth I
If a child in _____(place)_______, loses a tooth he or she
I think that the tradition in ___(place)_____ is ___(word mine
descriptor)____ because
III.
Students can respond to the entire prompt with complete
sentences, but we will explain they have the option to

readers
notebook
entry used
for
summative
assessment
.

Chuven and ODowd

respond with an illustrated, labeled process diagram timeline
when explaining the tradition they follow and the one that is
followed in the region they selected, but should still write in
complete sentences to state and explain their opinion of the
tradition.
Evidence of Understanding:
Formative: Students will be able to demonstrate understanding of text by working in
pairs to create and explain timelines that recompose information they learned about
traditions from their text. Teachers will take notes on student participation and
understanding of the activity and will provide scaffolding if needed. Formative
assessment and informal assessment will also come via the students sticky note
contributions and their explanation of what they learned from their text selection.
Summative: Students will be able to demonstrate understanding of text by
summarizing and reflecting on what they learned in their reading journal entries.
Please see rubric.
Summative Assessment: Readers notebook entry rubric:
Throw Your Tooth on the Roof
Student Name:
Element
Response to
writing prompt:
In my home,
when I lose a
tooth I

Target (2)
Student wrote
complete sentences
or an illustrated,
labeled timeline that
describes their
personal tradition in
response to the
writing prompt

Response to
writing prompt:
If a child in
_____(place)___
____, loses a
tooth he or
she

Student wrote
complete sentences
or an illustrated,
labeled timeline that
describes a tradition
they learned about
from the text in
response to the
writing prompt
Student wrote
complete sentences
in response to the
writing prompt and
provided reasons to

Response to
writing
prompt:
I think that the
tradition in

Needs improvement (1)

Student did respond to
writing prompt, but did not
write in complete
sentences, or did not
respond in an illustrated,
labeled timeline to describe
their personal tradition in
response to the writing
prompt
Student did respond to
writing prompt, but did not
write in complete
sentences, or did not
respond in an illustrated,
labeled timeline in
response to the writing
prompt

Incomplete (0)
Student did not
respond to this
portion of the
writing prompt

Student did respond to the

prompt but did not write in
complete sentences or did
not provide any reasons to
support their response.

Student did not

respond to this
portion of the
writing prompt

Student did not

respond to this
portion of the
writing prompt

Chuven and ODowd

___(place)_____
is ___(word
mine
descriptor)____
because
Total ______/6
Notes:

support their
response.