Lesson Plan Template

Date: 2/28
Goal(s): Students will finish the book of The Three Little Pigs. Students will also write a
short paragraph explaining the sequence of the story

Objective(s):
By the end of the lesson, students will be able to properly sequence the story of the three little
pigs by placing picture cards and/or sentences in the correct order.
By the end of the lesson, students will be able to complete a graphic organizer to
demonstrate the Beginning, Middle and End.

Common Core Standards:

4.RL.3 Describe in depth a character, setting, or event in a story . or drama, drawing on specific details
in the text (e.g., a character s thoughts, words, or actions).
4.RL.4. Determine the meaning of words and phrases as they are 4. used in a text, including those
that allude to significant characters found in mythology (e.g., Herculean).
4.W.4.Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience.

Materials:
Teacher Materials: Multileveled text books for The Three Little Pigs, post it notes,
materials for house building (straw, toothpicks, paper, glue, tape)
Student Materials: Pencil

Launch/Anticipatory Set:
We will be splitting the students up into groups, based on reading level. We want to improve
their decoding, comprehension, summarizing and sequencing skills.

Instruction/Procedures:
Guided Reading Group: Students will then read the rest of the book by quietly reading. If the
students finish they will reread the book. I will be listening to each student read and take
notes. Students will have post it notes in the books. Once they reach a post it note the
students will have to write a sentence about the part of the story they read so far. Once all
students complete at least one read through of the book, we will discuss the book through
open ended questions. After this we will focus on sequencing the story and vocabulary words
that may have been tricky for them.

Additional Group: The other group of students will begin guided writing instruction. They will
focus on Beginning-Middle-End to go along with the sequencing approach being taught in the
guided reading group. Students will be using a graphic organizer to help them organize their
thoughts. Then they are to write a five sentence paragraph with an introduction sentence,
three sentences explaining the BME, and then a closing sentence.
Independent practice:
Students will finish their creation of their houses and then we will test out their houses to see
if they can withstand the big bad wolf (fan).

Differentiation/Planned Supports:
Groups of students will be broken up by reading ability. They will receive the appropriate level
text.

Smart Parts (Multiple Intelligences):

Body: Building the houses out of the different materials
Word: reading and discussing the story and writing
People: They will be in groups and will have to discuss and listen to one another

Closure:
Students will explain why they think the houses they built were able or not able to withstand
the fan. They will make comparisons or contrast of what happened to their houses to the
story.