Intern: Bethany Bursak Grade: 3rd Grade Subject: Reading

Lesson Date: November 13th 2018 Lesson Duration: Approximately 30

minutes
Rationale: We are finding the “aha moment,” or the moment where a character had a
change of heart in the text. We are doing this to practice analyzing stories for deeper
meaning.

Standards/Indicators:

3.RL.2.1: Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis of the answers

3.RL.3.2: Distinguish personal point of view from that of the narrator or those of the
characters

3.RL.1: Read and comprehend a variety of literature within a range of complexity appropriate
for grades 2-3. By the end of grade 3, students interact with texts proficiently and
independently

3.RL.2.3: Describe characters in a story and explain how their actions contribute to the plot?

3.RL.4.2: Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (ex: in books from a series.)

Essential Skills (Objectives):

Students will analyze the culturally relevant text to understand how and why the characters
perspective changed based on actions in the story. This change in perspective will be called
the “aha moment,” and is a continuation of a set of reading strategies called “notice and
note.”

Procedures:

1. Lesson will start out as whole group where we will introduce the new “Notice and
Note,” anchor chart for the “aha moment”
2. Talk about as a class what an “aha moment” was in books we have previously read as
a class
a. Pa’s Bridge
b. Enemy Pie
3. An interactive read aloud of the story “Jamaica’s Find”
 a. During the story I will pause and ask students to turn and talk about what they
think the point of view is and how they know (we have been working on
identifying the point of view in all stories)
i. I will then have one student share out
4. Give students a whiteboard and a marker. We will ask them to write down what they
thought the aha moment was and discuss with those around them
a. One student (chosen on a volunteer basis) will write their thoughts on a sticky
note on the projector as an example for the class
i. This student will be asked to put their sticky note on whiteboard under
the title “What is an aha moment you found while reading”
5. Students will be instructed to take a sticky note with them during independent
reading and if they find an “aha moment” to write it down and put it on the
whiteboard
Differentiation/Modifications:
 Additional instruction will be available for struggling students during independent
reading
 Students will be reading “just right books” that are not too easy but not too
challenging for them.
a. Students have the ability to choose books on their own, and teacher
assistance will be provided if a “just right book” cannot be found
 Flexible seating is provided for independent reading time and students have the
option to choose to work in the area that they learn best
 We will review previously read texts to provide examples of what an aha moment
looks like before reading Jamaica Finds for extra scaffolding
Resources:
 Whiteboard
 Personal white boards for each student
 White board markers for each student
 Anchor chart
 “Jamaica Find’s” Book
Assessments:
 Summative Assessment
o Students will be given an exit ticket on Wednesday after our read aloud and be
asked to name a “Notice and Note” that they saw in the text. One of which
could be the “Aha Moment” being introduce during this lesson
 Formative Assessment
o Students will be placing sticky notes on the whiteboard stating an “aha
moment” they found during independent reading
Assessments Continued:
 Guided Practices: (You do it, I help)
o Students will be writing their own thoughts about what the “aha moment”
was in “Jamaica’s Find” on individual whiteboards. I will be walking around to
provide assistance to those who are having trouble, and I will have the book
with me as a resource to show them explains of where to find the “aha
moment”
 Independent Practice:
o Students will have their sticky notes given to them at the end of our lesson to
practice finding aha moments during independent reading.
Reflect/Closure:
What went well? What would you like to have done differently? How will you use this
information to plan your next steps?
 These notice and notes go very well in our classroom. It allows students to look into
the deeper meaning of stories that they read
 One thing I would change would be the introduction to the lesson. I believe I should
have reviewed the rug rules before the lesson to remind students that we sit criss
cross on the rug, only speaking if they raise their hands, and sitting in a place that will
help them learn best.