Re-Envisioning/Culturally Relevant Lesson Plan (Reading)

Name: Caleigh Daigle

Title: Boundless Grace

Grade: 3rd Grade

Concept/Topic: Multiculturalism/Diversity & Families

Time Needed: 30-45 minutes

Overarching Theme: Asking and answering questions in order to better understand the content.

Anchor Standard: Analyze how and why individuals, events or ideas develop and interact over
the course of a text. Determine central ideas or themes of a text and analyze their development:
summarize the key and supporting details and ideas.

Practice: Asking and answering questions to understand the text on a deeper level. In order to
understand character development and events that occur throughout the story, as well as the
central theme/message of the story.

Reading Comprehension Strategy: Questioning the Text

Lesson Plan Background Information

Identify Desired Results/Learning Outcome/Essential Question: Students will
- Explain how a character develops throughout a text
- Use questioning strategies to understand the text at a deeper level
- Ask and answer questions about the text
- Describe how families are diverse and critique the fact that society has a certain
idea of families
*How does asking and answering questions while were reading help us to understand the
character, the theme, and the overall text on a deeper level?*

NCSCOS Standards:
Social Studies
3.H.2 Use historical thinking skills to understand the context of events, people and places.
- 3.H.2.1 Explain change over time through historical narratives (events, people
and places).
3.C.1 Understand how diverse cultures are visible in local and regional communities.

English Language Arts

Anchor Standards
 - CCRA.R.2 Analyze how and why individuals, events or ideas develop and
interact over the course of a text.
- CCRA.R.2 Determine central ideas or themes of a text and analyze their
development: summarize the key and supporting details and ideas.
Literature Standards: Key Ideas & Details
- RL.3.1 Ask and answer questions questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
- RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.

Assessment Plan:
Students will be able to ask questions while reading that will help them determine the central
message and how that connects to how the character has changed throughout the text. They
will be able to practice asking and answering questions while reading in pairs and individually.

Prior Knowledge/Connections:
Students might have practice with asking questions while reading and inferring the text. The
book might be familiar to some. They also might understand how diverse families are.

Lesson Introduction/Hook:
Introduce lesson by showing pictures of families around the world. Ask students what they
think of when they hear the word family. Have a discussion and ask: Do these pictures look
like your family? Is every family the same? Also discuss importance of asking questions while
reading.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
The book will be read aloud to ensure that every student is able to access the complex text.
Students have the opportunity to share their ideas and questions in a low stress environment by
writing them down. I will model the process to help scaffold the learning for students that need
it.

Cultural Relevance:
- Academic success: There will be high expectations for all students, and the
focus will be on using growth mindset and strengths-based vocabulary. The book is at a
challenging level for students to read on their own, but will be successfully used as a
read aloud.
- Cultural competence: Students will develop cultural competence through the
use of a multicultural text. The focus is on families and how there is not a typical
family and the diversity that exists across the world.
- Critical consciousness: Students will develop critical consciousness by
 critiquing what society describes as a typical family and determine what families are
like today. Also discussing how this viewpoint of families does not represent our world.

Lesson Development:
Introduction/Hook: Start by discussing families and what they think of when they hear that
word. Explain that we will be reading a book and focusing on questioning.
- What do you think of when you hear the word family?
- (If time, include photos of families around the world)
- When we read, we get information in two ways. Some
information is right there on the page, while other information is not right there,
but if you look for clues you can figure out the answer. Today were going to
work on this by asking and answering questions while were reading. I want
you to focus on how the main character changes throughout the story, and how
that reflects or shows the central message or big idea of the text.
- Good readers ask and answer questions while theyre reading
(refer to anchor chart)
Lesson Activity: The purpose of the activity is for students to practice asking and answering
questions while theyre reading to understand how characters develop throughout a story and
how they portray the central message. To do this, I will read the book Boundless Grace and
use the gradual release of responsibility model. We will ask questions before, during and after
reading.
- I do: Modeling reading Boundless Grace by explaining that I
ask questions before, during, and after my reading so I can look deeper at the
text. Read a few pages of the story and model asking questions and both
looking at the text and inferring to determine the answers.
- We do: Have students join in, writing down their questions on
sticky notes and trying to answer them with the help of other students. Focus on
having a discussion about how the character is feeling and her actions. Stop
after every couple of pages and choose 3-4 students to provide their questions
and answers. Does it change throughout the story?
- You all do: Students work individually to read a text and
complete a graphic organizer where they ask and answer questions before,
during, and after reading. Discuss as a group the questions they were asking and
the ways they could be answered.
Closure: Have a discussion about what they think the central message or big idea of the text
was.
- How did asking and answering questions help you to figure that
out?
- What could the title mean?
- Discuss how the family in the story is similar or different to their
families
 - When she describes the typical families in her stories she says
hers isnt like that, do you think stories today portray or show real families?

Specific Questioning (throughout lesson plan):

- What do you think of when you hear the word family?
- When you watch movies or tv, or read books, how is family portrayed or seen?
- Are all families the same?
- How do we learn about characters in a story?
- How could asking questions while reading encourage us to think more about the
text?

New Vocabulary:
- Benachin: rice dish
- Diversity- differences

Concluding the Lesson/Closure/Debriefing:

To wrap up the lesson, we will discuss what we think the central message or big idea of the
text was. Reflect on how the questions we asked throughout the reading helped us determine or
find that out.

Materials/Resources:
- Boundless Grace text
- Sticky notes & writing utensils
- Chart paper
- Copy of text
- Graphic Organizer

Teaching Behavior Focus:

My teaching behavior focus is building classroom climate by providing response opportunities,
lesson planning and implementation by questioning to use cues and feedback, and meeting the
needs of learners by encouraging and fostering student engagement through discussions.
Follow-Up Activities/Parent Involvement
As an extension to learning about families, students will bring in something (picture, artifact)
that makes their family unique and explains their familys culture.

Resources from Lesson:

Graphic Organizer Anchor Chart