Lesson Plan 2
Objective: After reading Paws+Edward and listening to a presentation from our
school counselor about losing a special person/place/thing, the third-grade students
will work in pairs and write a speech from the point of view of a character of their
choosing from Charlotte’s Web and score at least 12 out of 16 points on the rubric.
West Virginia State Standards:
ELA.3.1: Ask and answer questions to demonstrate understanding of a literary text, referring explicitly to
the text as the basis for the answers.
ELA.3.3: Describe characters in a literary story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
ELA.3.13: Explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood or emphasize aspects of a character or setting).
ELA.3.22: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
ELA.3.23: With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for writing types are
defined in Text Types and Purposes.)
ELA.3.24: With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards up to and including grade 3).
ELA.3.29: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
ELA.3.30: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing ideas
clearly.
ELA.3.35: Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
ELA.3.36: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
ELA.3.37: Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
ELA.3.38: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Lesson Introduction:
Students will listen to a teacher read aloud of Paws+Edward.
Students will free write for 5 minutes of a time when they lost something or
someone special. Students will then talk to a neighbor about what they wrote.
Students that do not want to share do not have to. The teacher will use this time to
use the APL interaction sequence strategy. After students have had time to talk
about what they wrote, the teacher will call on the interviewed person, a random
person, then pick one or two volunteers to share.
*APL (an instructional skills and management workshop) interaction
sequence strategy: The teacher will walk around and talk to students that may need
help. The teacher will talk or “interview” with at least one group until they have a
good idea to share or have the correct answer to give. When the students come
back together, the teacher calls on the interviewed student first to share, followed
by one or two random people, then asks for volunteers to share.
Lesson Procedures:
The guidance counselor will come to the class and talk about the different
losses that people may experience, whether it be losing a loved one, losing their
home, or misplacing a special item.
Evaluation:
Students will choose a character from Charlotte’s Web. Students will pair up
with a student who chooses the same character as them. Together they will write a
speech from that character’s point of view regarding their feelings about
Charlotte’s death. Before publishing their speech, each pair must be able to check
off each item on the Charlotte’s Web POV Writing Checklist.
The teacher will grade writing using the Charlotte’s Web POV Writing
Rubric. (In my typical teaching, students would help create the rubric. This is an
example of what the rubric could be.)
Assessment Plan
Exceeds Expectations:
The student has written a speech from the point of view of a character from
Charlotte’s Web about their feelings regarding Charlotte’s death and scored more
than 12 out of 16 points on the poster and oral presentation rubrics.
Meets Expectations:
The student has written a speech from the point of view of a character from
Charlotte’s Web about their feelings regarding Charlotte’s death and scored at least
12 out of 16 points on the poster and oral presentation rubrics.
Approaching Expectations:
The student has written a speech from the point of view of a character from
Charlotte’s Web about their feelings regarding Charlotte’s death and scored less
than 12 out of 16 points on the poster and oral presentation rubrics.
Far Below Expectations:
The student has written a speech from the point of view of a character from
Charlotte’s Web about their feelings regarding Charlotte’s death and scored less
than 10 out of 16 points on the poster and oral presentation rubrics.
