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Paris France Lessons

This 4-day lesson plan teaches 3rd grade students about Paris, France. On day 1, students are introduced to the text and learn about the "-tion" phonics pattern. They identify and record words with this pattern. Day 2 focuses on vocabulary, with students circling unfamiliar words and creating symbols to define them. On day 3, students re-read their texts and highlight the author's use of text features. For day 4, students research the Eiffel Tower and write their own page about it, incorporating facts, a vocabulary word, a text feature, and a photograph. Students then present their pages and assess each other's work.

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331 views4 pages

Paris France Lessons

This 4-day lesson plan teaches 3rd grade students about Paris, France. On day 1, students are introduced to the text and learn about the "-tion" phonics pattern. They identify and record words with this pattern. Day 2 focuses on vocabulary, with students circling unfamiliar words and creating symbols to define them. On day 3, students re-read their texts and highlight the author's use of text features. For day 4, students research the Eiffel Tower and write their own page about it, incorporating facts, a vocabulary word, a text feature, and a photograph. Students then present their pages and assess each other's work.

Uploaded by

api-289793716
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Paris, France Reading

Date:
Name: Sara Landis
Subject Area: Reading
Lesson Topic: Text-Dependent Questions, Vocabulary, Phonics
Grade Level: 3rd
Lesson Duration: 4 days, 30 minute class periods
Learning Objectives:
Given the text Paris, France by Sara Landis, a 3D graphic organizer, and a teacher model of
finding and pronouncing words with the tion phonics pattern, students will be able to find at
least two words with this pattern in the text and record them in the graphic organizer.
Given a model of identifying text features, the text Paris, France by Sara Landis, and a class
discussion of the importance of these features, students will be able to write their own page for
the book using one of these text features.
Materials:

Suitcase 3D graphic organizers


Text Paris, France
Google Earth
Paper, markers, crayons for vocabulary symbol
Rubric paper to print rubrics on sticky notes
Sticky notes
Graphic Organizer

Anticipatory Set (Interest Building):


Day 1
1.
2.
3.
4.

We are going to be traveling to Paris, France.


Ask students if they have ever traveled before.
Ask for a few people to share where theyve traveled.
Before we travel we need to pack our bags, right?

Procedure (Lesson Development):


1. This text that we will be reading will have a lot of words that end in the phonics pattern
-tion. We will be packing our bags with these words.
2. Show the graphic organizer and hand out.
3. When this is found at the end of a word it makes the shun sound.

4. Have students repeat this sound.


5. As we read the book I want you to look for this ending pattern to help you decode the
words.
6. When you hear or read a word with this shun ending put your finger on your nose.
7. Call on a student to begin reading.
8. Both groups will be reading the introduction and attractions page together.
9. As students read stop after sentences where students identify the tion ending.
10. Encourage students to write these words on their strips of paper to add to their graphic
organizer.
11. Answer the text-dependent questions as you read (should be about main idea).
12. Have students read their part of the book independently and continue to find the tion
words.
13. Closure for day 1
a. How will you use what you learned about the tion ending when you read a text
in the future?
b. Take a few student ideas
Day 2
1. One group will be reading about the Louvre and the other group will be reading about the
Notre Dame Cathedral.
2. Allow students to explore Google Earth to take virtual tours (or show on the smart board)
to begin to build background knowledge.
3. Yesterday we practiced the tion ending pattern. Today we will be looking for words that
are new or interesting to us.
4. There will be two groups (lower group will read about the Louvre and the higher group
will read about the Notre Dame Cathedral)
5. Tell students that their goal while they read is to circle interesting and new vocabulary
words. Also have them answer the text-dependent questions as they read.
6. Break into groups.
7. Regroup after both groups are done reading. Make sure everyone has at least one
vocabulary word circled from their text.
8. Model how to choose the word. On a piece of paper write the word and a description (use
the text and text features to help you define the word).
9. Then on the other side of the paper use the word/decorate the word to help you remember
what it means.
10. Have students do this with their words
Day 3
1. Students will be rereading their texts today with the goal of focusing on the text features
that the author used.
2. Students must highlight a text feature the author used while reading.
3. Send students to reread in their groups.
4. Regroup and ask students to share what text feature they highlighted. Have them explain
a. Why this text feature helps the reader
b. How it adds more information

c. Also have them evaluate if it was helpful for them


5. Ask them how they can use these features in their future reading or writing.
Day 4 (Culmination)
1. Tell students that they will be writing their own part of the book (using what they already
learned and saw in the other parts).
2. Tell students that they will be researching another monument in Paris: The Eiffel Tower.
3. Discuss what they need in their writing
a. Two important facts about the monument
b. One text feature (review these and remind them to look in the text for ideas)
c. One interesting vocabulary word
d. A photograph
4. Allow students to use computers to research the Eiffel Tower (give them a graphic
organizer to collect the information they need).
5. Give them time to research.
Closure:
Students will have their pages printed out and displayed. Students will go through a gallery walk
to read and see how they set up their page.
Assessment
Informal:

Throughout the lessons I will use formative assessment in the form of questioning and
discussion strategies. I will listen to students ideas and answers to assess if they
understand the phonics pattern and text features.

Formal:

Students will be handing in their written page about the Eiffel Tower which
will be assessed based on the rubric requirements.

Reflection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

The Eiffel Tower Graphic Organizer


Important facts about the monument:
1.
____________________________________
_______________________________________
_______________________________________
_______________________________________
___
2.
____________________________________
_______________________________________
_______________________________________
_______________________________________
___
Vocabulary word and meaning

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