Language Arts Sampler

Rebekah Chesney
TLED 432 Fall 2022

Monday
Literacy Focus Unit
Date: September 16, 2022
Lesson Title: “New Beginnings”
Lesson Author: Bekah Chesney
Grade Level: 3rd Grade
Subject Area: Reading

Standards:
3.5 - The student will read and demonstrate comprehension of fictional text and poetry.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.

Opening:
This is a great start to the first day of school. To introduce this lesson TTW ask students to sit near someone they don’t
know or don’t know very well. (If there is an odd number of students there may be three to a group.) TTW pass out two
sheets of paper and pencil to each student. TSW spend three minutes talking to their partner(s) and writing down things
that make them different on one side and things that are similar on the other of one sheet of paper. After the time is up
TTW pass out the anticipation chart and work together as a group to make predictions.
Featured Book:
The Day You Begin by Jacqueline Woodson
Overview:
This lesson will be an introduction to the book The Day You Begin by Jacqueline Woodson. A group activity will be used
to enhance students to think about the differences in people as well as make connections to past experiences of meeting
new people before. The students will be introduced to new vocabulary at the prior to reading the story. The students will
be asked to listen for the words and then the story will be paused to discuss what the words mean based on the reading.
We will follow the YouTube read along as a class. After the story we will discuss our original group activity and compare
to what we learned in the story.

Materials:
Pape
Pencils
Colored pencils

Resources:
Preprinted anticipation chart
Internet connected smart board or laptop connected to large screen.
YouTube video found at https://youtu.be/0Yp9phwqtIE
Possibly Each student’s assigned Chromebook if needed for an ELL

Strategies:
Anticipation chart
The vocabulary will be discussed before reading to make the story clearer.
Discuss before reading some examples of differences to be on the lookout for in the story.

Vocabulary:
Rigoberto
Chayla
Nadja
Angelina
Venezuela
France
India
Spain
Souvenir
Kimchi

Vignette:

1. TTW give each student 2 blank sheets of paper 1 page to work on with their group, the other
independently. TTW hand out the anticipation guide.
2. The first assignment is the small group or pairs work. TSW make their lists and then upon completion
set them aside to review after the story.
3. TTW list the vocabulary words on the board and discuss pronunciation using the anticipation guide the
students will follow along. If at any time the student finds a word in the story, they are not familiar with
they add it to their guide.
4. TSW write a minimum of three sentences of what they think makes them unique on the anticipation
guide
5. TTW use the internet connected technology to load the YouTube video and play the read aloud story.
6. TTW stop at each vocabulary word and discuss our definitions and compare to the story to confirm if we
were correct.
7. TTW then split the students up into the groups again and they can discuss what happened in the story.
8. TSW work with their group to make a list of differences and similarities of the book to their real lives on
the second provided paper.
9. TSW use the back of the second paper to draw a picture reflecting on the story if time allows.
10. Upon completion, TSW discuss their top 3 differences and similarities from the book to the class.
11. TSW turn in the anticipation guides and TTW anonymously read the “I am unique because” prompts.
And discuss any words that the student may have added that they were not familiar with.

Assessment:
The students predict the definitions of the vocabulary words based on prior knowledge. During the reading we will discuss
the vocabulary and determine if our predictions were correct. TSW be asked to verbalize their understanding of how their
real life connects to the books story. And give examples of their prior experiences. At the end of the week the anticipation
chart will be given again formatively to compare understanding.

ELL Modifications:
This book is available in Spanish as “El Día En Que Descubres Quién Eres!”
YouTube read aloud version also available in Spanish at: https://youtu.be/PfRfaM9LJe8
This book is available in French as “Un Jour, Tu Découvriras..”
YouTube read aloud version also available in French at: https://youtu.be/lvp0ZXpGviw

Students preferring to hear the story read in their own language will be provided with the link and headphones to listen
along on their Chromebook.
Anticipation chart: and writing prompt (Vignette #4) to be printed listed on the next pages

Unique Places
Venezuela
A country in South America.
 They speak Spanish.

France
A country in Western Europe.
They speak French.

India
A country in South Asia.
They speak Hindi and English

Spain
A country in Southwestern
Europe.
They speak Spanish.

Unique Names:

Rigoberto (r-ee-g-bh-er-t-oh)
Chayla (sh-ay-luh)
 Nadja (n-ah-d-ja)
Angelina (an-juh-lee-nuh)

Unique Words:

Souvenir (soo-vuh-neer) - a small item to help you remember a trip

or adventure with.

Kimchi (kim-chee) - a traditional Korean side dish of salted and

fermented vegetables

Any other words in the story you were unsure of?

1.
2.
3.
4.
5.
I am unique because…
Literature Circles
Date: September 22, 2022
Lesson Title: “New Beginnings”
Lesson Author: Bekah Chesney
Grade Level: 3rd
Subject Area: Reading
Standards of Learning:
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions
i) Identify the conflict and resolution.
Materials:
Vocabulary list with place for definitions under the words (on the back for the 3 rd book)
Pencil
Crayola crayons or colored pencils
Worksheets for assigned book
Journal or separate paper
Anticipation vocabulary guide for each book
Resources:
Book 1 At Level (3rd “L”) The Mysterious Neighbor by Loretta West Illustrated by Jeremy Tugeau
Book 2 Below Level (2nd “K”) A friend for Ben by Jeanette McMahon Illustrated by Marla Baggetta
Book 3 Above Level (3rd “P”) There are things I don’t know by John Manos Illustrated by Susan Aiello
Strategies:
Connection to featured (whole class) book: All books involve students meeting and making new friends and identifying
different is not bad.
Vocabulary:
Book 1: Book 2:
Mysterious Scarabs Cerebral Palsy Reserved
Neighbor Fireflies Wheelchair Evergreen
Kiwi Twinkling Pitcher Journals
Goliath Curiosity Afterward Introduced
Wondered
Book 3:
Abuelo Abuela Manolo Campos Mr. Obando
Arroyo South Texas Javelina Kingsville
Exhausted Miserable Falfurrias
Bronco Cantaloupes Tamales
Vignette:
1. TTW instruct the students to take their differences/similarities list with them and split the students into their groups (as
applicable each group will be assigned a corner area).
2. TTW hand out the books appropriate for each group.
3. TTW ask the students to review the front and back cover and quietly discuss amongst themselves what their thoughts
are about the book.
4. TTW hand out the vocabulary lists and ask the students to look over the words and to think about any words they do not
understand.
5. TTW hand out the anticipation guide of vocabulary and instruct the students to review the words and definitions in the
middle and mark either agree or disagree on the left side.
6. TTW spend 5-7 minutes with each group discussing the anticipation guide and their predictions about the book.
7. TSW read quietly out loud to their group with students taking turns reading.
8. After the students finish reading, they will review their vocabulary words to confirm understanding based on the
context of the story. At this point TSW work together to find the evidence in the story that collaborates their
understanding of the words.
9. TTW work with each group to discuss any words they could not find or answer any questions about the story they may
have.
10. TTW will pass out the worksheets for each group and instruct to complete them.
11. After the students complete their worksheet(s) TTW instruct them to draw a picture on the back of what the problem
(conflict) of the story was and how the problem was fixed (resolution)

Assessment:
After reading through the story TSW write in their journals (or if they do not have theirs, a separate sheet of paper) about
a time where either they were in a new class or when they had a new student in their class. On the bottom of the page
TSW will explain how they were able to bridge the differences. If the student states, they have not been in this situation
then modify to a ‘what if’ situation.
When the whole class is finished each group will chose a leader to tell the rest of the class about their story.
As a whole class we will discuss our similarities and differences and relate them to the books.
Differentiated Instruction:
For ELL the vocabulary words will be translated into their native language next to the English words.
If needed will get whole book translated into their native language and an audio recording of it being read for the students
to listen to if a translator is not available in person.

Vocabulary words to be printed for each student listed below

Mysterious Scarabs
Neighbor Fireflies

Kiwi Twinkling

Goliath Curiosity
Definitions: ___________________________________________________________________________
Cerebral Palsy Reserved
Wheelchair Evergreen
Pitcher Journals
Afterward Introduced
Wondered
Definitions: ___________________________________________________________________________
Abuelo Abuela
Mr. Obando Arroyo
South Texas Javelina
Kingsville Exhausted
Miserable Falfurrias
Bronco Tamales
Cantaloupes Manolo Campos
Definitions: ___________________________________________________________________________
 Anticipation Guide
Before Reading The Mysterious Neighbor After Reading
Agree Disagre Vocabulary Agree Disagree
e
Mysterious means scary.
Evidence:

Neighbor means your closest friend.

Evidence:

Kiwi is Lily’s dog.

Evidence:

Goliath is the name of Lily’s favorite show.

Evidence:

Scarabs are only found in pyramids.

Evidence:

Fireflies are real flies on fire.

Evidence:

Twinkling is a small sparkle in the eye.

Evidence:

Curiosity means to learn something new.

Evidence:

Name:_______________________
Draw a line from the word to its definition.

Mysterious person who lives close to someone else

Scarabs a small oval fruit that is good to eat. Kiwis have brown
skin and green flesh

Neighbor a light that flickers or is not steady

Fireflies something thats unknown or explained

Kiwi a beetle that is ranked as the largest beetle on the planet

Twinkling large, hard-shelled beetles

Goliath an unusual or odd thing

Curiosity an insect whose lower body flashes with light at night. A

kind of beetle.
Name: _________________________________________________

The Mysterious Neighbor

B Q W I D T D B Q W E S

R J J Q M V G K A F G C

N E I G H B O R E E T A

V C U R I O S I T Y Q R

Y M T K U I X C Y P M A

M Y S T E R I O U S D B

G O L I A T H K I W I S

Q T T W I N K L I N G R

Find the following words in the puzzle.

Words are hidden and .

CURIOSITY MYSTERIOUS TWINKLING

GOLIATH NEIGHBOR
KIWI SCARABS
 SOLUTION

The Mysterious Neighbor

. . . . . . . . . . . S

. . . . . . . . . . . C

N E I G H B O R . . . A

. C U R I O S I T Y . R

. . . . . . . . . . . A

M Y S T E R I O U S . B

G O L I A T H K I W I S

. . T W I N K L I N G .

Word directions and start points are formatted: (Direction, X, Y)

CURIOSITY (E,2,4) MYSTERIOUS (E,1,6) TWINKLING (E,3,8)

GOLIATH (E,1,7) NEIGHBOR (E,1,3)
KIWI (E,8,7) SCARABS (S,12,1)
Book 2 worksheet:

Anticipation Guide
Before Reading A friend for Ben After Reading
Agree Disagree Vocabulary Agree Disagree
Cerebral palsy means a person’s body is broken.
Evidence:

Evergreen means it stays green all the time.

Evidence:

Afterward relates to a later time.

Evidence:

Reserved means its only available for a select person.

Evidence:

Pitcher is what holds your iced tea.

Evidence:
 Introduced means meeting new people.
Evidence:

Wheelchair is like an office chair, on wheels.

Evidence:

Journals are the books we use in class.

Evidence:

Wondered means you thought about something.

Evidence:

Name: ______________________
Read the list of vocabulary in the bank. Choose one word to fill in the sentence
correctly. Each word will only be used once!

The vault
Remember each will only be used once!
Cerebral palsy Reserved Wheelchair
Evergreen Pitcher Journals
Afterward Introduced Wondered

1. I ________ if Ben and Eric would be friends.

2. Eric needs a ________ to get around school.
3. ________ are a great place to write your ideas down.
4. Eric’s mom tried to park in a spot ________ for Eric.
5. ________ causes muscles not to work the same way.
6. Eric is a great ________!
7. The name of the school is ________ Elementary School.
8. It was very nice that the teacher ________ Ben.
9. ________, Eric was very happy to go to the new school.
ook 3 worksheet:
 Anticipation Guide
Before Reading There are things I don’t know After Reading
Agree Disagree Vocabulary Agree Disagree
Abuelo is the grandfather.
Evidence:

Abuela is the grandmother.

Evidence:

Mr. Obando is the father.

Evidence:

South Texas is where Manolo is from.

Evidence:

Kingsville is the capital of Chicago.

Evidence:

Miserable means to feel bad.

Evidence:

Bronco is a type of car.

Evidence:

Cantaloupes are a summer melon.

Evidence:

Manolo Campos is the main character.

Evidence:
 Arroyo is a riverbed.
Evidence:

Javelina is the dog’s name.

Evidence:

Exhausted means full of energy.

Evidence:

Falfurrias is where they live.

Evidence:

Tamales is a soft taco.

Evidence:

Name:__________________

Word Scramble! Rearrange the letters to find the correct word!

UEBLAO
ELBUAA
NLMOAO
MR OADBNO
AYRORO
UOSHT ETSXA
IVAJLNEA
KILGSNVEIL
THAXSEUED
BLSIAMERE
FIUAARRSLF
NCOORB
CSUNLOTPAAE
EAMTASL

Writing Workshop
Date: September 27, 2022
Lesson Title: “Welcome to our class”
Lesson Author: Bekah Chesney
Grade Level: 3rd Grade
Subject Area: Language Arts

Standards of Learning:
3.8 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.
 a) Engage in writing as a process.
b) Identify audience and purpose.
c) Use a variety of prewriting strategies.
d) Use organizational strategies to structure writing according to type.
e) Write a clear topic sentence focusing on main idea.

Overview:
TSW be writing letters in a fictional setting that they are getting new students in the class. TSW give at least
three class rules that the new student should be aware of as well as the name of a staff member to go to for help.
TSW use at least two spelling words within their letter.
Materials:
Pencil
Sheet of paper
colored pencils or crayons

Resources:
Book 1 At Level (3rd “L”) The Mysterious Neighbor by Loretta West Illustrated by Jeremy Tugeau
Book 2 Below Level (2nd “K”) A friend for Ben by Jeanette McMahon Illustrated by Marla Baggetta
Book 3 Above Level (3rd “P”) There are things I don’t know by John Manos Illustrated by Susan Aiello
Printed Graphic organizer
Printed writing prompt
Printed rubric
Strategies:
TSW use their graphic organizer to setup their letter.
TSW identify each requirement of their writing by color.
An anchor chart with the expectations for the letter.

Vocabulary:
Book 1: Book 2:
Mysterious Scarabs Cerebral Palsy Reserved
Neighbor Fireflies Wheelchair Evergreen
Kiwi Twinkling Pitcher Journals
Goliath Curiosity Afterward Introduced
Wondered
Book 3:
Abuelo Abuela Manolo Campos Mr. Obando
Arroyo South Texas Javelina Kingsville
Exhausted Miserable Falfurrias
Bronco Cantaloupes Tamales
Vignette:
1. TTW split the students up into their leveled groups.
2. TTW ask the students to discuss and explain what fictional vs. nonfictional means in this context.
4.TTW give the students 10 minutes to brainstorm together and make notes on their sheet of paper.
5. TTW ask students to return to their desk and give out the graphic organizer.
6. TTW work with the whole class on an example on the smart board of what is expected on the graphic
organizer.
7. TTW provide each student with a copy of the rubric and discuss the expectations and show them where those
are on the rubric.
8.TSW complete the graphic organizer in pencil using the colored pencils to note the intro, body, vocabulary
words, and conclusion sections as listed on the rubric.
9. TTW have the rubric also showing on the smart board.
10. During this time the TTW review each student quickly to ensure comprehension of the assignment as the
teacher is walking around the room.
11.TSW turn in their organizer when done for review and feedback.
Assessment:
TTW use the graphic organizer to provide formative feedback. TTW also use the rubric to reference to students
in the feedback the criteria for the assignment.
Differentiated instruction for Els:
For Els depending on their level will either allow them to dictate their letter into a computer for translation. Or
having a premade letter where the student can copy the sentence structures and add their answers appropriately.

NAME:____________________

Welcome to our class!

Now that we have read about friends in new situations

lets imagine if we got a new student this year!

On the back of this paper write a letter to our new classmate.

Your letter needs to include:

1) A greeting to the student (your choice if it’s a girl or a boy and

yes you can give them a name!).
2) This sentence should be underlined in green.
3) Tell our new student at least three class rules that you think are
most important.
4) This sentence should be underlined in red.
5) Let our new friend know who they can always go to if they need
help.
6) This sentence should be underlined in blue.
7) Use at least two vocabulary words.
8) Underline your vocabulary words in any other color.

RUBRIC

5 points 4 points 1-3 points

 Structure I have all the I have all the I am missing two or
components of the components of the less components of
graphic organizer graphic organizer my graphic
in my letter in the in my letter, but organizer
correct order. they are in the
wrong order.

Class rules
I gave 3 class rules I gave 1-2 class I gave 0 class rules
rules

Greeted the new The first sentence The new student is There is no greeting
student includes a greeting acknowledged or acknowledgement
to the student. somewhere but not of the new student.
the first sentence.

Vocabulary I used 2 I used 1 I used 0 vocabulary

Words vocabulary words vocabulary word words in my letter.
correctly within correctly within
my letter. my letter.

Anchor Chart

Used Graphic Organizer?

Are my sentences underlined with the correct colors?
 Did I list at least 3 class rules?
Did I include a greeting?
Did I use 2 or more vocabulary words?

What are the class rules they need to know? (List 3)

Rule 1. Rule 2. Rule 3.

GRAPHIC ORGANIZER

Greeting Hello!

Topic Sentence:
Why are you
writing this
letter?
 References:

Thematic Unit
Date: October 4, 2022
Lesson Title: “New Beginnings”
Lesson Author: Bekah Chesney
Grade Level: 3rd Grade
Subject Area: Language Arts

Standards of Learning:
Did you use any
Who can you go to for help?
vocabulary
3.1.1 The students will give oral presentations.
words?
a) Speak clearly using appropriate volume.
b) Speak at an understandable rate.
c) Make eye contact with the audience.
d) Organize ideas sequentially or around major points of information using appropriate facts and relevant details.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
f) Use multimodal tools to create presentations and enhance communication.
3.2 The student will give oral presentations.
a) Speak clearly using appropriate volume.
b) Speak at an understandable rate.
c) Make eye contact with the audience.
d) Organize ideas sequentially or around major points of information using appropriate facts and relevant details.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
Overview: The students will work independently or in small groups to complete a RAFT activity on the theme “Welcome
to our class”. The students will spend Monday choosing an activity and brainstorming how to complete the assignment.
Materials:
Language Arts Journals
Crayons/Colored Pencils/Markers
Pencils
Paper
Resources:
RAFT Handout
Chromebook or iPad
Headphones
Strategies:
Collaborative groups
Differentiated projects - RAFT choice board
Visual presentations
Technology for research and review purposes.
Vocabulary:

fragile (p. 9) something that is easily broken

souvenir (p. 9) something you get from a different place to remind you of that place
kimchi (p. 15) a Korean food that is spicy, pickled cabbage
steel (p. 22) a very hard, strong, gray metal
fabulous (p. 27) extraordinary and amazing~ super awesome!
Vignette:
1. TTW have all the students meet on the carpet and they will have a group discussion about the book: The Day You Begin
by Jacqueline Woodson.
2. TTW give out the RAFT handout to all the students.
3. TSW be given a few moments to take review the handout on their own.
4. TTW go over the instructions of the RAFT explaining how students can work by themselves or in groups of two or
three to complete one of the activities listed on the handout based on the book The Day You Begin by Jacqueline
Woodson.
5. TSW have two minutes to decide if they would like to work independently or in a small group. If they choose a small
group, TTW assign partners based off student skill.
6. TSW then choose their activity and start brainstorming different ideas writing them down in their journals. If they need
them, the students may use their Chromebooks/iPads to get ideas for their projects.
Assessment:
Observation –
TTW walk around the classroom to make sure students are staying on task.
TTW also ask probing and scaffolding questions to get students to think deeper about their ideas.
TTW review the journals at the end of the day and see how each student is contributing to the group.
Differentiated Instruction for English Language Learners: All assignments will be translated into the student’s home
language.

R.A.F.T
Directions: We are making a skit! Each group will be coming up with their own brief story

Role Audience Format Topic

Author/Director The whole class Short “Welcome to our class”
(Linguistic) Story/Screenplay
Artist The whole class Comic Strip, Poster, “Welcome to our class”
(Spatial/Interpersonal) Diorama
Composer The whole class Song/Nursery Rhyme “Welcome to our class”
(Musical)

Role: Author/Director
The students will have the option of acting as an author and creating a short story or acting as a director and creating a
short screenplay. If the students choose to be an author, they must write their own version of the book “The Day You
Begin by Jacqueline Woodson” or one of the three literature circles books. The students must utilize at least five of the
vocabulary words from any of the books. If the students decide to act as a director, they must perform the skit in front of
the class. The group must work together, and everyone must be able to show what they put into the final project.
Role: Artist
The students will take on the role of an artist. They will be asked to create a comic strip, poster, diorama or a door
sign/decoration of the main book or one of the three literature circles books. The students must utilize at least five of the
vocabulary words from any of the books. We read. They will have access to all the materials provided in the classroom.
The group must work together, and everyone must be able to show what they put into the final project.
Role: Composer
The students will act as composers and create a song or a nursery rhyme. The students must use either the main book or
one of the five literature circles books. The students must utilize at least three of the vocabulary words from any of the
books. The group must work together, and everyone must be able to show what they put into the final project. The
students may utilize their devices to find background music tracks (with teacher approval).

Rubric

I got this! I understand a bit I am completely lost

3 2 1
Creativity Student project is well Student project shows a Very little effort was
written or decorated strong attempt but made.
and using all available missing key elements.
resources.
Understanding The student shows a The student shows The student shows little
strong understanding of some understanding of to no understanding of
the material. The the material. The the material. The
created project goes created project has created project has little
with the theme of the some similarities from to no similarities from
books. the theme of the books. the theme of the books
Vocabulary The project The project The project
incorporates five or incorporates two to four incorporates one or
more of the vocabulary of the vocabulary none of the vocabulary
words. words. words.
Participation The students show The students show The students show less
equal individual more than 25% than 25% contribution
contributions to the contribution to the to the project.
project project.
Closing:
To close out the lesson the students will complete a reflection of the prompt “How I
can be a welcoming friend to a new student “. The reflection must be at least ten
sentences long, reference at least one of the readings, and include at least three
vocabulary words.

References:

France map and Satellite Image. Geology.com. (n.d.). Retrieved September 15, 2022, from
https://geology.com/world/france-satellite-image.shtml

India map and Satellite Image. Geology.com. (n.d.). Retrieved September 15, 2022, from
https://geology.com/world/india-satellite-image.shtml

Spain map and Satellite Image. Geology.com. (n.d.). Retrieved September 15, 2022, from
https://geology.com/world/spain-satellite-image.shtml

Venezuela map and Satellite Image. Geology.com. (n.d.). Retrieved September 15, 2022, from
https://geology.com/world/venezuela-satellite-image.shtml

Worksheets made at https://www.superteacherworksheets.com/generator-word-search.html