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    BFG Lesson Plan

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    Kaitlyn April
    This lesson plan is for a 3rd grade class on studying the novel "The BFG" by Roald Dahl. Students will work in groups to analyze unknown words from passages in the book, using context clues and their knowledge of affixes to classify words as positive or negative and identify word classes. The teacher will assess students' understanding through a digital whiteboard activity and worksheet. Students will practice vocabulary, listening, speaking, reading and writing skills while reinforcing their understanding of affixes like prefixes and suffixes.

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    © All Rights Reserved
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    BFG Lesson Plan

    Uploaded by

    Kaitlyn April
    134 views4 pages
    This lesson plan is for a 3rd grade class on studying the novel "The BFG" by Roald Dahl. Students will work in groups to analyze unknown words from passages in the book, using context clues and their knowledge of affixes to classify words as positive or negative and identify word classes. The teacher will assess students' understanding through a digital whiteboard activity and worksheet. Students will practice vocabulary, listening, speaking, reading and writing skills while reinforcing their understanding of affixes like prefixes and suffixes.

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    BFG Lesson Plan

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    This lesson plan is for a 3rd grade class on studying the novel "The BFG" by Roald Dahl. Students will work in groups to analyze unknown words from passages in the book, using context clues and their knowledge of affixes to classify words as positive or negative and identify word classes. The teacher will assess students' understanding through a digital whiteboard activity and worksheet. Students will practice vocabulary, listening, speaking, reading and writing skills while reinforcing their understanding of affixes like prefixes and suffixes.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    134 views4 pages

    BFG Lesson Plan

    Uploaded by

    Kaitlyn April
    This lesson plan is for a 3rd grade class on studying the novel "The BFG" by Roald Dahl. Students will work in groups to analyze unknown words from passages in the book, using context clues and their knowledge of affixes to classify words as positive or negative and identify word classes. The teacher will assess students' understanding through a digital whiteboard activity and worksheet. Students will practice vocabulary, listening, speaking, reading and writing skills while reinforcing their understanding of affixes like prefixes and suffixes.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Kaitlyn April

    General Information
    Grade level of the lesson: 3rd Grade
    Lesson topic: “The BFG Novel Study: Wondercrump Wordspotters”
    Estimated time length of lesson: 1 hour

    Materials and/or Technology


    A device, Zoom, google classroom, Jamboard, Whiteboard.chat, worksheet

    Concept(s)
    Students will be able to use their knowledge of words to help define and classify
    unknown words.

    Alignment with Standards


    CCSS.ELA-LITERACY.RF.3.3.B
    Decode words with common Latin suffixes.

    CCSS.ELA-LITERACY.L.3.4.A
    Use sentence-level context as a clue to the meaning of a word or phrase.

    CCSS.ELA-LITERACY.L.3.4.B
    Determine the meaning of the new word formed when a known affix is added to a
    known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless,
    heat/preheat).

    Objectives
    ● Applying the knowledge of affixes and roots of words, students will be able to
    accurately define unknown words as positive or negative with 80% or more
    mastery.
    ● Applying the knowledge of affixes and roots of words, students will be able to
    accurately group unknown words by word class with 80% or more mastery.

    Assessment
    I will be using our digital whiteboard as an informal assessment. Students will be
    working in a group and individually completing a worksheet that I can look back at later
    for knowledge of understanding. I will also be using a Jamboard as an instructional tool
    at the beginning of the lesson.

    Vocabulary/Literacy Skills
    ● Vocabulary learned/reinforced
    ○ Affixes (prefix - dis, suffix - ous)
    ● Literacy skills
    ○ Listening, speaking, reading, writing

    Procedure
    Name of instructional model: Online Instruction
    Student Groupings: Whole Group Discussion/Breakout groups
    Modifications:
    ● English Learners: Extra time, discussion, modeling
    ● IEP Students (Inclusion Students): Extra time, discussion, modeling

    A. Focus/Motivation (Open)
    I will start the lesson as a whole group. I will read two extracts from Chapter 8
    (Snozzcumbers) in “The BFG.” We will then be using Jamboard to discuss the
    meanings of two unknown words from the story. They will decide whether the words
    mean something ‘good’ or ‘bad.’ We will also discuss certain affixes and how that can
    be a context clue to the meaning of the word.

    B. Development (Body)
    Students will be put into small groups in breakout rooms on Zoom. Each student will
    have their own copies of the extracts from the chapter we are working with from “The
    BFG” and will also have their own worksheet to use on Whiteboard.chat. As a group
    they will be reading through the extracts to find unknown words. They will then put those
    words into two different categories: positive or negative. For my more advanced groups,
    they will then take their list of words and separate them into their word class (ie.
    adjective, noun, or verb).

    If time, as a whole group, we will discuss the meaning of some more mystery words that
    we have read throughout the book so far. The students will see the whole sentence with
    the word in it and will use their context clues to define the word. If this becomes too
    difficult, I will give them an option of multiple choice and let them choose which one they
    think the word might mean.

    C. Closure (Close)
    I will ask my students some questions as they think back on the day. What did they
    learn? What questions do they have? What are they looking forward to learning next?
    With this, I want them to think back and reflect on the day and what they actually did in
    class.

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