Emily Gallmeyer’s Lesson Plan
Lesson: The Hundred Penny Box with Multiple Viewpoints and Persuasive Letter
Length: 45 minute reading lesson and 60 minute writing lesson
Age or Grade Level Intended: 3rd Grade
Source: Original Source from Emily Gallmeyer
Academic Standard(s):
READING: Comprehension and Analysis of Literary Text
3.3.3 Determine what characters are like by what they say or do and by how the
author or illustrator portrays them. (Core Standards)
WRITING: Applications (Different Types of Writing and Their Characteristics)
3.5.6 - Write persuasive pieces that ask for an action or response. (Core Standard)
Performance Objective(s):
Using a character web worksheet, the 3rd grade students will list four characteristics under each
category for two characters.
Comment [h1]: Good objectives – you have
clearly linked your objectives to the standards- ☺
In a persuasive letter, the 3rd grade students will present a request to a character in the book.
Assessment:
For standard 3.3.3, I will be looking at the character webs to see if they completed each
category for each character. I want to see that the students have thought about each character
individually. If a student has not completed the map or have not individualized each character,
then I will re-teach the lesson and the student will have to redo the activity.
For standard 3.5.6, I will be using a checklist to make sure that each student has picked a
character and has asked that character to do or say something. If any of the students have not
done so, then they will be asked to redo the letter.
Advance Preparation by Teacher:
• Print character webs:
o http://www.ops.org/District/Portals/0/Gallery/Album/15/Character%20Web.jpg
o Print two webs full size
• Print Venn Diagraph
o https://e-folio.web.virginia.edu/Q-folio/1/EDIS542/2006Fall1/cs/UserItems/resources/jeb4sp_edu_venn_diagram_blank.gif
• Gather enough copies of The Hundred Penny Box for each student.
• Find a penny that was made during your lifetime
o Think of a story that goes along with that year
• Find enough pennies for the whole class
Comment [h2]: Good clarity
Procedure:
Introduction/Motivation:
Remember yesterday when I showed you a penny and told you when it was made. Then I
share with you that during that year I moved to a new house that my dad had built and that made
that year special to me. Does everyone remember that? It is important for us to remember
special moments or events from our past. One character in the book that we started yesterday
does this very thing. Who is this character and what does the penny remind her of? (Bloom’s:
Comprehension) Today we are going to continue reading The Hundred Penny Box and get to
know our characters a little bit better. (3 minutes)
Step-by-Step Plan:
1. Review the book The Hundred Penny Box by Sharon bell Mathis. (10 minutes)
(Gardner’s: Verbal Linguistic)
a. Remind the students to raise their hand if they know the answer.
b. Revisit section that was read yesterday (pg 9-26)
i. List the characters that we met yesterday. (Bloom’s: Knowledge)
ii. Why is Aunt Dew living with Michael and his family?
iii. Why doesn’t Ruth think that Aunt Dew likes her?
iv. Why was Michael upset towards the end of our reading?
v. Why is Ruth throwing all of Aunt Dew’s things away?
2. Read the rest of the story as a class. (pg 27-47) (20 minute) (Gardner’s: Interpersonal)
a. Ask for volunteers to read out loud.
i. Make sure to stop at and discuss unfamiliar words or situations.
b. Questions to ask while reading
i. Why do you think Ruth is making Aunt Dew go to sleep? pg 28
ii. Do you think Aunt Dew will let him hide the penny box in the furnace
room? Why? Pg 31 (Bloom’s: Evaluation)
iii. Do you think Ruth’s comparison between Michael’s teddy bear and Aunt
Dew’s hundred penny box a good comparison? If not, why are they
different? Pg 34 (Bloom’s: Analysis)
iv. How would you feel in you were in Michael’s position? Pg 38
v. What was Michael’s favorite question game? Pg 45
vi. What do you think will happen next? Pg 47
c. Answer any other questions that are asked during the reading.
3. Hand out the character maps. (See attachment)
a. Talk about the different viewpoints in the story. (7 minutes)
i. Tell the students to think about the story through the eyes of all of the
characters.
1. Ask: How would Ruth see it differently than Aunt Dew or
Michael? (Bloom’s: Analysis)
a. Allow for at least 5 ideas.
2. As a class, fill out the first blank, for each category, for a character
of the class’s choice. (Choices: Aunt Dew, Michael, Ruth, Father)
4. Give the students 15 minutes to complete the character map individually. (Gardner’s:
Intrapersonal)
Comment [h3]: Excellent connection to a
previous lesson
Comment [h4]: Excellent practice
Comment [h5]: Good questions – you have
asked a variety of Bloom’s
Comment [h6]: I like this question! It makes
them empathize with the character
Comment [h7]: Very explicit!
Comment [h8]: Great modeling
1. Have the students keep their character maps until they are finished
with their letter? They will need the maps to help them structure
their argument.
2. Once finished, tell the students to draw a picture of the characters
they picked on the back of the character map. (Gardner’s: VisualSpacial)
5. Clear their desk of everything except pencil and paper.
a. Review with the students what it means to persuade someone to do something. (5
minutes)
i. To convince or talk someone into doing something and backing it up with
good reasons.
1. Ex. Convincing your mom that she should make your favorite meal
for dinner tonight.
2. Ex. Talking your teacher into not giving homework over the
weekend. ☺
a. Ask for examples from the students.
b. Tell the students that they will write a persuasive letter to one of the characters in
The Hundred Penny Box asking him or her to say or do something. (5 minutes)
i. Ask if they can think of any topics that they could use to persuade
1. Ex. Convincing Ruth to keep the penny box
2. Ex. Talking Aunt Dew into taking a nap
3. Ex. Persuading Michael to listen to his mother
4. ENDLESS OPTIONS! Tell them to be creative.
c. Give the students 5 minutes to pick a character and a topic that they will persuade.
(5 minutes)
i. The students then should organize their thoughts by picking a graphic
organizer of their choice and filling it out. (10 minutes)
1. These can be found in their writing folder and the students know
how to use them
ii. Check it with the teacher before they begin writing.
iii. Remind the students that they should use the format of a letter.
1. Date, greeting, body, conclusion, closing, and signature.
6. Give the students 30 minutes to write their letter. (30 minutes) (Gardner’s: Verbal
Linguistic)
i. I will be monitoring the students work throughout the process to make
sure that they are on the right track.
ii. Any additional time needed should be done as homework.
iii. Remind the students that you are looking to see if they can persuade
someone not their mechanics.
Closure:
Give each student a penny made during their lifetime. Tell the students that it is important
to remember special moments or events no matter how old we get. Whether it is a penny, a
picture, or an object, memories make up our lives and who we are. Everyone holds different
memories and see things in different ways. What could be success to one can be failure to
Comment [h9]: Emily- these are very clear steps.
When you are student teaching and teaching, you
will not have to create lessons this specific; however,
this certainly demonstrates your thought process and
your ability to think through what good teaching
looks like.
Consider putting this in your online portfolio.
Comment [h10]: good
Comment [h11]: I love this, and your students
will love this! This will be the first thing they show
their parents when they get home!!!!! You go!
another. Sometimes it is important to show people why things are so important and I know all of
you can do that. ☺ (2 minutes)
Adaptations/Enrichment:
ADHD – This student becomes distracted very easily. During the reading section, the teacher
and the student will establish an inconspicuous sign that will remind the student to stay on task
and remained focused. During the writing section, this student will be allowed to write his letter
in a separate room to avoid distraction.
Learning Disability (Dysgraphia) – This student struggles with correctly forming letters and
manipulating a pencil with results in messy work and illegible handwriting. Therefore, he will
type his letter on a computer instead of writing it.
Autism – This student struggles with frequent outburst and focusing. So, prior to the reading
lesson, the teacher should discuss rules for participation. For examples, all students need to raise
their hand to give an answer and inappropriate comments are unacceptable. The teacher should
also provide the student with an enlarged version of the character map to ensure that the student
will have room for all her answers and because it is not so busy. (See Attachment)
Gifted and Talented – This student excels in reading and reading comprehension. Instead of
using the character map, this student will use a Venn diagraph to compare and contract two of
the characters. This will allow the student to think outside of the four categories that the other
students are using. It will also help him to see that the viewpoints are both different and
similarities. (See Attachment)
Self-Reflection:
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Did the students understand the idea of different perspectives?
o If not, how can I adjust my lesson?
Were they able to pick a character and persuade them to do something?
o Did they support themselves?
Should we read the book in 1, 2, or 3 days?
Did they remember the format of a letter?
Did these two objectives work well together?
Were the accommodations helpful?
Were the students motivated by the penny introduction?
o Did they understand the connection between that and the story?
Did my conclusion work?
Were the lessons too long? Did the students get restless?
Did they enjoy the story or were they bored?
Should this lesson be done in two lessons?
Comment [h12]: Solid – As you start teaching,
these are questions you will automatically ask
yourself immediately or when you wake up in the
middle of the night….
Manchester College Lesson Plan Rubric
Name ____Emily Gallmeyer________
score ___30___/30
Required
(C1) MC lesson plan format with explicitly stated Academic Standards (C1) Lesson Plan Objectives Score ___43___/44
Percentage __98___% Converted
1
2
3
4
Lesson does not follow MC format or state academic standards Lesson does not follow MC format but does state academic standards Lesson plan follows most of the M format and explicitly states academic standards Lesson plan follows MC format correctly and explicitly states academic standards Objectives are not included Objectives are included, but are not correctly written or do not relate to the stated academic standards Assessment is somewhat related to objectives and standards. Assessment is not appropriate for all students' learning styles and strengths. Objectives are written well and fully correlate to stated academic standard(s) (A1)Assessme
nt Assessment is unrelated to objectives and standards. (C1)Intro/ Hook No introduction is provided Introduction is vague or procedural (C1) Supporting Materials No supporting materials are included. Supporting materials and student handouts are messy, incomplete, and/or unappealing to students. Materials do not enhance lesson. Objectives are included, related to stated academic standard(s), but are not written correctly Assessment is related to objectives and standards. Assessment is less accessible for students with certain learning styles and strengths. Introduction provides some structure for lesson, but lacks connections Supporting materials and student handouts are clear and complete. Materials enhance lesson. (C1) Procedures/ Instructional Activities Procedures are unclear; do not relate to objectives; no attempt is made to individualize activities for learning styles or strengths Bloom's levels are not indicated. Procedures are mostly clear; areas of vagueness Procedures are clear and relate to the objectives Some (3) different levels of Bloom's questions are used. Some (3) examples of Gardner's are identified. Lesson includes more than two (3) reasonable adaptations and/or modifications Lesson mostly engages students in (C6)Bloom's (E1)Gardner's Gardner's MI are not indicated. (E1) Adaptations/ Modifications Lesson does not include reasonable adaptations and/or modifications A few (2) levels of Bloom's questions are used. A few (2) examples of Gardner's are identified. Lesson includes one or two reasonable adaptations and/or modifications (R6) (E2) Engaging/ Lesson lacks opportunity for student Lesson makes an attempt at engaging Assessment is directly related to objectives and standards. Assessment provides opportunities for students with varying learning styles and strengths to excel. Introduction clearly pulls students into the lesson, drawing connections to previous lesson Supporting materials and student handouts are clear, complete, and appealing to students. Materials enhance lesson significantly. Procedures can be easily replicated by others A variety (4 different levels) of Bloom's questions are used. A variety (4) examples of Gardner's are identified. Lesson thoroughly (4+) details reasonable adaptations and/or modifications that are exemplary Entire lesson engages students in the score
4 4 4 4 4 4 4 4 4 Creativity engagement (R5) Grammar and spelling Spelling and grammar are unacceptable. (4 or more errors) students in the learning process The lesson plan contains many (3) spelling and grammar errors. the learning process learning process 4 The lesson plan contains few (1‐2) spelling and grammar errors. Spelling and grammar in lesson plan are flawless (no errors). 3 TEN POINTS WILL BE DEDUCTED FOR NOT INCLUDING A CHILDREN’S BOOK AND A WRITING
ACTIVITY and ADDITIONAL COMMENTS ARE ON THE BACK OF THIS RUBRIC… Overall, this is an amazing lesson plan. You have fully developed the steps and provide a clear direction for your students! Bravo!