I.

Basic Information

Name: Victoria Williams

Date: February 23, 2012
Title/Topic: Around the World in 50 Sentences.
Age or Grade: Grade 3

II.

Standards (Instructional Goals)

What is the main concept you wish the students to grasp as a result of your instruction?
You may use more than one, but at least one is required.
Use the Indiana Academic Standards (not the Common Core Standards) for the
appropriate grade level found at the Indiana Department of Education web site:

https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx

A.
B.

Subject Area: Language Arts- Writing

Provide the correct standard number and the specific standard below:

3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books,
magazines, or school textbooks; or on the Internet.
3.5.2 Write descriptive pieces about people, places, things, or experiences that:

develop a unified main idea.

use details to support the main idea.

III.

Performance Objective
A.
Use a Blooms Taxonomy action verb to describe a measurable outcome.
Information on Blooms Taxonomy is located in the Resources section of
Blackboard and at this web address:
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.htm
1. Comprehension- Students will select 5 countries from around the world.
2. Analysis- Students will research and identify an ingredient from each country that
they can use to cook something.
3. Application- Students will write a story touring their chosen countries and items in
50 sentences.

IV.

Materials & Aids

A.

List below EVERYTHING you will need in order to teach this lesson:

1. How to Make an Apple Pie and See the World by Marjorie Priceman. This short story
takes us around the world to gather the ingredients for an apple pie, making friends along
the way. Once we make it home and bake the pie, these new friends are invited to eat the
pie.
2. Paper and writing utensils.
3. Computer lab with Internet access and word processing software.
4. A list of age appropriate websites with useful information on countries around the world.
5. A template of the general structure of How to Make an Apple Pie and See the World.
6. (Optional) Colored pencils and/or crayons for students to illustrate their stories.

V.

Procedures
A.
Focusing event (how you will attract the students attention and begin
the lesson):
Bring the students a pie or other treat (free of allergens). Before sharing the treat, ask
students to think about where the ingredients came from. Read How to Make an Apple Pie
and See the World.

B.
Teaching procedures (write step-by-step directions for what and how
you will teach):
1.
After reading How to Make an Apple Pie and See the World ask the students
about other foods with ingredients from all over the world.
2.
Make a list from the students ideas.
3.
Ask the students to each pick a food with ingredients from around the globe.
4.
Take the students to a computer lab or library where they will research where
some of the ingredients from their food come from.
5.
Tell the students to pick 5 of these countries.
6.
Instruct the students to write a 50 sentence story traveling to each of these
countries to gather ingredients and come home, in the same style as How to Make an
Apple Pie and See the World, using the provided template.
7.
After the students have written on the template, have them split into small
groups and share their stories with their classmates where they will look for any
prominent mistakes.
8.
After this simplified peer editing, have the students edit their stories and take
them to a computer lab to type them out.
9.
After typing the stories, explain that the students should divide them into
pages that make sense and add a title page before printing them.
10.
Have students staple their stories into books.
11.
(Optional art tie-in) Have the students illustrate at least the first and last parts
of their story, to demonstrate what theyve written in another way.

C.

Closure (how you will end the learning activity):

Each student will share their story with the class and then they will be displayed in the
school library for other students to read and learn from.

VI.

Rationales:
A.

This activity will address the cognitive area of development because:

Students will research information on food ingredients from other countries to gather
information to create their own stories.

B.

This activity will address the creative area of development because:

Students will work individually to build their own 50 sentence stories.

C.

This activity will address the physical area of development because:

Students will be writing by hand as well as typing which requires the use of fine motor
skills.

D.
This activity is developmentally appropriate because (What
characteristics of the age group you are targeting make this an appropriate
activity for them?):
This activity allows the 3rd grade students to use cognitive skills to create their own ideas
based on something they have read and use their developing reading skills to comprehend
the information, and their writing skills to compose a short story based on this information.

E.

This activity will promote multicultural understandings because:

This activity uses a book that takes students around the world exposing them to different
cultures as well as allowing the students to complete research on several different cultures
to compose their own story to show others a tour around the world. This will support
students self esteem, help create empathy, and create equity for the students (Tiedt &
Tiedt, 2010, p. 111).

F.
The levels of Blooms Taxonomy are listed below. Select two (minimum)
which are represented in this lesson and explain how they are implemented or
addressed. You must address one of the first three, knowledge, comprehension,
or application, and one of the last three, analysis, synthesis, or evaluation.
1.

Knowledge: Click here to enter text.

2.

Comprehension: Students will select five countries.

3.

Application: Students will write a story.

4.

Analysis: Students will identify ingredients from different countries.

5.

Synthesis: Click here to enter text.

6.

Evaluation: Click here to enter text.

G.
Gardners Multiple Intelligences are listed below. Select two (minimum)
and explain how the learning styles are addressed in the lesson. Information on
Multiple Intelligences is located in the Resources section of Blackboard.
1.
Visual Spatial: (Optional) Students will be given the chance to illustrate their
stories, creating their own pictures and showing what ehy imagined when they wrote
it.
2.
Bodily Kinesthetic: Students will participate in keyboarding, utilizing their
fine motor skills.
3.
Auditory Musical: Click here to enter text.
4.
Interpersonal: Click here to enter text.
5.
Intrapersonal: Click here to enter text.
6.
Verbal Linguistic: Students will use their language skills to compose an
individual story.
7.
Logical Mathematical: Click here to enter text.
8.
Naturalistic: Click here to enter text.
9.
Existential: Click here to enter text.

VII.

Assessments & Adaptations

A.
Formative assessment (How will you check student progress during the
lesson?)

Students will be asked questions about the story to check for both recollection and
comprehension.
While the students are researching, writing, and reviewing with peers the teach will
observe to check for comprehension of the concepts.
Students will also be participating in peer review and asked to revise their own
stories.

B.
Summative assessment (How will you measure outcomes to determine if
the material has been learned after the lesson?)

C.
Adaptations for special needs (disabilities) Identify a special need that
a student might have and explain how you would adapt your lesson or activity
in order for that child to participate fully. For more information, visit the
following web site:
http://www.childaction.org/families/publications/docs/guidance/Handout48-
Caring_For_Children_With_Special_Needs.pdf

1.
2.

Special need identified: Visual Impairment.

Adaptations required for full participation in lesson/learning activity:
Provide the student with large print copies of all required materials.
Use the magnification features available on the word processors and internet
browsers in the computer lab.
Allow the student to print their story in large, easy to read font to make
sharing with the class easier, and encourage the other students to do so as
well.

VIII. Lesson Extensions

A.

Describe an activity you could use for students who need more practice.

Allow the students to work as a group to generate ideas on different foods and the countries
some of the ingredients come from and allow them to research as a group.

B.
Describe an activity you could use for students who are ready for more
challenge.
Research the importance of one of the ingredients to its country of origin.

IX.

References (required!)

Priceman, M. (1996). How to make an apple pie and see the world. New York: Dragonfly
Books.
Tiedt, P.L. & Tiedt, I.M. (2010). Multicultural teaching: A handbook of activities, information,
and resources (8th ed.). Boston: Allyn & Bacon.

Reflection
The above is a language arts activity lesson plan written as part of my multicultural
teaching course. The lesson plan was written with the intention of giving students a chance to tie
reading, research, and writing together in one project. It shows my strengths because I can create
a lesson plan that meets more than one state standard within one assignment. It also shows that I
understand the different areas of development as well as the multiple intelligences.
This artifact satisfies standard #6, assessment, for more than one reason. First, the lesson
in the plan contains more than one type of assessment. There is formative assessment conducted
by the teacher by asking the students questions after reading the story. There is peer assessment
when the students complete peer editing. There is summative assessment after the project is
completed when students share their stories with the class. The lesson plan also includes
information about multiple intelligences, showing that I understand that students learn in
different ways and need varying assessment techniques to have their progress accurately
monitored. The lesson plan also directly addresses peer reviews, which allows the students to see
their own progress, and important part of standard #6.
As a future teacher I will need to actively plan to use multiple assessment techniques to
monitor the progress of my students. In order to ensure that I do so, there are several steps I can
take. One of these is to plan all of my lessons ahead with more than one type of assessment used
in each lesson. Another is to always have a back up plan if one type of assessment turns out to be
inaccurate. Another is to give students opportunities to pick their own kind of project, essentially
allowing them to choose what kind of assessment they would rather have.