Elementary Lesson Plan

Lesson Plan Title:

Grade Level:

Coming On Home Soon

Third Grade

1. State Standard(s): RL.3.2: Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it is conveyed through
key details in the text. RL.3.6: Distinguish their own point of view from that of the narrator or
those of the characters.
2. Teaching Model(s): Direct instruction.
3. Objective(s): Students will be able to recount the story, Coming On Home Soon by Jacqueline
Woodson a historical fiction picture book about a girl whose mother has to leave home for
work during WWII. They will be able to discuss key details, and the central message. Students
will also be able to use their own point of view to write a return letter from Ada to her mama.
4. Materials and Technology Resources:

Book Coming On Home Soon

Paper and pencils

5. Instructional Procedures:
a. Motivation/Engagement:
Teacher will introduce the standard and tell students the following:
o Today we will have a read aloud of the story, Coming On Home Soon
o I would like you to listen closely to the story for key details as I will
ask you to recall the story and its message following the reading.
b .Developmental Activities or Learning Experiences:
Teacher will ask students, What is War? What is sacrifice?
Teacher will read Coming On Home Soon aloud and ask during the story:
o Why does Ada Ruths mama have to go?
o How do Ada Ruth and grandma keep busy while mama is gone?
o What keeps their spirits up when they dont hear from mama? (hope)
Following the reading, teacher will ask students to recount key details from
the story and to retell in their own words.
Teacher will ask what the central message is. (hope, waiting, patience)
Teacher will ask students to write their own letter to mama after Ada Ruth
finally receives her letter.

b. Closure:

Teacher will review standard and what we did during the lesson (read the
story, recounted key details and central message, and wrote a letter in our own
point of view to a character in the story).
Teacher will ask for volunteers to read their letters

c. Extension:
If time allows, teacher will ask students what other kinds of things Ada Ruth
and her grandma could do to keep busy while mama is gone.
6. Accommodations, Modifications and Differentiations for Diverse Learners:

For those who easily recount the story, its key details and central message,
teacher will provide a similar book, Visiting Day, by the same author and ask
students to compare and contrast the two main characters.
For those struggling with understanding the story and its key details and
message, will use a turn, pair, share technique to have students teach each
other what they learned during the story.

7. Assessment and Evaluation of Learning:

a. Formative: Teacher will ask questions for understanding following the reading as well
as review letter for understanding.