The Patchwork Quilt - Franklin College

FRANKLIN COLLEGE
Education Department
LESSON PLAN
Student Name: Charla Speer Lesson Plan No. 8
Cooperating Teacher Name: Mrs. Rauls Subject Area: Reading Grade Level: 3
Signature for Approval (Cooperating Teacher)
Date Prepared 1-26-03 Date Taught 1-28-03
TOPIC (key point; concept; skill):
The Patchwork Quilt
OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to gain
understanding of the story The Patchwork Quilt, TSWBAT write answers to questions
about the stories comprehension and vocabulary after the class has read the story aloud
and under the direction of the teacher.
MATERIALS: McGraw Hill Reading Unit 3 student and teacher’s editions; Language
Support page 101; worksheet pages 89, 90; teaching chart 74; overhead projector,
marker; chalk, chalkboard; pencil; homemade quilt.
I. PROCEDURES (teacher and student tasks)
A. Beginning a lesson
1. Classroom management step (to have students ready to learn, in listening
position, where they need to be): “Please clear off your desks. One person from
each table needs to get the reading book, keep them closed until I tell you
differently and then put all eyes on me when you are ready to begin.” The teacher
will praise individual students for following directions. If there are still

stragglers, the teacher will call on these students individually and ask if they are
ready to begin.
Statement to initiate or set the stage for the lesson; motivation; review:
The teacher will say, “This is a quilt that my mom made for me before I left for
college. The squares are made from old curtains from my room. We both sat and
worked on it during the summer together. It was so much fun and one of the best
memories that I have from the days before I left for school. The quilt is a part of
me and reminds me of my family whom I don’t get to see as often as I would like.
While we are reading today’s story, I want all of you to think of a special memory
from your family.”
Instruction Steps:
*= Modifications (strategies to meet individual, special needs: either at a
particular step or in general for the lesson)
1. The teacher will write the following words on the chalkboard: anxious,
attic, costume, examined, gazed, pattern. She will then ask students to
read the words aloud together as a class.
2. She will then put Teaching Chart 74 on the overhead projector and ask a
student to read the transparency.
3. The teacher will ask students to identify the vocabulary words and the
teacher will circle them. Then the teacher will underline words that the
students’ say gives clues to the words meaning.
4. The teacher and students will then discuss the meaning of each of the
words.

5. The students will then be directed by the teacher to turn in their books to
page 320 where the teacher will ask the students to read the title and take a
picture walk, looking for pictures that give strong clues about the plot and
characters. The teacher will ask for predictions and clues.
6. The teacher will read the paragraph about the author and then ask the
students if this gives them any clues to what the story will be about.
7. The teacher will then read the strategic reading section on making
inferences and pass out the students a chart and ask them to get out a
pencil.
8. The students and teacher will read the selection, stopping from time to
time to ask comprehension questions and to make inferences.
B. Closure statement (brief lesson review, summary; what will follow;
doesn’t have to be the last step if something is going to be made or an
activity will follow): After the story is read the teacher will ask volunteers to
tell the major events of the story. Students may refer to their charts. Then the
teacher will ask a student in one or two sentences to summarize the story.
The teacher will then review with the students their predictions and see if they
were correct and if they found out what they wanted to know. The teacher
will have the students make inferences about Tanya’s character from her
actions. She will ask them to explain the inferences they make. The teacher
will then say, “We should recognize that making inferences can help us
understand a character’s feelings, thoughts, and motivations. Now that we’ve
finished our reading, let’s get started on an assignment.”

9. The teacher will then ask the student to get out their weekly packet for
reading. She will then ask the student to do pages 89 and 90 (the teacher
will write this on the chalkboard) and then she will go over the directions
with the students.
II. ASSESSMENT (objective met by students: observation, written work,
presentations, quiz, etc.): The teacher will ask comprehension and inference
questions throughout the story in order to gain an understanding of how well the
students understand the story. She will attempt to call on students of all learning
abilities to see who is in need of further remediation. A grade will be taken on the
worksheet pages. Student who miss no questions will receive an A+, missing one
question will result in a B, missing two questions will result in a C, missing three
questions will result in a D, missing four or more will result in an F on both pages
89 and 90.
III. EXTENSION AND REMDEIATION (what will be done beyond lesson;
strategies for those who need further Instruction, assistance):
Extension:
Group: If a group extension is needed the teacher will ask the students to
make another list of inferences that they can make about Tanya’s character.
Individual: If an individual student is in need of an extended lesson, the
teacher will ask the student to make another list of inferences that they can make
about Tanya’s character.

Remediation:
Group: If the entire class is having is in need of remediation the teacher
will review parts of the story and give them additional examples of inferences in
the story.
Individual: If an individual is in need of remediation the teacher will
review parts of the story and give the student additional examples of inferences in
the story as well as question the students through follow up questions.
IV. HOMEWORK ASSIGNMENT(S): No assignment.