Grade: 3

Subject:Language Arts - Reader Response

Length of Lesson: 45 minutes

Topic/Theme: Magic

Objectives:

• Students will gain an understanding of the concept of "Magic".
• expose students to creative thought and creative writing.
• encourage reading reflection.
• develop effective response patterns.

Materials, Resources, Methods, Classroom procedures:

• Copies of “The Magic Pencil” by Charlotte Hough.
• Copies of Journal starters.
• Poem Pencil Magic by Jane Merchant
• Package of pencils (preferably yellow)
• Method Framework; Reader Response Journal.

“The Magic Pencil” is a story about a girl named Annabel who finds a Goblin’s magic pencil in the woods. Everything she draws with it becomes real. She draws her mother a fur coat, her father a car, and herself some lovely things before the Goblin realizes it is her who took the pencil and says “magic pencil take away the things she’s drawn for herself today.” When Annabel comes home in her underwear (because the dress she was wearing was made by the magic that day) her parents do not believe her story. But, the Goblin’s magic does not take away her mother’s fur coat, or her father’s car and they will know the truth on Christmas day.

Background Knowledge:

Before this lesson can be used students must:

• know how to read.
• be familiar with the concept of response journals.
• be able to write a response based on their opinions and comprehension of the story.

Procedures:

Discuss the concept of “Magic”.

Read aloud session.

Shared conversation about magic and creation.

Response journal.

Body of Lesson:

1) Lesson will begin with a discussion about magic. I will ask questions like the following: Is magic real? Do you believe in magic? Who uses magic? Have you ever experienced magic? Are there different kinds?

2) I will read aloud “The Magic Pencil” in a very expressive and humourous tone because it is a “fun” story. The concept of “Magic” should be enough to keep the students attention, but my demeanor will increase excitement.

3) Discussion question: How does the magic in the story compare with our initial thoughts about magic? How are they similar/different?

4) I will read poem Pencil Magic. Discussion question: How does this poem relate to the magic in the story? How does it relate to our initial thoughts about magic? Who would like a magic pencil like the one in the poem? I will distribute pencils and make a comment that “everyone’s pencil is like the one in the poem because it can create something. Creations using words are just as magical as creations using pictures or objects. Now it is time for you to create with your magic pencils!”

5) Students will write in their response journals. Students may respond to the story, poem, or both. Journal starters will be supplied for those students who need them. These starters will also help students stay on task.

Closure of Lesson:

Comment to class—”Your pencil made your ideas appear on paper. Therefore, the process of creative writing is very magical”. As a class we will discuss some ideas about what they could write about. I will close the lesson by asking them to finish their responses and ask them to bring them to the next class. Next class we will begin the pre-writing and drafting stages for their larger creative writing story.

Assessment:

Evaluation of this lesson will be based mainly on participation. Responses are intended for personal reflection, and thought development. Response journals will be collected after the larger project is finished so I can see where, and how, the student’s ideas developed.

Extension:

Creative writing will be emphasized in following classes, beginning each lesson by reading aloud different creative short stories (preferably those associated with “magic”). Students will be given ample opportunity in class to work on their larger project. Proceeding classes will focus on Process Writing approaches.