Compare and Contrast

Published on February 2017 | Categories: Documents | Downloads: 108 | Comments: 0 | Views: 1251
of 3
Download PDF   Embed   Report

Comments

Content

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT
Description of Classroom:
This is a third grade classroom with 20 students in it. There are 9 girls and 11 boys. There are 13 ELL students, one student with ADHD, and two other students who have a tendency to be off task during independent work time.

Background:

This is the fourth week of school. Students are working on the Common Core State Standard Curriculum Map-Unit 1 “Stories Worth Telling Again and Again.” The students have already heard e book Tomas and the Library Lady. We used the gradual release model (“We Do”) to complete a flow map about the events in the story. Today we went to the Smith Center to see the play. Both the book and the play had English and Spanish parts. The students enjoyed watching the play!

Content Objective(s):
    The students will be able to recount folktales, determine central message, and explain how it is conveyed through key details in the text. The students will be able to use prior knowledge to understand the text. The students will be able to orally explain the sequence of events in a story. The students will be able to orally assist the teacher in creating a plot plan for the story including sequence of events, setting, climax, and resolution.

Language Objective(s):

Nevada Standards:
CCSS RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Key Vocabulary:
setting, rising action, climax, falling action, conflict, theme

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Grouping Options Whole Class Small groups Partners Independent Assessment

Listening Speaking Reading Writing

Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Individual Group Written Oral

Teaching Strategies:
Modeling, Scaffolding, linking to prior knowledge, pair share, shoulder partners, small groups

Warm Up Activity:
We will have a whole group discussion about our flow map from the book, Tomas and the Lady. Students will pair share about the book. They will orally compare and contrast the book the play.

brary

d

Lesson Sequence:
Whole Group: I will ask the students to pair share about the use of a double bubble map. I will assess their understanding by listening to their conversations. I will regain their attention and double bubble map for them to see. I will then ask them to pair share ideas once again. I will their attention and we will review that a double bubble map is used to compare and contrast. I will explain that we are going to compare and contrast the book and the play, Tomas and the Library using a double bubble map. I will explain that they have the option of working in a small group more than four), partners, or on their own. Students will stand up, make eye contact with the they want to partner with, approach their classmate, ask them to be their partner, and form their groups. (They have been doing this for over a month. They are familiar with the routine.) will create a double bubble map.

aw a

gain

ady,

o

udent

wn

udents

Accommodations:
ELL students are seated near each other in various groupings throughout the day. Student with ADHD has been moved to the front of the room. When students are at the meeting place, the student with ADHD sits near the teacher. The other two students who are frequently off task will be redirected during the lesson.

Supplementary Materials:
Book Tomas and the Library Lady Paper Markers, colored pencils, pencils

Flow chart from Tomas and the Library Lady created earlier in the week

Review/Assessment:
Students will be orally assessed for understanding and comprehension of the story. Students will be assessed on their involvement in group work. They will also be assessed individually on their double bubble maps. This assessment will take place in a whole group and individual setting.

Reflection:
Overall the lesson went well. Students were all actively engaged and on task. They were making excellent connections with both the book and the play.

Sponsor Documents

Or use your account on DocShare.tips

Hide

Forgot your password?

Or register your new account on DocShare.tips

Hide

Lost your password? Please enter your email address. You will receive a link to create a new password.

Back to log-in

Close