Date of Lesson:
11/25/14
Part 1: PLANNING
1
Grade Level:
Second
2
Subject:
Language Arts
3
Lesson Plan #:
1
4
Lesson Title:
Title: Enemy Pie (Part 1)
Literacy Meta-Strategy for learning segment: Identify story elements, character traits, or
themes.
Literacy Strategy: Venn Diagram
Prerequisite Skill: Vocabulary meaning in context
5
Common Core State Standards (CCSS) for English Language Arts:
CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using adjectives and adverbs to describe.
6
Learning Target Based on CCSS:
The students will identify words, phrases, and adjectives acquired through conversations and
reading and being read to to compare and contrast friends and enemies as well as complete a
comprehension worksheet on the first part of Enemy Pie with at least 80% accuracy.
7
Academic Language:
Compare and contrast: The students will identify adjectives that describe both friends and
enemies to compare and contrast the two. This will introduce them to and provide a solid
foundation for the theme of the learning segment. Students will be encouraged to be looking
for, thinking about, and using traits and adjectives throughout the learning segment.
1) Comparing and contrasting: Deciding if two things are more alike or more different.
2) Traits: Characteristics of people that make them the way they are.
3) Adjectives: Describing words. In this case, describing traits of friends or enemies.
8
Language Function:
Compare and Contrast: Students will identify words, phrases, and adjectives acquired
through conversations and reading and being read to to compare and contrast friends and
enemies.
9
Students with Specific Learning Needs (also known as Grouping Students for
Instruction):
There are no ELL or IEP students in this class, as described in the “Context for Learning (Task
1A), but there will be specific accommodations, differentiations and supports for the seven
struggling readers and writers and one student with loss of hearing in his left ear. There is a
differentiation for the gifted student in the learning activity part
All sixteen students are divided into four teacher-chosen, heterogeneous, culturally mixed
groups of four. All groups will be assessed by observation during each lesson to determine if
grouping should be changed based on individual needs. The groups will accommodate for
different needs including behavioral, ability level, and cultural. Four of the struggling readers
are placed in one group directly in front of the whiteboard so the teacher can access them and
provide extra support quickly and readily. To accommodate the three other struggling readers
and writers, one is placed in each of the other three groups so that they are supported by their
peers who are competent readers and writers. The student with hearing loss is positioned so
his ear with full hearing is directed towards the front of the classroom.
The students will be seated at their desks in their respective groups for the majority of the
lesson. During the reading of Enemy Pie, the students will be seated at the reading corner
where they sit as a class on the rug and the surrounding stools and furniture. Students will
complete their comprehension worksheet in teacher-chosen pairs within their groups.
10
Instructional Materials, Resources, and Technology:
Students will need the Venn diagram worksheet to compare and contrast friends and enemies.
Slips of paper will be needed for the students to write their ingredient for enemy pie. Also
required for this lesson is a pie dish, the book, Enemy Pie by Derek Munson, and photocopied
packets of comprehension and activity worksheets to be completed throughout this learning
segment. The whiteboard and markers will also be used for instruction. Students will need
individual target boards to express student voice at the conclusion of the lesson.
11
Assessment Tools and Procedures:
Students will complete a Venn Diagram to compare and contrast friends and enemies. The
Venn Diagram will be an informal assessment for class participation and comprehension. The
teacher will assess students throughout the lesson orally through brainstorming during the
literacy strategy and by observation of pairs working together to complete the comprehension
assessment. The students will have achieved the Learning Target when they have identified
words, phrases, and adjectives to compare and contrast friends and enemies as well as
complete a comprehension worksheet with a partner on the first part of Enemy Pie with at least
80% accuracy. The comprehension worksheet will be the formal assessment for this lesson.
12
Family/Community Connection:
In order to keep the family involved (Banks, 2009; Meyers, 1993), parents will receive a note
home just before this lesson segment begins. This note will let them know that their child will
be learning about the important concept of friendship and ways to be a good friend and
member of their family and community. Last month, Greenthumb Theatre presented a drama
about the importance of friendship. Some parents were present for this presentation as well as
the entire elementary student body. Enemy Pie has similar underlying themes, so as the
students learn to compare and contrast and become familiar with new vocabulary, their families
will be encouraged to talk about these concepts with their children and asking what the
learning target was for the day. Students will take home a sample of their work at the end of
this learning segment.
13
Educational Theorists:
This lesson's literacy strategy is a Venn Diagram (Venn, 1880). The Venn Diagram's purpose is
to provide a clear, visual Graphic Organizer (Boulware-Gooden, Carreker, Thornhill, Joshi,
2007) for the students to compare and contrast friends and enemies, which will introduce them
to the theme of the learning segment. This Learning Segment (Pearson, 2013) is designed to
build the concept of friendship in three lessons and this is the first of those three. The metaStrategy for these three lessons is identifying story elements, character traits and themes.
Different aspects of these will be emphasized throughout the learning segment.
Part 2: INSTRUCTION
14
Learning Activities: Randolph’s Reading-lesson Recommendations
Times
10 minutes
The following interactions show the major discourse pattern of this
lesson.
Rip-roaring opening activity that engages students in the lesson and Raises
background knowledge for new material and vocabulary
5 min
20 minutes
10 minutes
10 minutes
Students will be given strips of paper and asked to write what they would put
in a pie for their enemy. The students will read the strips aloud and then put
them in a pie plate as the teacher brings the pie plate to each group.
The teacher says: Why would you put those things in a pie for your enemy?
Who are our enemies? Why don't we usually like to spend time with them?
Could our enemies ever be our friends? The students will: participate in the
dialogue by raising their hands and contributing their prior knowledge,
opinions, and ideas.
Reading target for new learning [collecting student voice]
Teacher says: Before we read the book, we are going to be inspectors!
Inspectors have to think carefully and identify important things. Your job is to
identify words and adjectives to compare and contrast friends and enemies.
Your inspector tool is a Venn diagram. Will you please read your learning
target on the board with me? The students will read: “Today we will pick out
words and adjectives to compare and contrast friends and enemies by using a
Venn diagram.” Teacher says: Now will you turn to each other and take turns
saying that learning target to each other? The students will turn to their
partners and tell each other the learning target.
Teacher says: Do you know why we are learning this and where we will use
the information? The students will give answers such as: They're going to
read a book about friends and enemies and they need to be prepared for the
story. They need to know the differences between friends and enemies. Are
friends and enemies more a like or more different? Teacher will say: We are
comparing and contrasting friends to see how alike and how different they are
and we want to see if enemies and friends can ever be the same people!
Reveal literacy strategy—teacher model
The teacher will draw a Venn Diagram on the whiteboard. The teacher will
point to the circle on the left and say to the students: “Children, this is the
friend circle. In it, we will write all of the descriptive words and phrases we can
think about friends. These are called friendship traits. Words that describe
friends. Friends are... The students will brainstorm as a class to identify
different adjectives, phrases, and words, to finish the sentence: “Friends
are...” The students will complete the “friend” side of the venn diagram. The
teacher will then draw attention to the right side of the diagram and the
students will brainstorm by orally identifying words, phrases, and adjectives
describing what an enemy is. Traits of an Enemy are...
Read* text while students apply strategy with teacher assistance
The teacher will call each learning group to the reading corner one by one.
The teacher will show the students the cover of the book and walk through
some pre-reading questions orally with the whole class. Showing the cover of
the book to the class, the teacher will ask: What kind of things are in this pie?
What do you think the sign means, “For my best enemy”? What do you think
this story is about?” The students will, by raising their hands, respond if they're
called upon and share their answers to each respective question. Then the
teacher will read the first half of Enemy Pie to the students.
Review strategy
Back at their desks, the students will have an assessment waiting for them.
The worksheet has questions for the students to answer and identify character
traits of the main characters. The students will also identify whether they feel
they met the learning target. The teacher will say: “We will read through the
5 minutes
questions together, then you will have 5 minutes of quiet time to fill it out. The
gifted student will have the opportunity to help struggling classmates,
reinforcing her own learning by prompting them in their work. The student with
hearing loss will be reminded of his task by his teacher-chosen partner. To
support the struggling readers/writers, the teacher's assistant will check on the
two pairs who need assistance reading the questions again and writing
answers.
Rate understanding of learning target individually [collecting student voice]
The teacher will give students a 5 minute warning that they should be finishing
up with their partners. Teacher says: When you're finished, you may come up
and get your individual target board. The learning target is written beside the
target if you need a reminder.
Students are responsible for coming up to the front, picking up an individual
target board, and coloring in their dot however close to the learning target as
they felt they got. The students will identify whether they met the learning
target or if they weren't quite there yet. The teacher can then give individual
feedback to each student based on their assessments and where they put
their dot on their target board. This feedback will happen after the lesson
during quiet reading time.
Individual feedback during the lesson will be given during the “Reveal
Strategy” part of the lesson and the “Review” part. During these times, the
teacher will either be circulating around the room to check on individuals or
verbally giving feedback to students.
Date of Lesson:
11/26/14
Part 1: PLANNING
1
Grade Level:
4
Lesson Title:
Second
2
Subject:
Reading
3
Lesson Plan #:
2
Title: Enemy Pie (Part 2)
Literacy Meta-Strategy for learning segment: Identify story elements, character traits, or
themes.
Literacy Strategy: K-W-L (Ogle, 1986)
Requisite Skill: Understanding vocabulary meaning in context
5
Common Core State Standards (CCSS) for English Language Arts:
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
6
Learning Target Based on CCSS:
The students will identify what they already know, what they want to know, and what they
learned from the story Enemy Pie by completing a K-W-L chart and creating a summary of the
story with 80% accuracy.
7
Academic Language:
The students will need to learn the term, K-W-L, which stands for “Know-Want-to-KnowLearned.” The students will use this tool to organize their comprehension of the story thus far
and measure whether they reached the learning target. The academic literacy tool termed, KW-L, will be introduced in the third part of the lesson: Reveal Literacy Strategy.
It is critical that the students become familiar with the term, summarize, for this lesson to meet
the learning target. Teacher says: To summarize means to review and condense (shorten) the
story into the main points in your own words.
8
Language Function:
Summarize: Students will identify and summarize what they already know, what they want to
know, and what they learned from the story Enemy Pie by completing a K-W-L chart and
creating a summary of the story with 80% accuracy.
9
Students with Specific Learning Needs (also known as Grouping Students for
Instruction):
There are no ELL or IEP students in this class, as described in the “Context for Learning” (Task
1A), but there will be specific and general accommodations and supports for the seven
struggling readers and writers and one student with loss of hearing in his left ear.
All sixteen students are divided into four teacher-chosen, heterogeneous, culturally mixed
groups of four. All groups will be assessed by observation during each lesson to determine if
grouping should be changed based on individual needs. The groups will accommodate for
different needs including behavioral, ability level, and cultural. Four of the struggling readers
are placed in one group directly in front of the whiteboard so the teacher can access them and
provide extra support quickly and readily. To accommodate for the three other struggling
readers and writers, one is placed in each of the other three groups so that they are supported
by their peers who are competent readers and writers. The student with hearing loss is
positioned so his ear with full hearing is directed towards the front of the classroom. He is also
called upon before any instruction to ensure he is listening. He has an educational assistant
that comes in to work with him off and on throughout the day to help him hear and focus.
The students will be seated at their desks in their respective groups for the majority of the
lesson. During the reading of Enemy Pie, the students will be seated at the reading corner
where they sit as a class on the rug and the surrounding stools and furniture. When the
students work on completing their K-W-L charts and doing their summaries, they will be seated
at their desks in their groups for the teacher to circulate and support the various groups, paying
close attention to the struggling reading/writing group in the front who needs extra support.
10
Instructional Materials, Resources, and Technology:
For this lesson the teacher will need the whiteboard, markers, and the book Enemy Pie by
Derek Munson. Sixteen K-W-L charts are needed for the students, sixteen “Mixing up a Good
Summary” worksheets for the students, and a blank summary writing paper for the gifted
student. Sixteen individual target boards are needed for student voice at the conclusion of the
lesson. All students need pencils, erasers, and colored pencils.
11
Assessment Tools and Procedures:
The students will identify what they already know, what they want to know, and what they
learned from the story Enemy Pie by completing a K-W-L chart and creating a summary of the
story with 80% accuracy. During the opening activity and the literacy strategy, the teacher will
assess the students' comprehension orally. Students will participate orally in the opening
challenge quiz as well as the K-W-L chart. The K-W-L chart will be assessed for
comprehension and participation since it was done together as a class. The formal assessment
will be the summary worksheet which the students will do on their own, with the exception of
asking their group members for help spelling a word or coming up with a good sentence. The
students will have achieved the Learning Target when they have identified what they already
know, what they want to know, and what they learned from the story Enemy Pie by completing
the K-W-L chart and filled out a summary of the story with 80% accuracy.
12
Family/Community Connection:
In order to keep the family involved (Banks, 2009; Meyers, 1993), parents will receive a note
home after this lesson. This note will let them know that their child is learning about the
important concept of friendship and ways to be a good friend and member of their family and
community. As the students learn to compare, contrast, and identify what it means to be a
friend and become familiar with new vocabulary, their families will be encouraged to talk about
these concepts with their children and to ask what the learning target was for the day. Students
will take home a sample of their work at the conclusion of this learning segment.
13
Educational Theorists:
I have chosen to use a K-W-L chart (Ogle, 1986) as a literacy strategy to support
comprehension in this two part reading of Enemy Pie. This will help the students recall the
story elements from the day before and prepare them for what they will learn in this lesson.
The K-W-L chart is a literacy strategy that supports the meta-Strategy of identifying story
elements, character traits, or themes. Both the K-W-L chart and the “Mixing up a Good
Summary” worksheet are Graphic Organizers, (Boulware-Gooden, Carreker, Thornhill, Joshi,
2007) which have the purpose of supporting comprehension and organizing the students'
knowledge on paper. Visual organization is very helpful to this particular group of students
because they do well when this strategy is applied. Because this learning segment is on the
theme of friendship, the students will be encouraged to talk about Enemy Pie with their parents
at home. This topic is very applicable to the students' life at home, at school, and in their
communities. Throughout this learning segment, the topic will be emphasized and the parents
will be informed so they can collaborate with the teachers to build their child's character and
knowledge. (Home/Community Connections, Meyers 1993)
Part 2: INSTRUCTION
14
Learning Activities: Randolph’s Reading-lesson Recommendations
Times
5 min
5 min
20 min
10 min
15 min
The following interactions show the major discourse pattern of the
lesson.
Rip-roaring opening activity that engages students in the lesson
Raise background knowledge for new material and new vocabulary
Teacher says: Who's up for a little challenge quiz? You may earn points for
your group when you participate in answering the questions! The students will
excitedly answer the four oral comprehension questions, earning points for
their groups.
1. Why did the boy dislike Jeremy Ross?
2. Where did the boy hang is enemy list?
3. What did the boy bring his dad for the enemy pie?
4. What was the boy doing while his dad made the pie?
Bonus: What did the boy need to do in order to make enemy pie work?
Reading target for new learning [collecting student voice]
Teacher says: Today we will determine what we already know from the story
Enemy Pie and what we want to know. Can you repeat those words after me?
The students will say, “Today we will determine what we already know from
the story Enemy Pie and what we still want to know!” Teacher says: After
we've finished the story, we'll determine what we learned and summarize the
story in our own words. Teacher says: To summarize means to review and
condense (shorten) the story into the main points in your own words.Can you
repeat those words after me in your best teacher voices? The students will
say/read off the board: “After we finish the story, we will determine what we
learned and summarize the story.” Teacher says: Now will you turn to your
partner and take turns saying that learning target to each other. The students
will tell their partner the learning target which will also be written on the
whiteboard.
Reveal literacy strategy—teacher model.
Teacher will draw a K-W-L chart on the whiteboard and then say: Class, class,
this “K” column stands for what you already know about the story, Enemy Pie
from what we read yesterday. A lot of you told me what you already know
about Enemy Pie in our opening activity. Here is our list. Can you think of any
more to add? The students will suggest a few more ideas by raising their
hands. Teacher: The “W” stands for “What do we want to know. Let’s make a
list here and see what we want to about know about Enemy Pie as a class.
The students will say things like: “We want to know what is in the pie. What
will happen when the boy spends the day with Jeremy Ross? Does the enemy
pie work?”
Read* text while students apply strategy with teacher assistance.
Teacher will read the rest of the text from Enemy Pie to the students.
Review strategy
Teacher will invite the whole-class to respond: Class, class? The students will
5 min
say, Yes, yes? Teacher says: What things have we now learned from our
reading? Let’s report one group at a time. I'll take one hand from each group.
I'll let you talk with each other for one minute about what you learned from
Enemy Pie. [teacher waits for discussions to be finished] Now, group #1
leader, tell us what you learned please. The group leader will share what he or
she has learned from the story. [and so on until all four groups have reported]
Teacher: Could you turn to each other now and remind each other of the
learning target? The students will remind each other of the learning target:
Today we will determine what we already know from the story Enemy Pie and
what we still want to know! After we've finished the story, we'll determine what
we learned and summarize the story in our own words.
Rate understanding of learning target individually [collecting student voice]
Individual feedback will be given to the students as they review their strategy
and fill out their summary worksheets. General feedback will be given to the
class during the last part of the lesson when they rate their understanding.
These last five minutes will be for students to complete the summary
worksheet if they're not finished yet. They are also responsible for coming up
to get their personal learning target board and putting a mark on it to show the
teacher where they feel they got. The students will identify whether they met
the learning target and hit the target or if they weren't quite there yet. The
teacher can then give individual feedback to each student based on their
assessments and where they put their dot on their personalized target board.
Date of Lesson:
11/27/14
Part 1: PLANNING
1
Grade Level:
4
Lesson Title:
Second
2
Subject:
Writing
3
Lesson Plan #:
3
Title: What Happens Next?
Literacy Meta-Strategy for learning segment: Identify story elements, character traits, or
themes.
Literacy Strategy: Collaborative writing
Requisite Skill: Understanding vocabulary meaning in context
5
Common Core State Standards (CCSS) for English Language Arts:
CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using adjectives and adverbs to describe.
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
6
Learning Target Based on CCSS:
The students will predict and infer what events will take place and what emotions/reactions the
characters will go through by collaboratively creating a continuation to the book, Enemy Pie.
By “adding on” to a collaborative story, the students will use descriptive language and
supporting details in the writing process to demonstrate reading comprehension and inferential
skills.
7
Academic Language:
Students must know what the word collaborate means in order to work together and fulfill the
learning target. The students need to know what predicting and inferring are since those are
the tools they will be using to reason what will happen next in the story.
1. Collaborate: To work together towards the same goal.
2. Predict: To guess what might happen based on what you know already.
3. Infer: To use reasoning skills to decide why something might happen or why something
already happened.
8
Language Function:
Predict: The students will predict, infer, and collaborate to create a continuation of Enemy
Pie. The students will demonstrate reading comprehension and inferential skills by “adding on”
to a collaborative story.
9
Students with Specific Learning Needs (also known as Grouping Students for
Instruction):
There are no ELL or IEP students in this class, as described in the “Context for Learning” (Task
1A), but there will be specific and general accommodations and supports for the seven
struggling readers and writers, one student with loss of hearing in his left ear, and the gifted
student.
All sixteen students are divided into four teacher-chosen, heterogeneous, culturally mixed
groups of four. All groups will be assessed by observation during each lesson to determine if
grouping should be changed based on individual needs. The groups will accommodate for
different needs including behavioral, ability levels, and cultural. Four of the struggling readers
are placed in one group directly in front of the whiteboard so the teacher can access them and
provide extra support quickly and readily. To accommodate for the three other struggling
readers and writers, one is placed in each of the other three groups so that they are supported
by their peers who are competent readers and writers. The student with hearing loss is
positioned so his ear with full hearing is directed towards the front of the classroom. He also
has an educational assistant who comes into the classroom to sit with him and help him focus.
This whole lesson is designed to accommodate the struggling readers and writers. I've
modeled reading in the first and second lesson, they've had opportunity to view, and have
been assisted in summarizing. Now, the students will have a chance to submit their ideas
orally to create a collaborative continuation. The struggling students will be able to use writing
from the class story to help them write and spell their captions for their illustrations which is the
formal assessment. The students will be at their desks in their groups for the first and last part
of the lesson. While writing the story, the class will sit on the floor in a half-circle looking up at
the overhead projector. While the class writes the story by contributing ideas orally and the
teacher typing it out on the computer, seen on the projector, the gifted student will be writing
her own continuation on a worksheet given to her. She is welcome to use our ideas that we are
typing up, or write her very own. It will be her choice whether she would like to work at her
desk, somewhere else in the classroom, or at a desk outside the classroom, where she can
focus better.
10
Instructional Materials, Resources, and Technology:
The teacher's computer will be used along with the projector and screen. The students will
need pencils, erasers, and markers or colored pencils. Photocopied worksheets for the
students' illustrations and captions will be needed as well as a separate worksheet for the
gifted student to write her continuation. Individual target boards will be needed for student
voice at the conclusion of the lesson.
11
Assessment Tools and Procedures:
The students will demonstrate reading comprehension and inferential skills by “adding on” to a
collaborative story. As they contribute ideas and sentences, the teacher will mark the names of
students down next to their personal contribution. In addition, the students will draw a picture
of a scene from the story continuation and be responsible for writing a caption. This picture
and caption will be the formal assessment of the students' comprehension of the story they
participated in writing. The picture and caption will not only demonstrate the students'
understanding and participation in their collaborative story, but it will reflect on their
comprehension of the story elements of Enemy Pie. The students will have reached the
learning target when they have successfully demonstrated reading comprehension and
inferential skills by “adding on” to a collaborative story. The students will also demonstrate they
have reached the learning target by predicting and inferencing appropriate emotions/reactions
of characters and using descriptive language and supporting details in the writing process.
12
Family/Community Connection:
Students can relate to the book, Enemy Pie since it is about a child their age. The narrator
lives in a neighborhood just like many of these students do and has similar thoughts and
feelings, making it easy for them to relate to the story. This lesson provides an opportunity for
the students to work together as a community to create a continuation to the story by
inferencing what will happen. Students will build on others' talk in conversations by linking their
comments to the remarks of others' ideas in order to add to the continuation of the book. As
students are working towards this common goal, they will be drawing from their own
experiences with family, neighborhood community, and other community relations.
13
Educational Theorists:
This is the last lesson of a three part Learning Segment, (Pearson, 2013) where a topic was
introduced, explored, comprehended, and expanded. The concept of friendship was built on
everyday through various learning activities, literacy strategies, and informal and formal
assessments. The formal assessment in this lesson is an illustration along with a full sentence
caption that describes what is illustrated in the picture. The students love to do art, so this
assessment is designed to gauge their comprehension of the story elements in Enemy Pie as
well as their own collaborative addition to the story they worked together on during this lesson.
This strategy is using art as an aid to comprehending texts, (Muthersbaugh, 2014). This lesson
has a special challenge for the gifted student who loves to write. Her assignment is
personalized to give her the opportunity to write at her own pace and using her own creativity.
The teacher will work with her to edit, revise, and make her continuation to the story a work
that she is polished and proud of and can share with the class. This strategy is called
“personalizing instruction,” (Dietrich, 1925).
Part 2: INSTRUCTION
14
Learning Activities: Randolph’s Reading-lesson Recommendations
Times
10 minutes
10 minutes
20 minutes
The following interactions show the major discourse pattern of the
lesson.
Rip-roaring opening activity that engages students in the lesson
Raise background knowledge for new material and new vocabulary
The teacher says: The story, Enemy Pie is finished. We read the whole thing!
However, I still want to know something! What will happen when Stanley finds
out that Jeremy Ross and the boy are friends? Will they all be friends? What if
Stanley is jealous? Will the dad ever teach the boy how to make enemy pie? I
want you to be detectives and talk about it in your groups for two minutes.
Then I want to hear a report from each group. The students will discuss with
the people in their groups and choose someone to report at the end of two
minutes. The teacher will listen and assess their ideas. The teacher will also
provide some feedback on whether their idea makes sense based on what
they know of the story already.
Reading target for new learning [collecting student voice]
Teacher says: Today we will predict and infer what will happen now that the
boy and Jeremy Ross are friends. Will you please repeat those words after
me? The students will say: Today we will predict and infer what will happen
now that the boy and Jeremy Ross are friends. The teacher will say: To
predict means to guess what might happen based on what you already know.
To infer means to use your detective reasoning skills to think of why those
things might happen. You will all get a chance to “add on” to this story and that
makes it collaborative. Collaborative means you're working together
towards the same goal: to make an awesome continuation of the Enemy Pie
story. So, can someone tell me why we will be predicting and inferring and
working together?
The students will say: To write a story and decide what happens next.
Teacher says: Please turn to your neighbor and tell each other what our
learning target is today. It's written on the board if you need a reminder.
Reveal literacy strategy—teacher model &
20 minutes
Read* text while students apply strategy with teacher assistance
The literacy strategy is collaborative writing. The teacher will model it by giving
a sentence idea to start and guiding the writing throughout. Teacher says: In
order to collaborate, you need to work together, listen to each other's ideas
and be prepared to suggest your own idea to add on to the story. We are
considering what might happen and how that will make the characters feel.
Students will be called to share when their name is drawn out of a jar. The
students will begin sharing, using their ideas from their earlier discussion with
their groups for the opening activity and working off of each other's ideas. This
collaborative writing activity will come to a conclusion after approximately 20
minutes. Teacher will give warning after 15 minutes that the story needs to
come to a close so the students must begin to think of an ending.
Review strategy and Rate understanding of learning target individually
[collecting student voice]
The lights will come back on and the teacher will ask the students what they
learned about collaboration. Was it difficult? Was it easy to build off of each
other? Who remembers what the learning target was? The students will raise
their hands if they remember what the learning target was. The teacher will
choose one student to say it aloud. The teacher will say: Now it is time for you
to illustrate one part of the story and write a sentence about what's happening
in the picture. You will have 20 minutes to complete this task. The students
will get out their markers and pencil crayons and draw a picture of a scene
from the story and write a caption underneath. During this time, soft
instrumental music will be playing in the background, and the teacher will take
some time to check in on the gifted student who has a differentiated
assignment to give her a challenge and help her to progress.
During the last part of the lesson, students will have the 5 minute
warning that they need to wrap up their illustrations and have their captions
finished. The teacher will say: When you're finished your work, color your dot
as close to the target as you feel you got. If you can tell me in your own words
what predict, infer, and collaborate mean and participated in the story
writing, move yourself to the red target. If you can tell me what one or two of
them mean and you participated in the story, move to the blue. If you did not
like the collaboration and didn't feel like you understood the story or how to
participate, then draw your dot on the orange part of the target. The learning
target is written on the board if you need to look at it again.
The students will identify whether they met the target or didn't feel they made
it.