EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 2

Assignment #3: Collaborative

Planning

Submitted By: Karen Berrios/Tenaya

Watson

EDRL 442: Teaching Literacy 1

Nevada State College - Fall 2013

Lesson Title: Guided Comprehension Submitted By: Karen Berrios Trophies Teacher Edition: Changing Patterns- Theme3 (3-1) T.Ed Pages: 396 Trophies Story: Sayings We Share: Proverbs and Fables CCSS: RL.3.2

Instructor: Karen Powell

A. Summary of the Lesson Plan:

The students will do a guided comprehension on the fable The Hare and the Tortoise. The students will be asked a variety of questions, make predictions, judgments, and comparisons. The lesson is an activity for the Trophies story “Sayings We Share; Proverbs and Fables” and it should take about 15-30 minutes to complete.

B. Student Population: Grade Level: 3rd Grade Skill Level: All learning levels Groupings: whole group and independent

C. Materials: Trophies T Ed 3-1 (Changing Patterns) – Page 396- “The Hare and the Tortoise” Journal Bubble chart (Bottom of page) Paper/pencil

D. Objectives: Common Core State Standard

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.

Learning TargetsKnowledge Targets

Students must know stories come from various cultures and time periods,

and they are an important part of literature.

Students must know stories can teach us a lesson or send us a message that relates life and the world around us.

Students must know a myth is a story that contains sacred accounts of supernatural beings that can be used to illustrate cultural beliefs.

Vocabulary

Analyze

Determine

Myth

Fable

Moral

EDRL 442 - Fall 2013 Karen Powell- Instructor page 2


Recount

Student-Friendly Learning Targets

Student Knowledge Targets

I know stories come from different cultures and time periods.

I know stories can teach me a lesson that relates to life and events around me.

I know a myth contains characters that are supernatural beings that can be used to illustrate cultural beliefs.

Student-Friendly Vocabulary

Predictions

Judgments

Elements

E. Procedure: 1. The class will begin with a review about the main idea of a story, what the

purposes of the stories are, and how stories differ from one another. Whole group. The students will write their answers in their journal. The students will discuss their answers and the teacher will elaborate on

their answers and slowly transition to the actual lesson. Questions such as: “Did you know that animals are used to tell stories?” “Fables are short stories that show the reader a lesson that needs

to be learned.” “Can you give me an example?”

2. The students will then read the fable, but only the first 2 paragraphs. Whole group. The students will write their thoughts/predictions of what will happen next as

well as analyze the story as they keep on reading. The students will then proceed to read the rest of the fable.

3. After the students finish reading the fable, they will be asked to work on their fable activity. (Bottom of page). Independent.

The purpose of the chart is for the students to describe the main idea of the story, the moral, the key elements, and judgments.

The students will be guided through the worksheet. 4. As the students fill in their worksheet they will be asked:

What advice would you give to the hare if he has to run in another race? What is one situation in real life that is like the one described in this fable? Do you think this fable gives good advice? Why or why not?



5. When the students complete the activity, they will be required to do a ticket out the door.

The question is: “If you could replace the hare and the tortoise with other animals, what would they be and why?”

F. Closure:

The closure of the lesson will be retelling the lesson, the readings, and what the students enjoyed about the lesson. To make the closure interesting, the teacher will ask, “What would have happened if the hare the tortoise crossed the finish line at the same time? Will the moral of the fable be the same?” This should have students thinking and discussing their opinions.

G. Assessment: Assessment Tool

The students will turn in their journals, activity, and ticket out the door. I will grade the student’s work as well as informally assess their discussions on the fable. This should let me know if the students understood the fable and its moral.

What Is Being Assessed?Not only are the students being formally assessed on their reading and writing, but also informally assessed on their speaking and listening. The work they turn in will also inform me how well the students grasped the concept of the lesson, but also if they were able to comprehend the key points; the purpose of the lesson, the main idea, and narrative elements.

H. Reflection& Thoughts:

Which part of the lesson do you think will be the easiest to teach?

I think the easiest part of the lesson would be reading the fable. I will be reading the story to them; they will only have to listen and think about the story as well as what happened and what went wrong.

Which part of the lesson do you think will be the most challenging to teach?

The most challenging part of the lesson would be for the students to point out important parts of the fable, but also figuring out what the moral of the fable is. I don’t think it will be as hard; I’m only concerned for the lower level learners.

What lesson or concept should be taught prior to this lesson?

I think prior to the lesson, the students should be exposed and also learn certain vocabulary words; this will ease the students reading comprehension. There are a



couple of words that some of the students may not know and it could make the reading difficult for them.

How will you follow up or extend this lesson?

I would extend this lesson by showing the students a video about the hare and the tortoise racing. The video is an old classic from MGM cartoons, which demonstrate the exact concept of the fable as to how the tortoise wins and the hare loses. This video will help those visual learners understand the fable and what the moral of the story is. The video will also show what attitude the hare has towards the tortoise and what their journey consists of. (http://www.youtube.com/watch?v=MeZe2qPLPh0).

What will you do for students who don’t grasp the concepts?

I think that showing the video will help those struggling students immensely because they’re having a visual that re-tells them the story and clearly demonstrate what the moral of the story is as well as the main key points. I would also make visuals of the story and “cheat sheets” that show the students a step by step process of the fable, but also what happens at a certain point.

Which part of the lesson, if any, do you think might need to change?

I wouldn’t change anything from the lesson; I would only like to add the video because I do feel it would help most of the students have a clear understanding of the fable.

When you were writing this lesson plan, what was the most difficult part?

The most difficult part was the time. I wanted to incorporate the video in the lesson, but the video is 8 minutes long. The lesson is important and it has to be taught properly in order to fulfill the learning targets; if there were a couple minutes left, I would only show the important parts of the video, just so the students could get a visual of the fable.


http://www.youtube.com/watch?v=MeZe2qPLPh0



Documents

EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 2