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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

Power Standard:
RL1.3 Describe how the characters in a story respond to major events and challenges.
Supporting Standards:
RL 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
W 1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Students Will Be Able To… (Do)

Skills from standards including thinking (cognitive verbs).
This is not activities.
One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
Sequence these goals in the order in which they should be learned.

Identify characters and major events in the story.
Explain the sequence of events in the story.
Describe how characters respond to the major events or challenges.
Analyze why the characters respond the way they do to the events.
Write a narrative in which they recount events using temporal words.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

  • Major Events
  • Challenges
  • Temporal Words

Lesson Essential Question

A question that communicates the Learning Goals.
Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does analyzing character’s responses to major events and challenges help you understand the story?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
How will you draw attention to important vocabulary in the Lesson Essential Question?
How will you build/link background knowledge?
What prerequisite content might students need to know before the lesson?
>Which key vocabulary from the Learning Goals needs to be explicitly taught?
Are there other vocabulary words that you think need to be taught?
Which vocabulary strategy will you use?
Previewing:

Advance Organizer
Prerequisite Content
Vocabulary

Review the standard.

Introduce the Lesson Essential Question and annotate key vocabulary. Have students answer Lesson Essential Question in writing.

Teacher will tell a personal story of when I have had a response to a major event/challenge. Discuss the beginning/ending of the story.

Key Vocabulary (for explicit instruction):
Describe
Analyze
Respond
Major Events
Challenges

Vocabulary Strategy:
Marzano’s 6 Steps: (1-3)
Definition
Examples (In the story and other examples)
Write a sentence using the word the way it is used in the text. (Partners)

Previewing (what, who, when):
Prior to the lesson, the teacher (or a para) will work with identified students in small groups to build/link background knowledge about how they may have responded to an event or challenge that had happended to them before the lesson.

Graphic Organizer

How will students store and organize information as they learn during this lesson?
Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
Determine how the organizer will be previewed for struggling students.
Determine how the organizer will be scaffolded for struggling students.

Sequencing Graphic Organizer with Signal Words

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

“Once Upon a Baby Brother” Wonders
Read Aloud: pages 412-419.
Share read story with students.
Students will identify the words, phrases or illustrations that describe the characters feelings.
Students will partner read story.
Students will stop and jot Lizzie’s feelings.
Students will read story independently.

Whole Group TDQ’s:
R.L.1.3.
How did Marvin’s arrival affect Lizzie’s feelings?
Explain how Mrs. Pennyroyal was able to have a positive effect on Lizzie’s story telling. (Written response)

Guided Reading TDQ’s:
R.L.2.5.
In the beginning Lizzie was the center of attention. What event changed that? (Written response)

Scaffolding (what, who, when): Teacher will work with students in small groups to complete the written response providing necessary supports that may include sentence frames, paired writing, dictation, etc.

Assessment Prompt for Learning Activity 1

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

In Collaborative Pairs (Numbered Heads), complete the 3-2-1 short written response:
3 things you learned from the lesson.
2 things you found interesting about the lesson.
1 question you still have about the lesson.

Scaffolding: Teacher will work with individual pairs of students as needed to complete the written response using sentence frames.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

“Once Upon a Baby Brother” Wonders
Read Aloud: pages 420-423.
Share read story with students.
Students will partner read story.
Students will read story independently.

Whole Group TDQ’s:
R.L.1.3.
On pages 421-422, how does Lizzie’s writing reflect how she feels about her brother? Which key details support your answer?

Guided Reading TDQ’s:
R.L.2.5.
In Lizzie’s story on page 421, how did she solve her problem?

Scaffolding (what, who, when): Students needing additional support will work in small group and with a partner to complete the written response.

Assessment Prompt for Learning Activity 2

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Draw a sketch about how the character felt in the beginning of the text and a sketch about how the character’s feelings have now changed? At the bottom of your picture, summarize what you’ve drawn.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

“Once Upon a Baby Brother” Wonders
Read Aloud: pages 424-428.
Share read story with students.
Students will partner read story.
Students will read story independently.

Whole Group TDQ’s:
R.L.1.3.
Explain the steps Lizzie took to try to finish the new project given by Mrs. Pennyroyal.

Guided Reading TDQ’s:
R.L.2.5.
What caused Lizzie’s writing problem? (Written Response)

Scaffolding (what, who, when): Students needing additional support will work in small group and with a partner to complete the written response.

Assessment Prompt for Learning Activity 3

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

R.A.F.T
Role: Lizzie
Audience: Miss Pennyroyal
Format: Letter
Topic: Explain why Lizzie didn’t turn in her comic book project with the other students. Provide 3 reasons.

Scaffolding:
Students needing additional support will work in small group and have sentence frames and/or work with a partner to complete the written response. Some students may work 1/1 with teacher.

Learning Activity 4

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

R.A.F.T
Role: Lizzie
Audience: Miss Pennyroyal
Format: Letter
Topic: Explain why Lizzie didn’t turn in her comic book project with the other students. Provide 3 reasons.

Scaffolding:
Students needing additional support will work in small group and have sentence frames and/or work with a partner to complete the written response. Some students may work 1/1 with teacher.

Assessment Prompt for Learning Activity 4

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Using your Graphic Organizer students will write a letter to an Absent Student, summarizing the major events in the story and how the character responded to them.

Scaffolding:
Students needing additional support will work in small group and have sentence frames and/or work with a partner to complete the written response. Some students may work 1/1 with teacher.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

Plan this before planning Lesson Instruction.
How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
How will the Assignment be differentiated for support and challenge?
Which students receive differentiation?
For students who struggle with the Assignment, how will you remediate this lesson?

Formative Assessment:

W.1.3.
Write narratives in which they recount a well-elaborated event or short sequence of events include details to describe actions, thoughts and feelings, use temporal words to signal event order and provide a sense of closure.

Prompt:
Write about a time you started the day feeling one way and then a major event or challenge changed the way you felt. Include details to describe the sequence of your actions, thoughts and feelings using temporal words.

Differentiated Assignment for Struggling Students:
Provide language sentence frames for the introduction, body and conclusion.

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