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Title-
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Background-
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5 stories from Unit 1
Because of Winn-Dixie; Lewis and Clark and Me; On the Banks of Plum Creek; The Horned Toad Prince; Letters Home from Yosemite.
Vocab words from each story |
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Expected Outcome Of This Lesson Plan-
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1.Identify and discuss how "diversity" is present in each story
2. Synonyms and antonyms for each vocabulary word
3. Sequence of events, main idea, author's purpose |
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Teacher Objectives-
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1. SWBAT analyze each of the 5 stories we've read by comparing elements
of diversity in each one.
2.SWBAT evaluate author's purpose by rating and judging the stories and deciding which one did the best job of ENTERTAINING, INFORMING, PERSUADING, EXPRESSING FEELINGS, and explaining WHY.
3. SWBAT apply their understanding of story structure elements by summarizing the main idea and supporting details of each story, and retelling the stories in the order in which events took place using time-order words. |
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Resources-
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Concept Talk Videos from Interactive review
Text books
Vocab cards
Retelling Cards |
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Teaching Methods-
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1. Lesson Introduction-
1.Gather students around smartboard. Show concept talk video about diversity
2. Form 5 groups. Each group gets a story and has to write about DIVERSITY in their journals.
3. Each group gets retelling cards, vocab cards, and paper and must illustrate main idea, supporting details, sequence of events and author's purpose |
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2. Lesson Progression-
1. TELL students what we're going to do. Make sure they have all materials in front of them first.
2. Show students what we're going to do. Use BOWD as model.
3. MODEL how I summarized BOWD's main idea with supporting details. MODEL how I used vocabulary words from story. MODEL how I came up with author's purpose. |
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3. Guided Practice-
1. Give each group materials
2. Give each group member a task (they will take too long to do this on their own)
3. Make sure each student understands task - check for understanding by asking them to tell me what they're doing. |
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4. Student Practice-
1. 10 minutes to summarize
2. 10-15 to write sentences
3. 10-15 to draw pictures. |
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5. Learner Accommodations-
1. For SI students, give them 2 sentences already completed so they have less work to do.
2. For Advanced, give them higher-order thinking tasks.
3. For on-level, give them 1 sentence done. |
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6. Assessment-
1. Circulate room and ask students to show and explain what they're doing.
2. Assess seatwork - did they circle author's purpose on sheet? Are they using vocab words correctly in sentences? Are they using time order words?
3. Are they identifying main idea and finding supporting details? |
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7. Lesson Closure-
1. Present team's work to class. 2 minutes per team.
2. Hand out "exit ticket." My story was (NAME). The main idea was (BLANK space). The author's purpose was to (circle correct answer.) The following vocab words were in my story. Choose one and define it. |
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Measuring Student Progress-
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| 1. Students will complete a follow-up report in the next unit. |
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