Ramlahs Direct Instruction Lesson Plan PDF

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Summary

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Description

Direct Instruction Lesson Plan

General Information Lesson Title: My Lucky Day Subject(s): Language Arts/Reading Grade/Level/Setting: 3rd Grade Prerequisite Skills/Prior Knowledge: The students will be familiar with topics related to literacy such as, the plot, the setting, characters, the problem, and the solution. The students will also be familiar with the concept of alternate endings in a non-fiction text. The story, My Lucky Day will be familiar to the students because it will have been read twice before earlier in the week.

Standards and Objectives CCSS.ELA-LITERACY.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Learning Objective(s): When given 2 short passages, the students will be able to identify two ways that the passages are similar and two ways to contrast them.

Materials

Technology

Digital copy of the book: My Lucky Day; By: Keiko Kasza

Smart Board

Digital cop of the book: A Wolf’s Chicken Stew; By: Keiko Kasza Compare and Contrast Venn Diagram handout: one for each student

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): Students will explain the differences between two literary works from the same author and analyze the possible moral of both stories. Vocabulary: - Polished - Startled - Squeal - Struggle - Plot *Words are pulled from both text

Discourse and/or Syntax: Students will pair up and have discussion about “My Lucky Day” and “A Wolf’s Chicken Stew”, come to a consensus on what is the same/different to write on a Venn Diagram Planned Language Supports The teacher will model comparing and contrasting 2 plots using an example from 2 familiar storylines that will include the similar vocabulary.

Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions The teacher will: The students will be: - Introduce today’s topic of discussion, - seated with their groups, engaged in comparing and contrast. The teacher answering questions asked by the teacher, will remind students of the definition related to comparing/contrasting a of these two words: compare means banana and an apple. to explain how 2 (or more) things are the same, while contrast means to explain how 2 (or more) things are different). - The teacher will use the example of a banana and an apple. She will ask the students name one way they are the same and one way that they are different. - Using the Smart Board, the teacher will write down the students’ answers. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions The teacher will: The students will: - explain that she will read two short - be actively listening to the teacher’s stories by the author Keiko Kasza and instruction with the intent to learn a new then compare and contrast them. She concept. will read the digital copy of My Lucky Day and then read A Wolf’s Chicken Stew. - will give the definition of each vocabulary word as she comes across it in the text. - say, “So, both stories have some things that are similar about them and some things that are different. Let’s discuss a few of each.”

Guided Practice: Activity Description/Teacher The teacher will: - ask the students how was, My Lucky Day different from A Wolf’s Chicken Stew and vice-versa. To limit confusion, the teacher will reiterate the meanings of compare and contrast as needed.

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The teacher will record the students’ answers onto the (teacher-created) Venn diagram. The teacher will record 1 contrasting point for each book, which will be provided to her by the students. She will also record 1 shared comparison of the two stories, which will also be provided to her by the students.

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The teacher will handout a photocopy of the Venn diagram worksheet and instruct the students to complete the remainder of it in their groups.

Student Actions The students will: - actively listen to the 2 stories being read

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raise their hands to be called on and provide answers to the teachers prompted questions. They will accurately give the teacher an example of how to compare the 2 stories and an example of how to contrast each story.

Independent Student Practice: Activity Description/Teacher Student Actions The teacher will monitor students from a Working independent from the teacher, the distance to allow for independent practice. students will discuss amongst their groups what the similarities or differences are between the two stories, My Lucky Day and A Wolf’s Chicken Stew. The students will write their answers down on the Compare and Contrast Venn diagram worksheet provided to each group.

Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions The teacher will ask the students what do they think the moral of the story is in A Wolf’s Chicken Stew? What about in My Lucky Day?

The students will volunteer to answer the teacher’s questions and write them on the Smart Board for the whole class to view.

How are the morals the same or different? She will choose a few students to present their answers to the class.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content-specific accommodations that help meet a variety of learning needs.

Gifted and Talented: Gifted student(s) will be paired with a student who could especially appreciate their talent such as my English Language Learner(s). The gifted student would play the roles partner and tutor. EL: My EL students will be paired with my Gifted and Talented students who have an exceptional understanding of the English language. Students with Other Special Needs: My special needs student with below-grade level reading will be paired with my Gifted and Talented student(s) who would assist in reading and comprehending the stories.

Assessment Formative The teacher will move around the classroom, monitoring students’ work as they complete the assignment. Assistance will be given as needed. Summative The students will read two short passages independently. Upon completion they will list two ways the passages are the same and the two ways that they are different. They will turn their answers in for grading. Competency will be attained upon presenting 100% accuracy.

B.

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