Lesson #1

Subject/Grade Level Unit

Predictions with Freckle Juice Grade 3 ELA

Date Time Duration Teacher

Tuesday, November 12, 2013 60 minutes Johannah Wirzba

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes: 2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

2.1.5 Identify the main idea or topic and supporting details in simple narrative and expository passages

LEARNING OBJECTIVES
Students will: 1. Predict elements of the story given a series of key words 2. List key elements of a book cover 3. Adjust predictions after being given further information (cover art, title and summary)

ASSESSMENTS
Observations:

Responses for LA #1 (1) Observations from LA #2 (2)

What does it mean to predict? (1) LA #1: Who do you think the main character is? (1) LA #1: What do you think the setting is? (1) LA #1: What do you think is the problem? (1) LA #2: What information do we get from looking at the cover of a book? (2)

Key Questions:

Products/Performances:

LA #2 Worksheet (1) LA #3 Coloured notes or new Worksheet (3)

MATERIALS AND EQUIPMENT

LEARNING RESOURCES CONSULTED

Balanced Literacy Diet video:

http://www.youtube.com/watch?v=ZQYiYVf71i0& feature=share&list=PL5178787DB725559D Freckle Juice book ELA Program of Studies

Prediction worksheets (14 + 14) Word webs (4) Freckle Juice books, wrapped Popsicle sticks with names

PROCEDURE
Prior to lesson

Have Freckle Juice books wrapped and on a pile at the front Worksheets and word webs photocopied and ready Have 6 words written on index cards with sticky tack (to put them up on the board) Introduction Time

Assessment of Prior Knowledge

Today we are going to start reading a book, but before we start, I want us to try and predict what is going to happen in the story. I want you to take 1 minute to talk in your pod about what it means to predict. After students have discussed for a minute, pull sticks and ask students What does it mean to predict? Today we are going to predict whats happening in our story, but heres the hard part: Im not going to tell you what its about! Instead Im going to give you 6 words to help you try to predict what will happen in the story. Body

3 minutes 10:53

Transition to Body

1 minute 10:54 Time

Learning Activity #1

Put words up on the board, one at a time and discuss as a class after each word. Ask students what each word could tell us about the story, and how predictions would change/alter after each word. 6 words: Classroom Andrew Jealous Freckles Secret recipe sick Discuss after each word- ask students for their predictions. Now that we have all 6 words, I want you to discuss these three questions as a pod: who do you think the main character is? What do you think the setting is? What do you think is the problem? Listen to responses looking for story structure elements and prediction strategies Use participation checklist to be sure to ask many different students throughout lesson Give students worksheet with sections for them to individually fill in main character, setting, conflict and solution. Students should have a pretty good idea of the first three, but the conflict solution they need to be a bit inventive for. Students must: - write in full sentences with appropriate punctuation and capitalization - give reasons for why they have chosen those predictions Have students keep sheet out on the desk, faced down. They will need it for later. If some students are really struggling to focus or to understand how key words lead to predictions, have them work together on the carpet. Pull out copy of Freckle Juice wrapped up so students cannot see it. Ask students to work in their pods to brainstorm what information do we get from looking at the cover of a book? Have pods discuss and give each pod a word web to fill in. (2 minutes) Kagan Stand-N-Share (6 minutes) - important things to remember: - Have all students stand up call out name from a pod to give one answer - the rest of the class will check off that item from their word web or add it - continue picking students - when a group has all of their items checked off they must sit down

13 minutes 11:07

Teacher Notes: Assessments/ Differentiation

Learning Activity #2

20 minutes 11:27

Teacher Notes: Assessments/ Differentiation

Learning Activity #3

20 minutes 11:47

- continue choosing until all/most of groups have been chosen After that: - Hand out wrapped copies of the book, have students unwrap them. (2 minutes) - Tell students that the title of the book is Freckle Juice by Judy Blume - Read the back cover summary. (2 minutes) Ask students if anyone would like to change their book predictions now that they have heard a little bit more about the book? Have students alter their predictions (they can do this by using the same sheet, and writing in a different colour or using a new predictions sheet.) (8 minutes)
Teacher Notes: Assessments/ Differentiation

For Stand-N-Share, use participation checklist, make sure every student is chosen at least once!! Move around the classroom and observe groups. Prompt towards intended direction if needed If students dont want to adjust predictions, have them draw their predictions in their doodle book. Closure Time 3 minutes 11:50

Transition To Next Lesson Ask for volunteers (3) to read out their predictions/ show picture of predictions. Ask students why they chose those predictions/what info led them to that inference? Explain to students that next class we will start reading the book, to find out if their predictions are correct.

Sponge Activity/Activities Ask additional students for their predictions/reasons for predictions

Reflections from the lesson

What What information information do we we get get from from a a do book cover? book cover?