Sarah Patterson March 4, 2014 Grade 5, Rowan Avenue Elementary R/ A!

Treasures, "#athura$

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standa d!"#$ L%"t t&e 'o()*ete te+t o, on*y t&e e*e-ant )a t" o, ea'& "tanda d. TPE$ 1 / 0 %ommon %ore &terature Standard 1' (uote accurately )rom a te*t when e*+la&n&n, what the te*t says e*+l&c&tly and when draw&n, &n)erences )rom the te*t%ommon %ore &terature Standard .' Analy/e how v&sual and mult&med&a elements contr&0ute to the mean&n,, tone, or 0eauty o) a te*t 1e-,-, ,ra+h&c novel, mult&med&a +resentat&on o) )&ct&on, )ol2tale, myth, +oem3 Le""on O12e't%-e$ 3&at do yo4 5ant "t4dent" to 6no5 and 1e a1*e to do7 TPE$ 1, 8 / 0 Students w&ll draw conclus&ons us&n, lo,&cal reason&n, to cons&der &n)ormat&on and come to a new understand&n, a0out the storyStudents w&ll ma2e &n)erences us&n, clues )rom the te*t and the&r +r&or 2nowled,e to ma2e lo,&cal dec&s&ons not e*+l&c&tly stated &n the storyA""e""(ent$ 9o (a* and In,o (a* A""e""(ent. TPE$ 2 / 3 3&at e-%den'e 5%** t&e "t4dent" ) od4'e to "&o5 t&ey &a-e (et t&e *ea n%n: o12e't%-e7 Students w&ll +art&c&+ate &n whole!class and small!,rou+ d&scuss&ons ma2&n, &n)erences and draw&n, conclus&ons- Students w&ll +art&c&+ate &n one o) our read&n, ,rou+ act&v&t&es that we have 0een +ract&c&n, &n recent wee2s 3&at (od%,%'at%on" o, t&e a1o-e a""e""(ent 5o4*d yo4 4"e ,o *an:4a:e *ea ne " and;o "t4dent" 5%t& ")e'%a* need"7 4/A

P e e<4%"%te S6%**", Kno5*ed:e and E+)e %ent%a* =a'6: o4nd". TPE$ 4 / > P e e<4%"%te "6%**" , o( ) %o "'&oo* e+)e %en'e" 5e have 0een +ract&c&n, draw&n, conclus&ons and ma2&n, &n)erences &n te*ts &n class dur&n, recent Treasures read&n, ass&,nments- Students are ade+t at us&n, these s2&lls, 0ut need more +ract&ce us&n, the terms "conclus&on$ and "&n)erence-$ St ate:y to 'onne't "'&oo* *ea n%n: 5%t& ) %o e+)e %ent%a* 6no5*ed:e and;o '4*t4 a* 1a'6: o4nd 6 w&ll read students Jumanji, wh&ch &s the +re7uel to th&s story- 5h&le they are read&n,, they can connect elements o) the story that re)erence Jumanji- Students w&ll also have the o++ortun&ty to connect some o) the&r learn&n, a0out s+ace to th&s te*t, and 6 w&ll as2 them to ma2e connect&ons to what they learned dur&n, the&r )&eld tr&+ to the Gr&))&th 80servatoryP e-a""e""(ent "t ate:y 4/A

A'ade(%' Lan:4a:e. TPE$ ? / 0 3&at 'ontent ")e'%,%' -o'a14*a y, te+t "t 4't4 e", "ty*%"t%', o : a((at%'a* ,eat4 e" 5%** 1e e+)*%'%t*y ta4:&t7 Rotated, reversed, robot, defective, meteor, dangling, staggered, tokens, gyroscope, polarity, malfunctioning, draw conclusion, inference. E<4%ty. TPE$ 4, @, 8, ? / > Ao5 5%** ALL *ea ne " en:a:e7 !-a y%n: a'ade(%' a1%*%t%e", '4*t4 a* 1a'6: o4nd", and *an:4a:e *e-e*"# Be"' %1e yo4 d%,,e ent%ated %n"t 4't%ona* "t ate:y. All learners w&ll en,a,e &n a whole!class read&n, and d&scuss&on, then &n the&r se+arate roles &n the ,rou+ read&n, act&v&ty- Each student &s res+ons&0le )or one +art o) that ,rou+ act&v&ty, and students are o)ten enthus&ast&c to com+lete that role and do the draw&n, ass&,nment that )ollowsIn"t 4't%ona* Lea n%n: St ate:%e" to S4))o t St4dent Lea n%n:. TPE$ 1, 4, @, 8, 0 / 10 5hat w&ll the teacher do to 13 st&mulate/mot&vate students 0y connect&n, the lesson to e*+er&ent&al 0ac2,rounds, &nterests and +r&or learn&n,, 23 &dent&)y learn&n, outcomes 93 +resent mater&al, ,u&de +ract&ce, and 0u&ld &nde+endent learn&n,, 43 mon&tor student learn&n, dur&n, &nstruct&on, and 53 0u&ld metaco,n&t&ve understand&n, L%"t 5&at t&e tea'&e 5%** 1e do%n: and 5&at t&e "t4dent" 5%** 1e do%n:. T%(e Tea'&e St4dent"

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Sarah Patterson March 4, 2014 Grade 5, Rowan Avenue Elementary R/ A! Treasures, "#athura$
Mate %a*" 6 w&ll Read!Aloud Jumanji, sto++&n, alon, the way at +laces 6 have mar2ed &n the 0oo2 to d&scuss:ell students that we w&ll 0e read&n, the se7uel to th&s story &n class today, and that they should loo2 )or re)erences to Jumanji alon, the wayRev&ew voca0ulary that w&ll 0e &n the te*tA 4ote0oo2 :al2 a0out what "sc&ence )&ct&on$ means, read&n, the 0o* to the le)t and as2&n, students what other sc&ence )&ct&on te*ts they have read5e w&ll 0e draw&n, conclus&ons, and loo2&n, )or what we can conclude a0out the 0rothers; relat&onsh&+ at the end o) the story5e w&ll read the )&rst two +a,es to,ether as a class, w&th students volunteer&n, to read6 w&ll as2 students &) th&s rem&nds them o) the&r relat&onsh&+s to the&r s&0l&n,sAs2 students what they can draw any conclus&ons a0out what the +arents are do&n,Model the Ev&dence/%onclus&on chart on the 0oard<ave students descr&0e =annyAs2 students to d&scuss w&th a +artner why they th&n2 =anny too2 the ,ame homeStudents w&ll read the ne*t three +a,es &n the&r ,rou+s and com+lete the ,rou+ act&v&ty- 6 w&ll have drawn the role chart dur&n, recess:ell students that the&r draw&n,s w&ll 0e d&))erent th&s t&me- :hey w&ll need to summar&/e the story we have read so )ar &n +&ctures, 0y draw&n, out scenes- :h&s &s called a storyboard:hey w&ll need to )&,ure out who &s ,o&n, to draw wh&ch scene 0e)ore they 0e,&n draw&n,As usual, 6 w&ll hand out the draw&n, +a+er only once they have com+leted each o) the&r roles &n the ,rou+ and have wr&tten down the what the S7uee/er says and what the (uest&on As2er as2sAs2 students &) they have any 7uest&ons 0e)ore they 0e,&n>y 12'20, students w&ll need to 0e done- G&ve warn&n,s alon, the wayStudents w&ll have t&me to as2 any 7uest&ons or ,et clar&)&cat&onsStudents w&ll descr&0e =annyStudents w&ll volunteer +oss&0le res+onses to th&s 7uest&onStudents w&ll com+lete the read&n, s&lently, then 0e,&n wor2&n, &n the&r read&n, ,rou+s com+let&n, the&r &nd&v&dual rolesStudents w&ll com+lete the&r story0oard, each ta2&n, a d&))erent sceneStudents can e*+la&n how 5alter and =anny are s&m&lar or d&))erent to the&r own s&0l&n, relat&onsh&+sStudents w&ll volunteer +oss&0le res+onses, and w&ll co+y the Ev&dence/%onclus&on chart &n the&r A 4ote0oo2Students w&ll read the 0o* and tal2 a0out any sc&ence )&ct&on they have readGrou+ act&v&ty wor2sheet Pa+er )or story0oard Students w&ll d&scuss Jumanji &n our whole!class d&scuss&on as we ,o throu,h the storyJumanji "#athura$ ? +- 4.0, Treasures Ev&dence/%onclus&on chart, +- 4.9

Sarah Patterson March 4, 2014 Grade 5, Rowan Avenue Elementary R/ A! Treasures, "#athura$
A)ter, d&s+lay the ,rou+s; wor2 on the walls and do a )&ve m&nute ,allery wal2 )or students to see other ,rou+s; wor26n whole!class d&scuss&on, 6 w&ll as2 students how =anny and 5alter are ,o&n, to solve th&s +ro0lem5hat does "+olar&ty o) ,rav&ty$ mean on +a,e 4.@A <ow can we use the +&cture to hel+ us understand th&sA 5hat elements o) sc&ence )&ct&on have they read &n th&s story so )arA 8n +a,e 4B1, what was the +ur+ose o) the ,rav&ty 0eltA =&d you ma2e any connect&ons to JumanjiA Students w&ll rotate around the room &n a ,allery wal2Students w&ll volunteer res+onses )or these 7uest&ons and +art&c&+ate &n whole!class d&scuss&on-