LESSONDESIGNTEMPLATE Dateoflesson:May12,2010@9:00am. TeacherCandidate:MaryPham Grade:3rdGrade ContentArea:EnglishLanguageArts SubjectMatter:LiteracyResponse&Analysis Timeperiodforthelearningexperience(TPE10):3540minutes Stateadoptedcontentstandards(TPE1): NarrativeAnalysisofGradeLevelAppropriateText 3.6Identifythespeakerornarratorinaselection. 3.4Determinetheunderlyingthemeorauthorsmessageinfictionand nonfictiontext. Learninggoals(objectives):(TPE1&4)"Allstudentswill..." Allstudentswillbeabletoidentifythepointofviewbyreadingthe,TwoDays inMay.

Allstudentswillalsotryandidentifythethemeofthestorybyreading,asa class,TwoDaysinMay Materials(TPE4):DocumentCamera,HoughtonMifflinReadingTextbook (page73)andasheetofflipchartpaper. Classdescription(TPE8): Studentsareinaheterogeneousclassroom.Theschoolislocatedinamiddle level,socioeconomiccommunity.Thecommunitymakesupforamajorityof militarybasedfamilies.Itistwomonthsbeforetheendoftheschoolyear.Most ofthestudentsare9yearsold.Thesestudentsneeddifferentapproachesto comprehendingcontent,orneedtorevisitthecontent.Theclasslovestosocialize andshowexcitementinupcomingschoolactivities.Thereare24studentsin total,12ofwhichareattheabovebasiclevelorheadingtobeproficientatthe endoftheschoolyearinbothmathandlanguagearts.Thereare5studentswho havetakentheCELDTinthebeginningoftheyear,andtherearetwostudents withrequirethesupportofaresourcespecialist.OneofwhoisonanIEPandhas

beendiagnosedwithADHDandanotherwhowasrecentlyqualifiedforanIEP andwillbemeetingwiththeschoolssupportstaffinregardstoherIEPinmid April.

Developmentalneedsofthestudentsatthisage(TPE6): Experienceastructuredday Developageappropriateliteracyskills Stimulatinggroupactivities Amplepositivereinforcement Needvisualaidstohelpthemmodeloffof

RationaleReasonsforinstructionalactivitiesandstudentactivities(TPE13) Studentshavedonetheirclassdiscussionandlessonsontherug.Fromthe beginningithasbecomearoutineforthemtodomostoftheiractivitiesasa wholeclassandtogether.Sincethecomfortlevelhasalreadybeencreatedand instillwithinthestudents,theactivityforthisparticularlessonwillbedoneon therug. Sittingattheirdeskduringalessoncouldbedistractingforstudents,soits easierandmoreappropriatethattheybepointinasittingarrangementwhere distractionswouldbelessonofanissue.(TPE6&7) Duringthelesson,studentswillengageinpartnertalk.Thisallowsstudentsto participateintheactualdiscussionandlesson.Sincesomestudentsdontalways getcalledordontvolunteerananswer,partnertalkisagreatwayforstudents togettheirvoicesheardandalsobecomeaccountablefortheirparticipationin thelesson.(TPE5,TPE6&7)

LESSON Teacherwill.... AnticipatorySet Studentswill.... Iwillaskstudentstoturntotheirpartner Studentswillengageinpartnertalk. anddiscusswhetherornottheybelieve Studentswillthenshareoutwhattheir pointofviewsandthoughts/opinions. animalsbelonginazoo.(TPE5) Iwillteachstudentsaboutnarrative Todaystudentswillbeabletoidentify perspectiveandpointofviewsbyreading thenarrativeperspectiveandpointof TwoDaysinMay. viewbyparticipatinginashared readingactivityandreadingTwoDays inMay.Studentswillalsobeableto learnaboutasummarystatement. Teacherwillbebeginreadingtostudents Studentswillfollowalongwithwhatis aloudandwillprojectthebookpages beingreadtothemonthedocument underthedocumentcamera.(TPE14,TPEcamera. 6&7) Studentswillreviewwhatapointof Teacherwillaskstudentstoreviewwhataviewisagain. Studentswillbeaskedwhatthe pointofviewisagain. importanceofhavingapointofview. Whyisitimportanttoknowwhatthe pointofview?Whatsthepoint?(TPE5) Studentswillbeaskedabout metaphors;Studentswillbeaskedif Teacherwillaskedstudentsaboutfigure theycangiveametaphor. ofspeech/metaphorsTeacherwillgive anexample. Hereyeswereglisteningjewels

Teachingthe Objective

GuidedPractice

Imsohungry,Icouldeatahorse. Throughoutthereading,Iwillask studentsabouttheeventshaveturnedout thewaythattheydid.Iwillaskstudents toexplainwhytheyturnedouttheway thattheydid(showingevidenceoftheir readingandunderstandthestory)(TPE2, AF) Stopandaskstudentswhatthepointof viewinthisstoryis.Whospointofview arewereadingabout?(Iwillrandomly pullanamefromthelotteryboxtoaska studenttoanswerTPE15)

Doallofthecharactershavethesame pointofview?Arethereotheropinions thataredifferentfromthepeopleofthis community? (AF,TPE2)

Studentswillbeaskedifanimalshave rights?Discussitwiththeirpartners. Studentswillbeaskedtoshareout theiranswers.(HO,TPE5)

Teacherwillaskstudentstoengagein partnertalkaboutanimalrights.

Studentswillbeaskedwhythedeers wanderedintothecity(theyllbeasked toshowevidenceoftheir explanation/answers.)(TPE2)

Theendofthestory: Whatwasthesolutionforthedeerswas ittherightone?Whohelpedthedeers? Whowasinvolvedinhelpingthedeers findasolution? Aboutthecommunity?Whathas changed?Whatwastheirrelationship beforethedeerswanderedintotheir garden?Howweretheybroughttogether? Reviewtheimportanceofapointinview fromastorystandpointandfromareal lifeperspective(HigherOrderof ThinkingSkillsTPE5). Teacherwillask,Whatwouldhappenif thepointofviewinthestorychanged? Whatwouldhappenifwewerereading throughtheeyesofthePigeonladyora cityworker?Whatwouldhappentothe story?Woulditchange?

Independent Practice

n/a

Studentswillbeasktogohomeand findthepointofviewfromabookthat theyarereadingathome,andcome backandsharewhatthepointofbook intheirbookwas.

Closure

Teacherwillcreateachartdifferentiating Studentswillhelptheteachercreatea pointofviewandnarrativeperspective. chartonthedifferentpointofview, narrativeperspectiveandsummary Teacherwillaskstudentstohelpcreatea statement(AS,TPE3)

summarystatement.

Indicateinthemarginsofyourlessonplan D=Differentiation(TPE6&7) AF=AssessmentFormative(TPE2) AS=AssessmentSummative(TPE3) T=Technology(TPE14) PT=PartnerTalk(TPE5) HO=HigherOrderThinkingSkills(TPE5)