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Grandfathers Dream: Re-enacting a story

Overview of lessons
Day 1

Day 2

Day 3

Day 4

Day 5
Lego movie-filming
re-enactment:
presentations

Activity/
Strategy

Recount a story Read pair


using a
share
treemap, learn
key vocabulary

Lego movie
re-enactment:
plan

Lego movie
re-enactment:
making props

Organizer

Vocab
organizer/tree
map

Storyboard

Storyboard

Who, what,
when, where,
how organizer

Day 1
Standards:
ELD Reading/viewing closely Describe ideas, phenomena (e.g., insect
metamorphosis), and text elements (e.g., main idea, characters, setting) based
on understanding of a select set of grade-level texts and viewing of multimedia,
with substantial support.
2. Understanding cohesion Apply growing understanding of how ideas, events,
or reasons are linked throughout a text using a variety of connecting words or
phrases (e.g., at the beginning/ end, first/next) to comprehending texts and
writing texts with increasing cohesion.
1. Exchanging information and ideas Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, and adding relevant information.
5. Listening actively Demonstrate active listening to read-alouds and oral
presentations by asking and answering detailed questions, with occasional
prompting and moderate support.
ELA Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace.
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners

on grade 3 topics and texts,


building on others' ideas and expressing their own clearly.
Theme: Population and Habitat Changes

Lesson Topic: English Language Arts


Objectives:
Language:
Students will be able to describe the main idea, characters, setting and plot based on
their understanding of Grandfathers Dream
Content:
Students will be able to refer to details in the text Grandfathers Dream to support their
ideas about the central message
Learning Strategies:
Guided Reading (Herrell, 2016)
Graphic Organizers (Herrell, 2016)
Tree map for characters, setting, plot
Circle maps for vocabulary (in personal dictionaries)
Preview/Review (Herrell, 2016)
Making Predictions
Strategic partners-students work with more capable peers to scaffold understanding
(Vygotsky, 1978)
Key Vocabulary:
Announce
Area
Committee
Plenty
Reserve
Habitat
Dike
Materials:
Pictures of Cranes
Globe
Personal Dictionaries
6 copies Grandfathers Dream
Thinking maps (Lizak & Wright, 2016)
Motivation:
Ask Students: Have you you ever waited a long time for something to happen? What
did it feel like?
Explain
We will be reading about a boy who has to wait a long time for something
Show
Pictures of cranes
Vietnam on the globe
Explain

After the War in Vietnam, the habitat of the cranes was destroyed. After the
war, their habitat was used for farming. This meant that they did not have a
place to live. A habitat is the place where organisms live, their their food and
shelter is part of their habitat.
Ask:
How would you describe your habitat?
Presentation:
Story Walk
Students will flip through the book and preview key vocabulary
Pairs of students will work together to enter 1-2 keywords into their personal
dictionaries (draw a picture, use in a sentence, define)
Student pairs will take turn presenting the key vocabulary and definitions to
each other
Make predictions
Students share predictions about what the story will be about based on the
pictures
Sentence frame I predict ______ because I see ______ on page _______
Set a purpose
While we are reading we will be thinking about the characters, setting, and
problem to help us determine the central message
Review anchor charts for characters, setting, and plot from previous lessons.
We can keep track of these details using a thinking map (tree map)
Model reading the first page and think aloud
What is happening on this page? Who are the characters?
Record characters on the story map.
Practice/Application:
Students read independently
Monitor
Check in with students and monitor their progress as they read
Assist and support as students work to record the information from the text onto
the organizer, summarize reading and reflect on the new information to
determine if anything is revealed about the characters, setting, or plot.
Review/Assessment:
Bring group back together and share findings that each student recorded on the
tree/flow map
Record details on an enlarged version of the map on chart paper
Each student will practice stating their findings to the groups using language frames
One of the characters in the story is
In the beginning of the story
In the middle of the story
At the end....
The story takes place

The problem is that


Students completed tree/flow maps, observational notes and participation will be used
as assessments

Day 2
Standards:
ELD Reading/viewing closely Describe ideas, phenomena (e.g., insect
metamorphosis), and text elements (e.g., main idea, characters, setting) based
on understanding of a select set of grade-level texts and viewing of multimedia,
with substantial support.
2. Understanding cohesion Apply growing understanding of how ideas, events,
or reasons are linked throughout a text using a variety of connecting words or
phrases (e.g., at the beginning/ end, first/next) to comprehending texts and
writing texts with increasing cohesion.

1. Exchanging information and ideas Contribute to class, group, and partner


discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, and adding relevant information.
5. Listening actively Demonstrate active listening to read-alouds and oral
presentations by asking and answering detailed questions, with occasional
prompting and moderate support.
10. Writing b. Paraphrase texts and recount experiences using complete
sentences and keywords from notes or graphic organizers.
ELA Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace.
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
Theme: Population and Habitat Changes
Lesson Topic: English Language Arts
Objectives:
Language:
Day 1: Students will be able to describe the main idea, characters, setting and plot
based on their understanding of Grandfathers Dream
Day 2: Students will be able to ask relevant questions to support comprehension of the
text
Day 3: Students will be able to recount the story using linking words and phrases to
sequence events in the text
Day 1-5: Students will participate in collaborative groups to exchange information
Content:
Day 1: Students will be able to refer to details in the text Grandfathers Dream to
support their ideas about the central message
Day 2: Students will engage in collaborative conversation to ask and answer questions
about a text
Day 3: Students will work together to retell Grandfathers Dream using a storyboard
Learning Strategies:
Read, Pair, Share (Herrell, 2016)
Graphic Organizers (Herrell, 2016)

W map for read pair share


Strategic partners-students work with more capable peers to scaffold understanding
(Vygotsky, 1978)
Alternative models for input
Video with lyrics
Teacher model to use as a reference
Key Vocabulary:
Announce
Area
Committee
Plenty
Reserve
Habitat
Dike
Materials:
6 copies Grandfathers Dream
W graphic organizer
Chart paper + tree map from previous lesson
Motivation:
Review material from day 1 by showing collaborative tree map with the characters
setting and plot from the story as well as key vocabulary
Explain that today students will be working together to dig deeper into the text by
asking W questions
Watch Video 5 Ws
Presentation:
Model
Teacher:
Read first page of Grandfathers Dream
Ask 5 W questions and record them on the organizer displayed on the
overhead
Model how to modify questions to fit the information presented on each
page
Group: (students and teacher work to complete the organizer together)
Read second page of Grandfathers Dream
Ask 5 W questions and record them on the organizer displayed on the
overhead
Model how to modify questions to fit the information presented on each
page
Practice/Application:

Pair students and distribute W organizer


Students will be paired in advance in heterogenous groups
Monitor
Have students complete organizers for 2 pages to monitor their use of the
strategy
When students have demonstrated an understanding of the read, pair, share
strategy on paper, they no longer need to use the organizer and can complete
the activity orally
Review/Assessment:
Bring students together again
Ask students what new understanding or questions they have about the text after using
the read, pair, share strategy
Add any new information or detail onto the tree map with characters, setting, plot from
the previous day
Students W organizers and observations will serve as the formative assessment

Day 3
Learning Strategies:
Story Re-enactment (Herrell, 2016)
Graphic Organizers (Herrell, 2016)
storyboard map for read pair share
Strategic partners-students work with more capable peers to scaffold understanding
(Vygotsky, 1978)
Art integration to scaffold language and comprehension
Key Vocabulary:
Announce
Area
Committee
Plenty
Reserve
Habitat
Dike
Materials:
6 copies Grandfathers Dream
Storyboard Graphic Organizer
Chart paper + tree map from previous lesson
Motivation:
Review material from day 1 and 2 by showing collaborative tree map with the
characters setting and plot from the story as well as key vocabulary

Ask students if they have ever read a book that has been turned into a movie or play
Provide examples to start like Harry Potter or the BFG
Explain that today students will have the chance to create a short movie based on the
book Grandfathers Dream
Outline the steps
1. Create a storyboard
2. Create props
3. Put the story into action!
Presentation:
Model
Teacher:
Think aloud, describe the process of using the treemap and W map to
help establish the most important details from the story.
Use the information to model sketching the first frame of the storyboard
and adding in words to describe what is happening in the scene on the
overhead
Group: (students and teacher work to complete the organizer together)
Work together to create the next frame on the storyboard
Emphasize using words like first, next, then and last as well as other
temporal words to help describe when and how events occur at each part
of the frame
Practice/Application:
Students will work with the same partners from the previous day
Each group will work together to create their storyboard
Monitor
Provide assistance to students who are struggling and provide them with
sentence starters
Review/Assessment:
Bring students together again
Compare storyboards and circle events that different groups have in common
Combine all groups storyboards into one masterboard to serve as the reference for
the movie retell that students will work on the next day
Assessment will be based on students storyboards and participation in group
discussions and partner work.

References:
Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English
learners: The SIOP model. Boston: Allyn and Bacon.

Herrell, A. L., & Jordan, M. L. (2015). 50 strategies for teaching English language learners.
Pearson.
Lizak, L. & Wright, B. (2016). Retrieved 6 October 2016, from
http://mchsford.weebly.com/uploads/3/9/5/8/39589851/_readersresponsetemplates_thinking_ma
ps.pdf
Vygotsky, L. (1978). Interaction between learning and development.Readings on the
development of children, 23(3), 34-41.

Day 4
Standards:
ELD Reading/viewing closely Describe ideas, phenomena (e.g., insect
metamorphosis), and text elements (e.g., main idea, characters, setting) based
on understanding of a select set of grade-level texts and viewing of multimedia,
with substantial support.
2. Understanding cohesion Apply growing understanding of how ideas, events,
or reasons are linked throughout a text using a variety of connecting words or
phrases (e.g., at the beginning/ end, first/next) to comprehending texts and
writing texts with increasing cohesion.
1. Exchanging information and ideas Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, and adding relevant information.
5. Listening actively Demonstrate active listening to read-alouds and oral
presentations by asking and answering detailed questions, with occasional
prompting and moderate support.
10. Writing b. Paraphrase texts and recount experiences using complete
sentences and keywords from notes or graphic organizers.
ELA Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed

through key details in the text


Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace.
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
Theme: Population and Habitat Changes
Lesson Topic: English Language Arts
Objectives:
Language:
Day 1: Students will be able to describe the main idea, characters, setting and plot
based on their understanding of Grandfathers Dream
Day 2: Students will be able to ask relevant questions to support comprehension of the
text
Day 3-4: Students will be able to recount the story using linking words and phrases to
sequence events in the text
Day 4-5: Students will be able to utilize graphic organizers and props to engage in
sustained dialogue to retell the story orally
Day 1-5: Students will participate in collaborative groups to exchange information
Content:
Day 1: Students will be able to refer to details in the text Grandfathers Dream to
support their ideas about the central message
Day 2: Students will engage in collaborative conversation to ask and answer questions
about a text
Day 3-4: Students will work together to retell Grandfathers Dream using a storyboard
Day 4-5: Students will practice retelling Grandfathers Dream at a clear and
understandable pace
Learning Strategies:
Story Re-enactment (Herrell, 2016)
Graphic Organizers (Herrell, 2016)
storyboard map for read pair share
Strategic partners-students work with more capable peers to scaffold understanding
(Vygotsky, 1978)
Art integration to scaffold language and comprehension
Key Vocabulary:
Announce
Area

Committee
Plenty
Reserve
Habitat
Dike

Materials:
6 copies Grandfathers Dream
Storyboard Graphic Organizer
Chart paper + tree map from previous lesson
Sculpting clay, construction paper, paper bags, popsicle sticks, paper bags and other
crafting materials
Motivation:
Review story map from previous lesson
Distribute copies of the master story board
Chorally read each part of the story board
Outline the steps:
1. Create a storyboard
2. Create props
3. Put the story into action!
Explain that when we create a movie, the who are the where are visible. The what and
the when are less concrete, the what is often an action that we will use our props to act
out. We can tell the what by looking at a characters expression and actions and by
listening to their tone of voice
Quick game: students will practice saying the line, Charles Dickens likes
chickens using different emotions or voices for different characters, e.g. fear,
anger, a doctor, a sports reporter (North Coast Arts Integration Project)
State that today students will work on creating props and rehearsing our script for our
re-enactment .
Presentation:
Model
Teacher:
Think aloud
When I look at this first frame, I can see that I have 4 characters
eating dinner together in their house. That means when I will
need to create the four characters for my film, and I will need
some sort of backdrop or model to set the scene.
Start creating a list of characters or props that will be needed for
the re-enactment
Group: (students and teacher work together to add characters and props to the
list)
Look at the next frame on the storyboard. Think pair share to come up
with an idea of what will be needed to re-enact this part of the story.

Who are the characters? Where are they? What will we need?
Add items to the list. Continue until there is a complete list of the
important story elements.
Students will be assigned a prop to create for the re-enactment. Since we will
film the re-enactments using Lego movie maker, they will need to create a
puppet or figure to represent the characters, and each person will be responsible
for narrating one frame from the storyboard
Practice/Application:
Students will work with the same partners from the previous days
Each group will work on creating their puppets or props.
When all props are created, students will rehearse the re-enactment. Students will be
reminded that speaking clearly and with proper intonation makes a huge impact on the
story.
Monitor
Assist students who are struggling with intonation or pronunciation.
Prompt with questions about what is happening in the story and how the
characters are feeling.
Review/Assessment:
Bring students together again
Students sit in a circle and will practice reading their part of the storyboard to the group
Students will listen and provide 1 star and 1 polish (one great thing, and one idea for
improvement) in regards to their presentation. This will be an informal assessment
prior to the final run through and filming on day 5.

References:
Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English
learners: The SIOP model. Boston: Allyn and Bacon.
Herrell, A. L., & Jordan, M. L. (2015). 50 strategies for teaching English language learners.
Pearson.
Lizak, L. & Wright, B. (2016). Retrieved 6 October 2016, from
http://mchsford.weebly.com/uploads/3/9/5/8/39589851/_readersresponsetemplates_thinking_ma
ps.pdf
North Coast Arts Integration Project (n.d.). Retrieved October 10, 2016, from
http://www.artsintegration.net/2016-summer-institute-resources.html
Vygotsky, L. (1978). Interaction between learning and development.Readings

on the development of children, 23(3), 34-41.

Day 5
Standards:
ELD Reading/viewing closely Describe ideas, phenomena (e.g., insect
metamorphosis), and text elements (e.g., main idea, characters, setting) based
on understanding of a select set of grade-level texts and viewing of multimedia,
with substantial support.
2. Understanding cohesion Apply growing understanding of how ideas, events,
or reasons are linked throughout a text using a variety of connecting words or
phrases (e.g., at the beginning/ end, first/next) to comprehending texts and
writing texts with increasing cohesion.
1. Exchanging information and ideas Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, and adding relevant information.
5. Listening actively Demonstrate active listening to read-alouds and oral
presentations by asking and answering detailed questions, with occasional
prompting and moderate support.
10. Writing b. Paraphrase texts and recount experiences using complete
sentences and keywords from notes or graphic organizers.
ELA Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace.
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
Theme: Population and Habitat Changes
Lesson Topic: English Language Arts
Objectives:

Language:
Day 1: Students will be able to describe the main idea, characters, setting and plot
based on their understanding of Grandfathers Dream
Day 2: Students will be able to ask relevant questions to support comprehension of the
text
Day 3-4: Students will be able to recount the story using linking words and phrases to
sequence events in the text
Day 4-5: Students will be able to utilize graphic organizers and props to engage in
sustained dialogue to retell the story orally
Day 1-5: Students will participate in collaborative groups to exchange information
Content:
Day 1: Students will be able to refer to details in the text Grandfathers Dream to
support their ideas about the central message
Day 2: Students will engage in collaborative conversation to ask and answer questions
about a text
Day 3-4: Students will work together to retell Grandfathers Dream using a storyboard
Day 4-5: Students will practice retelling Grandfathers Dream at a clear and
understandable pace
Learning Strategies:
Story Re-enactment (Herrell, 2016)
Graphic Organizers (Herrell, 2016)
storyboard map for read pair share
Strategic partners-students work with more capable peers to scaffold understanding
(Vygotsky, 1978)
Art integration to scaffold language and comprehension
Key Vocabulary:
Announce
Area
Committee
Plenty
Reserve
Habitat
Dike
Materials:
6 copies Grandfathers Dream
Storyboard Graphic Organizer
Chart paper + tree map from previous lesson
I-pads with Lego moviemaker app
Motivation:
Review storyboard tips for re-enacting the story
Re-read storyboard chorally

Warm up activity: 3 different ways-students work in pairs, each student picks a


line and says it 3 different ways.
Presentation:
Model
Teacher:
Explain that they will be filming their re-enactments of Grandfathers
Dream
Show students how they will use the Lego movie maker to film their
props and record their voice overs for the storyboard using the I-pad
Practice/Application:
Students will work with the same partners from the previous days to record their
re-enactments using they created in the previous lesson
Review/Assessment:
After all students have recorded their re-enactments we will meet briefly to discuss
how they felt about the re-enactment, things they thought went well and things they
may change
Students will share their re-enactment videos with our first grade buddy class in a film
premiere style event with a red carpet and popcorn
Students will be evaluated based on a rubric evaluating their storyboard organizers,
retell, and expression. They will also complete peer assessments to evaluate their
performance interacting with their peers.
Extension
Students interview a family or community member about an animal or plant whose
population has changed in their lifetime. Use the interview to retell their story or to
write a news report on what they discovered.
Students write an alternate ending to Grandfathers Dream
Students research a local conservation issue and brainstorm ideas for a solution
Students research Crane populations and create a news brief/presentation for the class

References:
Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English
learners: The SIOP model. Boston: Allyn and Bacon.
Herrell, A. L., & Jordan, M. L. (2015). 50 strategies for teaching English language learners.
Pearson.

Lizak, L. & Wright, B. (2016). Retrieved 6 October 2016, from


http://mchsford.weebly.com/uploads/3/9/5/8/39589851/_readersresponsetemplates_thinking_ma
ps.pdf
North Coast Arts Integration Project (n.d.). Retrieved October 10, 2016, from
http://www.artsintegration.net/2016-summer-institute-resources.html
Vygotsky, L. (1978). Interaction between learning and development.Readings
on the development of children, 23(3), 34-41.

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