IPG

Name: Date(s):
Jesica Lones 6/14/2017
Subject: Grade Level:
English Language Arts 3rd

*Opening Hook/Warm Up: TEK:

Ask how many know of the borrowers? Have you ever
had items go missing or caught a flash of something tiny
and quick? Introduce the Borrower book, use your own
descriptors of how the concept makes you feel and then
ask them to share their own.
110.14 b) (2) (B)
Ask relevant questions, seek clarification and
locate facts and details about stories and
other texts and support answers

*Objective: Student Friendly:

To listen, follow along, answer questions, define

words using past knowledge and sentence context,
and utilizing dictionaries to write down source
definition

*Big Understanding:

Access previous knowledge/experiences and utilize given information to define new words/determine
sentence meaning
Use dictionaries to gather accurate definitions, exercising use of external source for information gathering

*Summative Assessment Evidence:

Worksheets
Walkthrough as they work on each aspect
o asking questions for how they found their answers/how they validate their own definitions, class
Class discussions

*Higher Level Questions to Incorporate: Higher Level Questions to Incorporate:

How can we use the context and past knowledge/experiences to define new words?

*Instructional Strategies / Student Activities/ Grouping Patterns:

Shared reading (I read, aloud, first chapter as students follow along, write words on board)
Whole class discussion (We discuss and share ideas, theories, connect concepts, etc. and do first few
sample definitions in each style together)
Independent work (They complete worksheets using strategies learned)

*Teacher Input/Modeling: IDO:

Read first chapter aloud

Write new words on board
Walk around monitoring progress
Ask questions (how did they define the word using context/previous knowledge? Etc.)

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 *Guided Practice: WE DO:

Define 2 new words, together, using context/previous knowledge

Define new word(s) using dictionary reference/definition

*CFU (Checking for understanding):

Walk through, monitoring progress

Ask questions (how did they define the word using context/previous knowledge? Etc.)

* Independent Practice: YOU DO (Individual students):

Listen/follow along as Chapter 1 is read

Actively participate in class discussion
Define words using context/previous knowledge
Ask questions/answer questions
Use dictionaries to complete second part of assignment (dictionary definition)

*Ending, Summary / Reflection:

Closing class discussion:

o How did our own definitions differ from each others responses/the dictionary source?
o How can we use these new words in our own sentences?
Turn in worksheets
Before leaving: ask students to think about the reading and be prepared to discuss/share
ideas about Pods hole and other concepts/links in the story for tomorrows class
discussion.

*Materials / Resources:

Borrowers book class set and teachers guide/Borrower book

Printed worksheets
Dictionaries
Background mood music

*Grouping Patterns:

Shared reading
Whole class discussions
Independent work

*Technology:

Playing thinking music lightly in the background: helps relax the students and may provide a
more comfortable focused atmosphere

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