FOTIP POP Cycle #1

Date: October 25, 2017

Key Content Standard(s): List the complete text of only the relevant parts of each
standard: TPE 1 & 9

CCSS.ELA-LITERACY.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.

CCSS.ELA-LITERACY.RL.3.5

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Estndares Claves: Escribe los textos completos de solo los partes esenciales de cada estndar.
TPE 1 & 9
CCSS.ELA-LITERACY.RL.3.3 Describen los personajes de un cuento (ejemplo: sus caractersticas,
motivaciones o sentimientos) y explican cmo sus acciones contribuyen a la secuencia de los
acontecimientos.
CCSS.ELA-LITERACY.RL.3.5 Se refieren a partes de los cuentos, teatro y poemas al escribir o hablar sobre
un texto, utilizando trminos como captulo, escena y estrofa; describen cmo cada parte sucesiva se
basa en secciones anteriores.

Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 &9
Objetiva de Lectura: Qu quieres que sus estudiantes saben y pueden hacer? TPE 1, 6 & 9
Students will be able to think about how all the parts fit together to make the whole story. Readers
examine how parts of a story goes together, focusing on connections.

Students will be able to think about a book through an analytic lens. They will think about a story and
its parts to see how they all build on each other to make the story.

Assessment: Formal and Informal Assessment TPE 2 & 3

Exmenes: Exmenes Formales y Informales TPE 2 & 3
What evidence will the students produce to show they have met the learning
objective? Que evidencia producirn los estudiantes para ensear que entienden de
objectiva de aprendizaje?

The evidence is that the students will be filling out a worksheet that demonstrates their
understanding of different story elements as it applies to their own independent level
books.
 What modifications of the above assessment would you use for language learners
and/or students with special needs? Qu cambios de los exmenes arriba podras
usar para estudiantes aprendiendo otra idioma o estudiantes con necesidades
especiales?
I have made adjustments for my language learners by modeling the expectation and
showing the students the worksheet. I also modified this assessment for my special needs
students by having the students focus on filling in two parts of the worksheet. This allow
assist them in focusing on the overall goal of the unit of understanding characters and
their effect on stories.

Prerequisite Skills, Knowledge, and Experiential Backgrounds: TPE 4 & 8

Prerequisite skills from prior school experiences.
Strategy to connect school learning with prior experiential knowledge and/or
cultural background
Pre-assessment strategy
Requisitos Anteriores de habilidades, conocimiento y fondos experienciales
Requisitos Anteriores de habilidades de fondos de escuela anteriores
Estrategia a conectar aprendizaje de escuela con conocimientos experienciales
anteriores o fondos culturales
Estrategias de antes-examen
- I will be building on prior knowledge by using what they have learned from previous
lessons including what they have learned about the conflict in the story. In this lesson I
will be building on the characters and the conflict of the story and focus students on the
resolution and the setting of the story. I will also be assessing for their understanding of
the strategy as they share out with a partner and share as a whole class. This will show
me if they understand the story elements and if they are able to apply it to their own
independent level texts.

Academic Language: TPE 7&9

What content specific vocabulary, text structures, or grammatical features will be
explicitly taught?
Lenguaje Academica: TPE 7 & 9
Qu contenido de vocabulario, estructura de texto, o otras caractersticas van estan
enseado?
o Los estudiantes va a aprender sobre los elementos de un cuento: el personaje, el
escenario, el problema, la resolucin

Equity. TPE 4,5,6,7 &8

How will ALL learners engage? (varying academic abilities, cultural backgrounds,
and language levels) Describe your differentiated instructional strategy.
Equalidad. TPE 4,5,6,7 &8
Cmo contratamos todos los estudiantes? (habilidades acadmicas, fondos culturales
y nivel de lenguaje) Explica su estrategias.
I will have all students engaged in the lesson by having them share the parts of a five finger retell
strategy with the class and with partners. I will also model this strategy based on a common
read aloud that the class has in common: La Silla de Pedro. Then students will apply it to their
own book so that means that students will be differentiating their use of this strategy by using
their own independent leveled books. I will also be supporting students by pulling four students
to work with them in a small group. These students will work with their shared group text but be
able to work towards answering the parts of a five finger retell strategy. This group is all at the
same instructional reading level and is all reading the same book.

Instructional Learning Strategies to Support Student Learning TPE 1,4,5,6,9,& 10

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to
experiential backgrounds, interests, and prior learning, 2) identify learning outcomes 3) present
material, guide practice, and build independent learning, 4) monitor student learning during
instruction, and 5) build metacognitive understanding.

Estrategias de aprendizaje para soportar el aprendizaje estudiantil. TPE 1, 4, 5, 6, 9 & 10.

Qu hacen maestras para 1) motivar estudiantes con conectando la lectura con fondo
experienciales, inters, y aprendizaje anterior 2) identificar resultados de aprendizaje 3)
presentar materias, prcticas guiadas, y construir aprendizaje independiente 4) observar
aprendizaje estudiantil durante instruccin 5) construir comprehensin de metacognicin.

List what the teacher will be doing and what the student will be doing

Lista que va hacer la maestra y que va a hacer el estudiante.

Time/ Teacher/Maestra Students/Estudiantes Resources/Material

Tiempo Recursos/Materas

5 Explica el vocabulario nuevo: Escuchar a las palabras y Elementos de una

Minutos escenario, el problema, la entender cada una historia anchor chart
resolucin with visual taped
ontop

5 Introducir la estrategia de 5 Escuchar al modelo de la 5 Dedos Recontar

Minutos Dedos Recontar y modelar lo maestra anchor chart
con La Silla de Pedro

1 Nosotros podemos ocupar Escuchar y Pensar en los

Minuto esta estrategia para conectar la conexiones a otros libros.
historia y para pensar en la
historia en una manera ms
profunda. Ellos va a ayudar a
nosotros a ser lectores
analticos
1 Dar instrucciones para que los Trabajar en la pgina de 5 Dedos Recontar
Minuto estudiantes empezar a trabajar 5 Dedos Recontar worksheet
en la pgina. Explica a los
nios que ellos van a ser esto
con la historia de Stone Fox.

15 Maestra va a cambiar a Trabajar en silencio Libros del grupo

Minutos trabajar con un grupo pequeo mientras que el grupo de
________ trabajan con la
maestra.

2 Llamar a los nios a regresar Van a compartir su hoja y 5 Dedos Recontar

minutos al alfombra. van a hablar de que worksheet
tenan que era similar o
diferente.

1. Introduce the Five Finger Retell Strategy to Students

2. Model this strategy using Peters Chair
3. State that we can use this strategy to connect the story together
4. Students will practice using the five finger retell with Chrysanthemum(using a Five Finger Retell
Worksheet) at their desks
5. Students will return to the rug with their worksheet and think pair share with a partner. Then they
will share their ideas whole group.