Solo 1: Language Arts

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Solo 1: Language Arts

by Hannah McComie

Identifying Information
Lesson Information
Classroom teacher: Mrs. Voce Grade: 3rd Date lesson will be taught: Thursday October 25, 2012 Lesson topic: Reading comprehension Lesson subject area: Language Arts

Stage 1
Goals/Big Ideals
The students will understand the following concepts: Summary Compare and Contrast Cause and Effect

Essential Questions
What is a venn-diagram? Compare and contrast a real mouse and the mouse in the story? What is a cause and effect?

Standards
HI-HCPS-III.LA.3.3 STANDARD: Reading: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical Interpretive Stance: Compare characters, settings, and plots of two or more stories

HI-HCPS-III.LA.3.3.2

Stage 2
Performance Tasks

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Solo 1: Language Arts

https://c1.livetext.com/doc/8096063?print=1

n/a

Other Evidence
Class discussions

Self-Assesssments
Writing a summary about the book being read in class.

Stage 3
Learning Activities
How will you help students to know WHERE they are headed and WHY e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from? How will you HOOK and HOLD students through engaging and thoughtprovoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks? What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]? How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance? How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals? How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc] Read the story If You Take a Mouse To School by Laura Numeroff. (H) Have the students identify the characters in the story. (R) Ask the students about the events to the story in relation to cause and effect. (R, E2) Ask the students to compare and contrast the mouse in the story and a real mouse. (R, E2) Talk about what a summary looks like. (E1, R) Have the students write a summary about the book. (R, E2).

E T O

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Solo 1: Language Arts

https://c1.livetext.com/doc/8096063?print=1

Reflection
Reflection on lesson development
-This book contain a lot of "cause and effect" situations. I am hoping that this lesson will help the students understand "cause and effect" much better. Cause and effect can be a difficult concept to understand. This book should help them see the trickle events of what could happend from one cause. -I am hoping that they also get a better understanding of a venn-diagra and how to use it to compare and contrast different things. -Also some students are still a little weak in writing a summary, I hope this excerise helps strengthen their skills.

Reflection after teaching the lesson

I did not have enought time to allow the students to write their summary. I feel like I cheated them, but they had to take their test and they had a lot of other work to do. I also did not want them to fill overwhelmed with work. I will continue to have them summarize during reading groups, but I will soon require written summarizes to help increase their writing skills.

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