Language Arts-Solo 2

12/1/12 10:34 AM

Language Arts-Solo 2
by Hannah McComie

Identifying Information
Lesson Information
Classroom Teacher: Mrs. Voce Grade: 3rd Date lesson will be taught: November 29, 2012 Subject: Language Arts

Stage 1 - Desired Results

Goal/Big Ideas
Reading Strategy: Answering Questions

Essential Questions
What is a KWL Chart?

Standards
HI-HCPS-III.LA.3.2 HI-HCPS-III.LA.3.2.2 STANDARD: Reading: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts Constructing Meaning: Confirm or revise predictions after locating evidence in the text

Stage 2 - Assessmen Evidence

Performance Assessment
n/a

Other Evidence
Complete a KWL Chart.

Self-Assessments
Group discussion. Peer review.

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Language Arts-Solo 2

12/1/12 10:34 AM

Stage 3 - Learning Plan

Learning Activities
W 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 thought-provoking 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]

E T O

-I will tell the students that I will be reading them a book about rocks. (H) -I will ask the students if they heard of a KWL chart before, and then introduce the KWL chart. (E1, W) -The students will then be asked to complete the first two sections of the KWL chart. (R, E1) -The students will be asked to make a prediction about the story. (E1) -I will then read them the story "I you find a rock". (H,W,E1,R) -The students will then complete the last section of the KWL chart. The students can complete the last section of the chart while I am reading the story . (R, E2,T) -The students will then be asked if their predictions were correct or not? (E2)

Reflection
I think this lesson went pretty well. The students are very interested in rocks. I would love to talk more about the book with my class as a whole. We didn't have time to talk about the genre of the book. Are thoese the reall names for rocks or where they made up? We could talk about the author's purpose and so much more. Time is always an issue.

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