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Allstudentswillalsotryandidentifythethemeofthestorybyreading,asa class,TwoDaysinMay Materials(TPE4):DocumentCamera,HoughtonMifflinReadingTextbook (page73)andasheetofflipchartpaper. Classdescription(TPE8): Studentsareinaheterogeneousclassroom.Theschoolislocatedinamiddle level,socioeconomiccommunity.Thecommunitymakesupforamajorityof militarybasedfamilies.Itistwomonthsbeforetheendoftheschoolyear.Most ofthestudentsare9yearsold.Thesestudentsneeddifferentapproachesto comprehendingcontent,orneedtorevisitthecontent.Theclasslovestosocialize andshowexcitementinupcomingschoolactivities.Thereare24studentsin total,12ofwhichareattheabovebasiclevelorheadingtobeproficientatthe endoftheschoolyearinbothmathandlanguagearts.Thereare5studentswho havetakentheCELDTinthebeginningoftheyear,andtherearetwostudents withrequirethesupportofaresourcespecialist.OneofwhoisonanIEPandhas
RationaleReasonsforinstructionalactivitiesandstudentactivities(TPE13) Studentshavedonetheirclassdiscussionandlessonsontherug.Fromthe beginningithasbecomearoutineforthemtodomostoftheiractivitiesasa wholeclassandtogether.Sincethecomfortlevelhasalreadybeencreatedand instillwithinthestudents,theactivityforthisparticularlessonwillbedoneon therug. Sittingattheirdeskduringalessoncouldbedistractingforstudents,soits easierandmoreappropriatethattheybepointinasittingarrangementwhere distractionswouldbelessonofanissue.(TPE6&7) Duringthelesson,studentswillengageinpartnertalk.Thisallowsstudentsto participateintheactualdiscussionandlesson.Sincesomestudentsdontalways getcalledordontvolunteerananswer,partnertalkisagreatwayforstudents togettheirvoicesheardandalsobecomeaccountablefortheirparticipationin thelesson.(TPE5,TPE6&7)
LESSON Teacherwill.... AnticipatorySet Studentswill.... Iwillaskstudentstoturntotheirpartner Studentswillengageinpartnertalk. anddiscusswhetherornottheybelieve Studentswillthenshareoutwhattheir pointofviewsandthoughts/opinions. animalsbelonginazoo.(TPE5) Iwillteachstudentsaboutnarrative Todaystudentswillbeabletoidentify perspectiveandpointofviewsbyreading thenarrativeperspectiveandpointof TwoDaysinMay. viewbyparticipatinginashared readingactivityandreadingTwoDays inMay.Studentswillalsobeableto learnaboutasummarystatement. Teacherwillbebeginreadingtostudents Studentswillfollowalongwithwhatis aloudandwillprojectthebookpages beingreadtothemonthedocument underthedocumentcamera.(TPE14,TPEcamera. 6&7) Studentswillreviewwhatapointof Teacherwillaskstudentstoreviewwhataviewisagain. Studentswillbeaskedwhatthe pointofviewisagain. importanceofhavingapointofview. Whyisitimportanttoknowwhatthe pointofview?Whatsthepoint?(TPE5) Studentswillbeaskedabout metaphors;Studentswillbeaskedif Teacherwillaskedstudentsaboutfigure theycangiveametaphor. ofspeech/metaphorsTeacherwillgive anexample. Hereyeswereglisteningjewels
Teachingthe Objective
GuidedPractice
Imsohungry,Icouldeatahorse. Throughoutthereading,Iwillask studentsabouttheeventshaveturnedout thewaythattheydid.Iwillaskstudents toexplainwhytheyturnedouttheway thattheydid(showingevidenceoftheir readingandunderstandthestory)(TPE2, AF) Stopandaskstudentswhatthepointof viewinthisstoryis.Whospointofview arewereadingabout?(Iwillrandomly pullanamefromthelotteryboxtoaska studenttoanswerTPE15)
Teacherwillaskstudentstoengagein partnertalkaboutanimalrights.
Theendofthestory: Whatwasthesolutionforthedeerswas ittherightone?Whohelpedthedeers? Whowasinvolvedinhelpingthedeers findasolution? Aboutthecommunity?Whathas changed?Whatwastheirrelationship beforethedeerswanderedintotheir garden?Howweretheybroughttogether? Reviewtheimportanceofapointinview fromastorystandpointandfromareal lifeperspective(HigherOrderof ThinkingSkillsTPE5). Teacherwillask,Whatwouldhappenif thepointofviewinthestorychanged? Whatwouldhappenifwewerereading throughtheeyesofthePigeonladyora cityworker?Whatwouldhappentothe story?Woulditchange?
Independent Practice
n/a
Closure
summarystatement.