Michael Spisak II, Nicole Hornberger, Mollie Waugh, and Chris Brocato November 14, 2013 ISTC 301.

001 Practical Teaching Lesson Plan Topic: Giving Grade Level: 3 Content-Area Standards: CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion. Technology Standards: 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression Objective(s): -Students will discuss the message of the giving tree -Students will write a message about giving to be shared with classmates and others. Procedures: 1. Begin a discussion that has students begin to think about times in which they were given a gift and times when they gave a gift. Ask them how they felt to receive a gift and how they felt to give a gift. 2. Split the class into four groups and give each group a copy of The Giving Tree. 3. Tell students to take turns reading The Giving Tree so that each member of the group has an opportunity to read. Students with a hearing impairment or visual disability can also listen to the audiobook, The Giving Tree. 4. After the groups finish reading the book, instruct students to create a graphic organizer that enumerates possible messages of the story. 5. Have a student from each group place the ideas discussed in their group on a Promethean Board. 6. After all of the ideas are placed on the Promethean Board, lead a discussion about each different message, focusing on the differences between the groups ideas and ultimately leading up to the message of giving. 7. Assign homework for assessment. Assessment: For homework the night after this lesson, instruct students to type a one-paragraph response that includes three gifts they would most like to give and which person or people

they would like to give the gifts to. It is important to note that there is not one right answer to this assignment. Once you receive the papers, you can assess the students understanding of giving based upon what they would choose to give and who they would give it to. Take all of the paragraphs and string them into a book that can be signed out and taken home for the students to read and show their parents. Differentiation: Principle I: Provide multiple means of representation Checkpoint 1.1: Allowing students to create their own graphic organizer offers ways of customizing the display of information. Checkpoint 1.2: Having students work in small groups and then having a whole class discussion offers alternative for auditory information. Checkpoint 1.3: Allowing students to create their own graphic organizer and having them place their ideas on a Promethean board offers alternatives for visual information. Checkpoint 2.3: Leading a discussion about the message of The Giving Tree supports decoding of text. Checkpoint 3.1: Having a pre-discussion on giving and receiving gifts activates and supplies students with background knowledge. Checkpoint 3.3: Having a whole class discussion about giving after the students have read the book helps guide information processing. Principle II: Provide multiple means of action and expression Checkpoint 4.1: By allowing students to express ideas in small groups, as an entire class, and via writing on the promethean board it varies the methods of response on the topic. Checkpoint 5.3: By beginning with a pre-discussion about giving, giving them hands on time with the topic, and allowing time for reflection during the homework assignment it builds fluencies with graduated levels of support for practice and performance. Principle III: Provides multiple means of engagement Checkpoint 7.1: By placing all the messages talked about in small groups on the Promethean board and allowing students to respond as they wish for the homework assignment, it optimizes individual choice and autonomy. Checkpoint 8.3: Working in small groups fosters collaboration and binding the homework assignments together to take home for students to share with their friends and family fosters community. Checkpoint 9.3: The homework assignment develops self-assessment and reflection. Materials: - 4 copies of The Giving Tree by Shel Silverstein - Digital copy if necessary (modification for visual and auditory learners) - A Promethean Board Separate Leading Roles for each team member: 1. Discussion about times when peers gave and received gifts. How did it feel to give a gift and how did it feel to get a gift? (Class is already split into 4 groups so keep them in those groups) 2. Listen to the The Giving Tree by Shel Silverstein while following along in the book.

3. Instruct peers to create a graphic organizer that enumerates possible messages of the story. Have one peer place their top three idea on the promethean board. 4. Lead a discussion about each different message, focusing on the differences between the groups ideas and ultimately leading up to the message of giving.