Breaking It Down

Short Story, Digging Deeper Name: Danielle Johnston Grade Level: First Grade %aterial# &e'uired: Generating Words Worksheet Descripti e !attern "rgani#er Graphic "rgani#er $or %etaphors %i!higan (ontent )*pe!tation#: &F.5.'( )no* and apply grade+le el phonics and *ord analysis skills in decoding *ords. &,.5.2( Determine central ideas or themes o$ a te-t and analy#e their de elopment. summari#e the key supporting details and ideas. &L.5./( Determine the meaning o$ *ords and phrases as they are used in a te-t, including $igurati e language such as metaphors and similes. +b e!tive"#$: 0LW 1e a1le to apply grade+le el phonics and *ord analysis skills in decoding at least eighty percent o$ their pre$i-, su$$i-, and root *ords on their independent *orksheet that *ill 1e used in e-panding their oca1ulary. 0LW 1e a1le to determine at least one central theme o$ a te-t, and use a minimum o$ $i e key supporting details in creating a descripti e pattern organi#er independently during independent practice. 0LW 1e a1le to determine the meaning o$ *ords and phrases as they are used in a te-t 1y using a graphic organi#er $or metaphors *hile *orking independently in decoding at least $i e metaphors. Time Allotted: 155 minutes, roughly 2.5 hours Sub e!t"#$: Language Arts

A##e##ment: Informal Formative: 0he teacher *ill *alk around *hile students are independently *orking on their generating *ords *orksheet to ensure they ha e a clear understanding o$ decoding these *ords. Informal Formative( 0he teacher *ill *alk around *hile students are independently *orking on their graphic organi#ers $or metaphors *orksheet to ensure students ha e an idea o$ decoding and comprehending metaphors. Informal Formative: 0he teacher *ill *alk around *hile students are creating their descripti e pattern organi#er to ensure they are $ollo*ing the directions correctly. Informal Formative( 0he teacher *ill *alk around and listen to students *hile they participate in+group discussion through the strategy o$ reciprocal teaching. ,$ needed, the teacher *ill generate student thinking 1y prompting 2uestions or ideas a1out the story. Informal Formative( 0he teacher *ill *alk around and listen in on students *hile in discussion during the 1342 strategy to see i$ students are a1le to ha e an appropriate con ersation regarding the reading.

Formal Formative: As students $inish up their organi#er $or metaphors, the teacher *ill *alk around and gi e students a sticker i$ their *ork meets the o15ecti e. 0he teacher *ill also *rite i$ students ha e met the o15ecti e on the class list. Formal Formative: 6tudents *ill hand in their generating *ords *orksheet, and recei e a star i$ they *ere a1le to decode at least eighty percent o$ the *ords. 0his *ill 1e noted on a class list on *hether or not the student met the o15ecti e. Formal Summative: 6tudents *ill hand in their descripti e pattern organi#er so the teacher can see that the students ha e an understanding o$ ha ing a theme *ith supporting $acts. 0his is the students7 last chance to sho* this in$ormation 1e$ore *riting their paper. ,- .ow do you a##e## that #tudent# have are progre##ing toward# or have ma#tered )A(. ob e!tive/ 6tudents are 1eing $ormally assessed through *orksheets. 6tudents are 1eing in$ormally assessed through o1ser ations. A1o e, you can see ho* each is 1eing assessed. 0- 1hat data !ould you generate/ 0he teacher *ill collect data $ormally on t*o di$$erent *orksheets to see i$ students ha e an understanding o$ the in$ormation and ha e met the o15ecti e. 0he teacher *ill collect data on the $ormal summati e assessment to see i$ students ha e met the o15ecti e and are ready to mo e $or*ard in their *riting. 2- 1hat happen# i3 they have4have not met the minimum level o3 pro3i!ien!y/ ,$ students ha e not met the minimum le el o$ pro$iciency, they *ill 1e asked to come in at lunchtime $or re ie* and8or a re+teach on the in$ormation. ,$ students meet the minimum le el o$ pro$iciency, they *ill 1e a1le to mo e onto the ne-t day7s lesson. ,n this lesson, students *ill 1egin *riting a summary paper on the te-t. In#tru!tional 5ro!edure: 1. Anti!ipatory Set: 9Allotted 0ime( 5 minutes: a. Good %orning, 6tudents; 0oday, *e are going to *rap up reading our chapter three o$ our te-t1ook. Within this chapter, *e ha e 1een reading a short story as a class. <an anyone remind me *hat this story is a1out= 1. 6tudents raise hand and share a small summary o$ *hat the story has 1een a1out thus $ar. c. 0he teacher asks 2uestions to $urther generate student learning. 2. State 5urpo#e and +b e!tive o3 Le##on: 9Allotted 0ime( 1 minute: a. Dire!t: , *ant students to 1e a1le to summari#e in$ormation appropriately 1y using instructional strategies and *rite out key ideas $ound to sho* their thinking. 1. )*pli!it: ,t is important that students kno* ho* to summari#e in$ormation, 1ecause in $uture grades, students *ill 1e e-pected to *rite long papers 1ased o$$ $rom reading. '. In#tru!tion: 9Allotted 0ime( 23 minutes: a. Dire!t Intera!tive In#tru!tion: i. 00W 1egin 1y continuing the reading on the short story. ii. 06W $ollo* along in their te-t1ooks indi idually. iii. 00W ask students to do some re!ipro!al tea!hing in groups.

i . 06W 1reak into groups and $ollo* these steps( 1. 6ummary( A$ter students ha e read silently or orally read a short section o$ a passage, a single student acting as a teacher summari#es *hat has 1een read. "ther students, *ith guidance $rom the teacher, may add to the summary. ,$ students ha e di$$iculty summari#ing, the teacher might point out clues that aid in the construction o$ good summaries. 2. >uestioning( 0he student leader asks some 2uestions to *hich the class responds. 0he 2uestions are designed to help students identi$y important in$ormation in the passage. For e-ample, the student leader might look 1ack o er the selection and ask 2uestions a1out speci$ic pieces o$ in$ormation. 0he other students try to ans*er these 2uestions, 1ased o$$ their recollection o$ the in$ormation. '. <lari$ying( ?e-t, the student leader tries to clari$y con$using points in the passage. @e might point these out or ask other students to point them out. For e-ample, the student leader might say, A0he art a1out *hy the dog ran into the car *as con$using to me. <an anyone else e-plain this=B 0his may in ol e rereading parts o$ the passage. /. !redicting( 0he student leader asks $or predictions a1out *hat *ill happen in the ne-t segment o$ the te-t. 0he leader *ill *rite these predictions. . At this time, 00W *alk around and listen to students in their discussions 9informal formative:. ,$ needed, the teacher *ill prompt student thinking. 1. %odeling: 9Allotted 0ime( 13 minutes: i. Ce$ore the class continues to read the story as a *hole again. 0he teacher *ants to address some ne* oca1ulary $ound in the short story. 0hese are all *ords that contain pre$i-es, su$$i-es, along *ith root *ords. 6tudents are some*hat $amiliar *ith the root *ords, 1ut the pre$i-es 91e$ore the *ord: and su$$i-es 9a$ter the *ord: are un$amiliar. ii. 0he teacher *ill put a paragraph on the o erhead that has a signi$icant amount o$ *ords containing pre$i-es and su$$i-es. 6he *ill re ie* these, and 1egin discussing the meaning o$ pre$i- and su$$i-. iii. 0his is an opportunity $or the students to 1egin *riting e-amples o$ the *ords do*n on their paper to use at a later time. c. Guided 5ra!ti!e: 9Allotted 0ime( 1D minutes: i. 0he teacher *ill pro ide a stack o$ pre$i-, root *ord, and su$$i- $lash cards. ii. 0he students *ill 1e instructed to create as many *ords containing 1oth pre$i-es and su$$i-es that they can onto a *orksheet la1eled 6Generating 1ord#7. iii. 0he teacher monitor this acti ity to ensure that students ha e an understanding o$ pre$i-es and su$$i-es 9informal formative:. i . As students 1egin $inishing their *orksheet, the teacher *ill gi e the students a red star i$ they ha e properly met the o15ecti e o$ decoding and creating these *ords 9formal formative:. 6tudents must decode eighty percent o$ the *ords *ith their $lashcards, and then *rite them do*n on their *orksheet. d. Dire!t Intera!tive In#tru!tion: 9Allotted 0ime( 12 minutes: i. 00W continue reading the short story. ii. 06W $ollo* along in their te-t1ooks indi idually. iii. A$ter roughly ten minutes o$ reading, 00W 1reak the students into groups. i . 06W 1e instructed to do t*o minutes o$ colla1orati e thinking. 0his is an instructional strategy, called ,890, using colla1orati e learning. . At this time, 00W 1e *alking around to see *hat types o$ con erstations are 1eing held 1et*een students 9informal formative:.

e. %odeling: 9Allotted 0ime( 23 minutes: i. Ce$ore $inishing the story, the teacher *ill put another paragraph up on the o erhead. 0his time, there *ere a $e* metaphors that students *ere un$amiliar *ith. 0he teacher *ill point out these metaphors, like ALo e is a rose.B 0he teacher *ill ask students to try and understand *hat the author *as thinking *hen *riting this sentence. ii. 6tudents *ill raise their hands and try and decode the meaning o$ the metaphor. 6tudents are some*hat $amiliar *ith metaphors 1ased o$$ $rom pre ious instruction. $. Independent 5ra!ti!e: 9Allotted 0ime( 23 minutes: i. 6tudents *ill independently *ork on their Graphi! +rgani:er 3or %etaphor# *orksheet. 0he students are pro ided *ith metaphors, students must simply decode them. ii. 0he teacher is *alking around at this time 9informal formative:, using her student name checklist to *rite do*n *hich students are a1le to decode at least $i e metaphors 9formal formative:. 6tudents *ho are capa1le o$ doing so *ill recei e a sticker. g. Dire!t Intera!tive In#tru!tion: 9Allotted 0ime( 15 minutes: i. 00W $inish reading the short story. ii. 06W $ollo* along independently using their te-t1ooks. iii. At the end o$ the reading, the teacher *ill do sample *orksheet *ith the students. 6he *ill 1egin stating that the students are going to *rite a paper, 1ut $irst *e must 1rainstorm; 0he teacher *ill dra* a descripti e pattern organi#er on the o erhead. h. Guided 5ra!ti!e: 9Allotted 0ime( 15 minutes: i. 0he teacher *ill *ork through this sample *orksheet, and guide the students in generating a theme o$ the entire story. ii. 6tudents *ill 1egin thinking o$ ideas. iii. 0he teacher *ill call on a student to think o$ a theme. i . 0he teacher *ill *rite this theme in the center o$ the *e1. . 0he teacher *ill ask the students *hat are some $acts that *e kno* a1out this theme. i. 6tudents *ill raise their hands and pro ide ans*ers regarding $acts that support this theme. ii. "nce the students and teacher ha e completed the descripti e pattern organi#er on the o erhead, the teacher *ill pass out this *orksheet to the students to complete indi idually. i. Independent 5ra!ti!e: 9Allotted 0ime( 23 minutes: i. 6tudents *ill complete the de#!riptive pattern organi:er *orksheet independently. 0his *ill 1e used in *riting their paper in tomorro*7s lesson. ii. At this time, the teacher is *alking around to see i$ students need assistance 9in$ormal $ormati e:. ;Di33erentiated (on#ideration a. 6tudents *ho $inish early on an assignment *ill 1e asked to do a think+pair+share *ith their partner. During this time, they need to e-plain their thinking, and share *hat they did on their *orksheets. 0his can take place a$ter the generating *ords *orksheet, graphic organi#er $or metaphors, and the descripti e pattern organi#er. 1. ,$ students still ha e more time e en ha e $inishing the think+pair+share, they *ill 1e asked to pair up *ith another partner.

c. 6tudents *ill all $inish their assignments 1e$ore mo ing on. 0he teacher is $ormally assessing each student, in order to mo e on *ith the lesson. d. 6tudents *ho do not understand the material *ill 1e pro ided $urther guidance 1y the teacher, and8or asked to connect *ith a peer $or help. e. 6tudents *ho do not meet the o15ecti e or need a re+teach o$ the in$ormation *ill 1e asked to come in on their lunchtime $or $urther instruction. 5. (lo#ure: 9Allotted 0ime( 6ee $inal independent practice: a. 6tudents *ill hand in their descripti e pattern organi#er as their summati e assessment. 0his is students7 last chance to sho* that they ha e an understanding o$ the te-t 1e$ore 1eginning their paper 9$ormal summati e:. <- &e3eren!e#: a. ?"?E.