Assignment #3: Collaborative Planning: Submitted By: Andrea Michalsky & Amanda Grant

Assignment #3: Collaborative Planning
Submitted By: AnDrea Michalsky & Amanda Grant
EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell
Lesson Title: ELA Week of 10/2/8/13 - Friday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: Practice book, p. A25 & p.A28 Trophies Story: The Emperor and the Kite CCSS: SL.4.5, RL.4.3, RL.4.4, RI.4.9
A. Summary of the Lesson Plan: In this lesson, students will listen to The Emperor and the Kite on CD and take a test on the vocabulary within the story as well as answer comprehension questions. Students will then listen to an article read by teacher on the topic of kites and have a class discussion. B. Student Population: Grade Level: 4th grade Skill Level: On-level Groupings: Whole group, independent C. Materials: End-of-Selection test, one for each student Pencils Kite Festivals magazine article D. Objectives: Common Core State Standard SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). RL.4.4 - Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Learning Targets Knowledge Targets: Students must know a drama is a story that is portrayed by characters through action and dialogue. Students must know a character can be described based on his/her thoughts, words, actions, decisions, physical attributes, and interactions with others.
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EDRL 442 - Fall 2013
Students must know a setting can be described based on the time and place. Students must know phrases are sequences of words intended to have meaning. Students must know context clues are the words or phrases surrounding an unknown word that can provide hints about the meaning of the word. Students must know many words are derived from significant characters found in mythology. Students must know an event can be described based on the characters, action, impact on other events, and location within the chronological sequence of a story or drama. Students must know that information from two texts can be combined to create a more complete understanding of a topic.
Reasoning Targets:
Students must describe a character, drawing on specific details in the text regarding character's thoughts, words, actions, decisions, physical attributes, or interactions with others. Students must describe a setting, drawing on specific details in the text regarding the time and place. Students must describe an event, drawing on specific details in the text regarding the action and sequence of the story. Students must identify key and relevant details on a single topic between two texts. Students must categorize key details from two texts. Students must eliminate nonessential information. Students must synthesize information from two texts on a single topic. Performance Targets:
Students must speak knowledgeably about a topic, integrating information from two texts. Product Targets:
Students must compose a piece of writing on a topic, integrating information from two texts.
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Vocabulary Insignificant Steely Unyielding Twined Neglected Loyal Plotting Encircling
Student-Friendly Learning Targets Student Knowledge Targets:

I know that a drama is a story that is portrayed by characters through action and dialogue. I know a character can be described based on his/her thoughts, words, actions, decisions, physical attributes, and interactions with others. I know a setting can be described based on the time and place. I know an event can be described based on the characters, action, impact on other events, and the location within the timeline of a story or drama. I know phrases are sequences of words intended to have meaning. I know context clues are the words or phrases surrounding an unknown word that can provide hints about the meaning of the word. I know many words come from characters in mythology. I know that information from two texts can be combined to create a more complete understanding of a topic. Student Reasoning Targets:
I can describe a character using specific details from the text regarding the character's thoughts, words, actions, decisions, physical attributes, or interactions with others. I can describe a setting using specific details from the text regarding the time and place. I can describe an event using specific details from the text regarding the action and sequence of the story. I can identify key and relevant details on a single topic between two texts. I can categorize key details from two texts. I can eliminate nonessential information. I can combine information from two texts on a single topic.
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Student Performance Targets:
I can speak knowledgeably about a topic, integrating information from two texts. Student Product Targets:
I can compose a piece of writing on a topic, integrating information from two texts.
Student-Friendly Vocabulary I know insignificant means not important. I know steely means strong. I know unyielding means stubborn. I know twined means twisted together. I know neglected means ignored. I know loyal means trustworthy. I know plotting means secretly planning. I know encircling means around and around.
E. Procedure: 1. Students will listen to The Empire and the Kite on CD as a class. 2. After the story is over, students will engage in an End-of-Selection test, testing them on the vocabulary in the story and their comprehension of characters and events. 3. Once everyone has completed the test, teacher will read the magazine article, Kite Festival. F. Closure: The class will have an open discussion where they will independently give their opinions on comparing and contrasting The Emperor and the Kite and Kite Festivals. G. Assessment: Assessment Tool Independently, students will write a paragraph explaining why The Emperor and the Kita and Kite Festivals are both different and the same.
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What Is Being Assessed? The students knowledge and ability to compare and contrast information on the same topic, but from two separate sources is being assessed. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? The easiest part of the lesson will be the CD playing The Emperor and the Kite and the students taking the test independently. Which part of the lesson do you think will be the most challenging to teach? The most challenging part of this lesson to teach will be getting the students to understand that the topic of kites is the same, but there is a separation between the two stories. What lesson or concept should be taught prior to this lesson? Prior to this lesson, comparing and contrasting should be taught so that the children are aware they are finding both similarities and differences within a subject. How will you follow up or extend this lesson? To follow up, I plan on revisiting comparing and contrasting a topic in another lesson. What will you do for students who dont grasp the concepts? For students who do not grasp the concept, we will have to go over the material a second time. Which part of the lesson, if any, do you think might need to change? Because of time constraints, we may have to shorten up our discussion. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson plan was finding standards that would match the material in the End-of-Selection test for the students
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Assignment #3: Collaborative Planning: Submitted By: Andrea Michalsky & Amanda Grant

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Assignment #3: Collaborative Planning

Submitted By: AnDrea Michalsky & Amanda Grant

EDRL 442 - Fall 2013

EDRL 442 - Fall 2013

Vocabulary Insignificant Steely Unyielding Twined Neglected Loyal Plotting Encircling

Student-Friendly Learning Targets Student Knowledge Targets:

EDRL 442 - Fall 2013

Student Performance Targets:

EDRL 442 - Fall 2013

EDRL 442 - Fall 2013

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