Design for Learning

Instructor: Miss Allen Grade Level/Cooperating Teacher: 3rd grade Lesson Title: Dog of the Sea Waves Date: March 3, 2014 Curriculum Area: Reading Estimated Time: 90 minutes

Standards Connection: Alex: 1. .) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

Learning Objective(s): By the end of the lesson, students will be able to determine the main ideas and explain how details support the main ideas. Through these details, students will identify the authors purpose of the text by asking themselves, Is this PIE (persuade, inform, entertain)? and demonstrating the understanding of the purpose by pointing out key details to support the purpose. Learning Objective(s) stated in kid-friendly language: Students, today we are going to read Dog of the Sea Waves. After we read the narrative, you are going to determine the authors purpose of the story. I want you all to listen for details in the narrative to help you figure out why they wrote this story. Evaluation of Learning Objective(s): The students will be assessed from a checklist. This will determine if the students have been on task, participating in discussions, and understand the material. The checklist will also be used to assess what the children understand and in what areas the students need more practice. [During turn and talks, group discussions, etc. I will walk around the classroom and observe students as they work to check for learning, noting those on task, and working appropriately.]

Engagement: 1, 2, 3, FREEZE! Boys and Girls, I would like all eyes on me please! We are about to begin our reading lesson for today! I want your listening ears turned on, please. What is fluency? Student It is when you read with expression!! Yes, and Fluency is when good readers read aloud, they strive to automatically say each word on the page correctly and do not add, skip, or change the words in anyway. If something doesnt make sense, the reader will go back and correct their reading before they go on. Lets begin our lesson now, but when we begin our story, notice the fluency that will take place

Learning Design: I. Teaching: Before we begin reading our story for this week, we need to go over our vocabulary words! As I place a card up on the screen, I am going to read the word one time alone, and then we are going to read the word together and the definition together. 1. guided Together: guided [Now, lets read the definition together.] Together: led or steered in the right direction 2. rippled Together: rippled [Now, lets read the definition together.] Together: flowed or covered with small waves 3.arrival Together: arrival [Now, lets read the definition together.] the act of coming to a place Together: Students and their families strolled for miles to raise money for charity 4. twisted Together: twisted [Now, lets read the definition together.] Together: wound together 5. aboard Together: aboard [Now, lets read the definition together.] Together: onto a ship or other mode of transportation 6. bay Together: bay [Now, lets read the definition together.] Together: sheltered water area 7. lava Together: lava [Now, lets read the definition together.] Together: melted rock that flows from a volcano 8.anchor Together: anchor [Now, lets read the definition together.] Together: big hook that keeps a ship in place 9. spotted Together: spotted [Now, lets read the definition together.] Together: caught sight of 10. voyage. Together: voyage

[Now, lets read the definition together.] Together: a long trip Thank you for paying attention during vocabulary! Now, I would like you to all take out your reading books and turn to page 6! I expect you to be following along, and listening as we read the story Dog of the Sea Waves. [Click online on lesson 24 from Journeys and click on the speaker for the first page to be read; this includes the target skill, genre, etc.] So, we know that this is a realistic fiction narrative. Who can share what this means? Realistic Fiction is a story with events that could happen in real life. Great!! The target skill of the week is Authors Purpose and this is the reason or reasons that an author writes a selection. If you can find the authors purpose, it can help readers know what to expect as they read. It can also help reads understand why the author includes certain information. [Click on title] Now that we know the title of the text and have seen the first page, I want you to turn and talk and make a prediction about the story. Everyone should be turned to The Dog of the Sea Waves in their books and ready to follow along. [Click to begin having the text read. You click on a speaker icon every time you see one to have that section read.] As you listen to the text see if you can come up with the reason for why this story was written. [Play the story all the way through.] Thank you all for being good listeners during the story!! Now, the authors purpose. PIE! What does that mean? Who can raise there hand and tell me the answer? Persuade, Inform, & Entertain! Excellent job!! PIE is also the authors purpose. The author either wrote the story to persuade the readers, inform the readers, or entertain the readers. If the author is writing to persuade the reader, he/she will only write things that will encourage the reader to share the same ideas that he/she has!

If the author is informing the reader, he/she will include many facts in the text to help the reader understand what he/she is informing them about. Do you think if the author is entertaining the reader he/she will write a boring story? NO!!!! It would be funny!! Good job!! The authors purpose affects the reader. The reader may decide whether to read a book or not based on the purpose of the writing. If I want to be persuaded to buy lemonade, I am going to pick a persuasive book to read not an entertaining one! You are a reader. Readers need to know the authors purpose. So, lets open our books back up and determine the authors purpose of The Dog of the Sea Waves!

II. Opportunity for Practice: Lets think back to The Dog of the Sea Waves. Turn and talk to your partner about what the main idea of this text would be. You have two minutes, begin! As they are talking, pull up the flipchart on the computer and start from the beginning. Time is UP! We are going to complete the graphic organizer about the authors purpose. [The graphic organizer is self explanatory and tells you where to write what} So, I would like you to raise your hand and tell me what your partner and you determined the authors purpose for the text was? [Fill out the graphic organizer as students share their answers] The purpose was to entertain the readers! Great job!! Now, I want three details to support why the authors purpose was to entertain! The author included lots of imaginative words to help the reader feel like they were there. The author used funny words and ideas that kept my attention! The author said that the seal in the ocean looked like a dog, hahhah. This story was so funny and entertaining!! I am so thrilled that you all enjoyed the story and could determine the authors purpose and details. There were many other details that could be included, but we just picked three!!

Thank you all for being good listeners and participants during the lesson today! Please close your books and clear everything off your test as we head to lunch!

III. Assessment Throughout different portions of the lesson students will be asked to turn and talk, answer questions the teacher has asked, and participate in class discussions. During these different times, the teacher will walk around the classroom and observe who is participating in the lesson. They will be assessed during the reading, vocabulary, and the phonics portions of the lessons. [The students will be assessed from a checklist. This will determine if the students have been on task, participating in discussions, and understand the material. The checklist will also be used to assess what the children understand and in what areas the students need more practice. During turn and talks, group discussions, etc. I will walk around the classroom and observe students as they work to check for learning, noting those on task, and working appropriately.]

IV. Closure: Lets review what we learned today. Whats the authors purpose? PIE Persuade, Inform, or Entertain! What are supporting details? They help back up the reason of the authors purpose!! [Let one student answer each question.] Thank you boys and Girls, line up please in number order for lunch! Materials and Resources: Journeys Teacher Edition Journeys Online Resource Journeys Student Edition Active Inspire Flipcharts Student Workbooks Vocabulary Cards Document Camera Computer Graphic Organizer

Differentiation Strategies (including plans for individual learners): H - The higher learners will write five sentences using the vocabulary words from todays lesson. L - The students will read the story at the back table with the teacher after the whole group lesson and they will have a graphic organizer to complete as we read the story. We will write supporting details along the way to help back up the main idea. Then, we will work through the projectable together as a small group. I will ask the meaning of the base word. We will identify the different parts of the sentence together and each child will have a worksheet in front of them to help them stay on track. Data Analysis: see checklist Reflection: I taught the whole group reading lesson it went well, for the most part. The students began to become wiggly in the middle of the story and zoned out. Looking back, I should have allowed them to have a short break after going over the vocabulary so they couldve been more engaged and attentive during the story. The students listening to the story on tape can be very relaxing almost, and I think if I read the story to them while walking around the room would help them stay awake and alert. During The Dog of the Sea Waves, I sat at the front of the class to play the story, but I realized that I should be circulating the classroom more. Once we reached the Authors Purpose portion of the lesson, the students became more awake. They were being more interactive and they never knew when they were going to be called on, so they knew they had to pay attention. I was pleased with the overall outcome of the lesson, but if teaching it again Id make some minor tweaks to enhance the lesson!

Samford University Design for Learning

Reading Checklist 3.3. 2014 Student: On Participating task during during Vocabulary? the lesson? Participating during The Dog of the Sea Waves? Participating during Phonics? Understanding material? If not, where do they need extra assistance?

Ahamed Linlee Anna Kate

Receives intervention for reading esp vocabulary

Lily Preston Harrison James Parks Charlotte Ben Adam Martina Elizabeth Maxy

EL Student receives intervention for reading esp vocabulary

Neily Magi Melany

Tamir Jamari

EL Student receives intervention for reading esp vocabulary Needs one on one (goes to intervention) Needs one on one (goes to intervention)

**Include any specific notes**