Professional Documents
Culture Documents
event,
including
temporal
words
(e.g.,
first,
next,
then)
for
event
sequence.
4.
Goal:
P
will
demonstrate
an
improvement
in
written
language
skills
necessary
to
write
for
information,
understanding
and
written
expression.
- Objective:
P
will
write
organized
sentences
and
paragraphs
in
a
logical,
sequential
order.
Physical
Space,
Arrangements,
Materials,
Technology
(grouping,
resources):
Students
will
be
seated
at
kidney
table.
Materials:
Graphic
organizer,
notebooks,
pencils,
whiteboard,
textbook
with
story,
Cocoa
Ice
INSTRUCTION
FOR
ACTIVE
LEARNING:
Initiation
(engaging
prompt
to
activate
schema):
- So
we
have
read
and
finished
the
story
Cocoa
Ice.
We
talked
a
little
bit
about
how
the
girl
from
Maine
and
the
girl
from
Santo
Domingo
are
different.
Now
we
are
going
to
take
this
thinking
even
further
by
thinking
about
what
it
would
be
like
to
be
one
of
the
girls.
What
would
she
want
to
say
to
the
other
girl?
What
would
she
say
about
herself?
- For
our
writing
time
today,
you
are
going
to
write
a
letter
from
the
Maine
girls
point
of
view.
So
you
are
going
to
be
writing
a
letter
to
the
Santo
Domingo
girl.
You
are
going
to
write
a
letter
to
tell
her
about
yourself
and
ask
her
things
you
would
want
to
know.
Procedures
(steps
of
lesson
instructional
procedures
that
enable
students
to
apply
and
construct
meaning):
- We
are
going
to
start
thinking
about
our
writing
by
using
this
graphic
organizer.
We
need
to
organize
our
thoughts
before
we
start
writing.
Remember,
we
need
to
forget
about
ourselves
and
pretend
that
we
really
are
the
Maine
girl
and
are
writing
a
letter
to
another
person
in
a
faraway
place.
- First,
lets
think
about
what
we
need
to
include
in
our
letters.
What
do
you
think
we
need?
- Student
response
name,
home,
family,
jobs
- We
want
to
tell
more
about
our
character,
so
its
important
that
we
use
information
from
the
book.
We
need
to
use
the
things
we
know
from
the
story
to
write
from
our
characters
point
of
view.
- What
specific
information
might
we
want
to
use
from
the
book?
- Student
response
the
characters
daily
life,
what
their
family
makes,
where
theyre
from,
things
they
like,
their
family
members,
etc.
Closure
(engages
students
and
connects
to
the
lesson):
- Students
will
have
time
to
work
independently
but
might
not
finish
filling
in
the
graphic
organizer.
- Teacher
will
have
several
students
share
details
and
questions
they
added.
- Students
will
be
following
up
with
this
organizer
by
writing
and
revising
their
letter
in
a
future
lesson.
ASSESSMENT
FOR
LEARNING:
(Measures
student
learning
and
tied
to
the
objective)
Students
will
be
assessed
on
their
learning
by
filling
out
all
parts
of
the
graphic
organizer
and
creating
a
minimum
of
4
details
and
4
questions
that
are
relevant
to
the
text.