Design for Learning

Instructor: Miss Allen Grade Level/Cooperating Teacher: 3rd grade Lesson Title: The Foot Race Across America Date: March 17, 2014 Curriculum Area: Reading Estimated Time: 90 minutes

Standards Connection: Alex: 11.) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2] Alex: 40.) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. [L.3.4] Use sentence-level context as a clue to the meaning of a word or phrase. [L.3.4a] Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion)

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 the details, students will analyze and evaluate the narrative. They will also be able to determine meanings of words with the suffix ion. Learning Objective(s) stated in kid-friendly language: Students, today we are going to read The Foot Race Across America. After we read the narrative, you are going to determine the main idea of the story. I want you all to listen for details in the narrative to help you figure out the main idea. Then, you will learn about the suffix ion and determine the meanings of words with the suffix ion. 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. I am going to read Outrunning Polio and you are going to listen as I model fluency. 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 the go on. Lets begin [Teachers Edition Journeys p. T10, Outrunning Polio teacher will read the passage to model good fluency] As I read, I focused on reading the accurately, and using context to self-correct if I misread any of the words

What is the main ideas of Outrunning Polio? Student(s) answer call on two to three students to share [Wilma Rudolph overcame poverty and illness to become a great athlete.] So, we gathered that Wilma Rudolph overcame poverty and illness to become a great athlete would be the main idea of this passage!

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 sentence together. 1. principal Together: principal [Now, lets read the sentence together.] Together: A principal who gets to know the students will be a better leader. what does principal mean? A principal is the leader of a school. Mrs. Simpson is the principal of Edgewood Elementary! She is the leader, the person is in the head of the school. 2. soared Together: soared [Now, lets read the sentence together.] Together: Colorful kites soared high in the sky at the schools cultural fair. What does soared mean? Soared means that something flew up toward the sky. Lets think about something, which has soared higher, a bird or a kite? A bird can soar higher than a kite. A bird flew up toward the sky higher than a kite flew up toward the sky. 3.strolled Together: strolled [Now, lets read the sentence together.] What does stroll mean? It means walked slowly, without hurrying. The students strolled to school. This means the walked slowly to school as they were not in a hurry. Together: Students and their families strolled for miles to raise money for charity 4. worried Together: worried [Now, lets read the sentence together.] Together: This boy is worried. He is afraid rain will ruin the class field trip. Worried means feeling concerned about something bad that may happen. What have you been worried about? [call on 3 people to share] 5. proud Together: proud [Now, lets read the sentence together.] Together: These young actors feel proud of their terrific performance in a school play. Proud means to feel pleased. So, if you feel proud, you feel pleased with yourself. If you won your soccer game last night, you would feel proud. You are pleased that your team won! 6. announced Together: announced

[Now, lets read the sentence together.] Together: Each day, a different student announced school news over a loudspeaker. Announced means made known to many people. Each morning, someone announces to the school when teachers may start counting tardies. Or the teacher announces when it is time to pack up at the end of the day. The teacher makes something known to the entire class! 7. fine Together: fine [Now, lets read the sentence together.] Together: The sun shines and the air is clear. It is a fine day for the school yard sale. Fine can mean very nice, or of excellent quality. Do you think fine manner are important? Students answer. Yes, fine manners are very important. To have very nice manners would be a wonderful thing to have. If someone has a very special piece of jewelry, it could be called fine jewelry, it is of excellent quality. 8.certainly Together: certainly [Now, lets read the sentence together.] Together: We certainly should turn off lights when not using them. This surely saves energy, Certainly means surely or definitely. Lets think about this. If a friend asked you to come over to play, should you say, Certainly! without asking an adult? Why? Let two students answer. No, you should ask an adult first for permission to go play! If the adult says yes, then you can say certainly, because you now have permission and you know that you can definitely go to play! Thank you for paying attention during vocabulary! Now, I would like you to all take out your reading booklets and turn to page 6! I expect you to be following along and listening as we read the story The Foot Race Across America. [Click online on lesson 26 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 nonfiction narrative as we read the story look for the main idea (the most important idea in the text) and look for details that support the main idea. Now that we know the title of the text and have seen the first page, I want you to turn to your partner and discuss what you expect The Foot Race Across American to be about. At the end of the text, we will come back to this and see if your predictions were correct. Everyone should be turned to page 6 in their booklets 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.] After reading page 8, asking the following question: Why do you think Andys father and local officials were willing to lend Andy the money he needed to enter the race? Andy loved running and had won prizes in track tournaments before, so they probably thought he had a chance of winning this race.

After reading page 9 asking the following questions: Last week, we learned about text and graphic features. How does the map add to the information in the text? The map shows the route the runners will take across America. What is the main idea or most important point in this first paragraph? (remember, the main idea is the most important point of the text) Have several students answer the question. [As the race went on, it got harder for the runners to keep going.] Now, what is one detail that supports this main idea? Have several students answer the question [One week into the race, more than fifty runners dropped out.] Go onto reading the next page. After reading page 10, ask the following question: How do you think the race conditions affected the runners? Ask several students. [The poor stews probably left the runners hungry. They runners may have gotten sick from the unwashed blankets, and they probably didnt sleep well in barns or stables.] When I read that Andy gets sick but still keeps running, I think he must have been very determined to win and see his family in his home state. I agree with his decision to keep going! Continue reading; go to page 11 and 12. After page 12, ask the following: Based on the authors description of the races end, what do you think his opinion of the race is? I think the author feels the race was unorganized. The runners had already been running for eighty-four days, they shouldnt have had to circle the arena. Based on what you know about Andy, why do you think he chose not to run in the second trans-continental foot race? Andy ran the first race because he wanted to win the money. After winning, he had all the money he needed. The author describes Andys achievement as remarkable. What effect does the authors word choice have on readers? The authors use of the word remarkable shows the reader just how great Andys achievement was. Continue reading; page 13. Ask: What is the main idea in this paragraph? Ask several students to answer this question. [People still remember Andy Payne for winning the race.] What are two details that support this main idea? Ask several students the question. [Every May, Oklahoma City holds a marathon named after Andy. Also, theres a life-size statue of Andy on Route 66.

Thank you all for being good listeners. We are going to read the short folktale, Paca and the Beatle. Please turn to page 4. Click on the speaker icon and let it play all the way through. After the text is complete, ask the following. What is the moral, or lesson of Paca and the Beetle? Ask several students to answer the question. [Dont brag about yourself or judge others. You may be sorry in the end.] [Go back up to the practice portion of the reading] Now, we are going to look at the suffix ion. Who can tell me what a suffix is? We worked with suffixes last week, so I want to see lots of hands raised. Call on students to share their answer. A suffix is a word part added to the end of a word to make a new word. A suffix changes the meaning of a root word. The suffix ion can turn a verb into a noun. Lets took at these two words. Suggest Suggestion Suggest is a verb and suggestion is a noun. Adding the suffix ion changed the verb suggest to the noun suggestion. Lets take a look at this sentence: The instruction said to cut on the dotted line. What is the verb? instruction The base word is instruct, which means to tell someone to do something. The suffix ion refers to something that tells someone what to do. So, in this case, it is something that tells me where to cut. [Now go onto the practice section]

II. Opportunity for Practice: Lets think back to The Foot Race Across America. 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! Here, we have a graphic organizer. We are going to write the title in this blank. [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 main idea of the text was. Andy Paynes determination led him to win the race even though he faced a lot of problems along the way. [Write this in the graphic organizer after students have shared their ideas] Now, I would like you to discuss supporting details that tell us more about the main idea. GO! As students share, write the supporting details in the boxes on the graphic organizer.

One examples of a supporting detail would be: Andy had to run through mountainous areas, desert heat, an illness during the run, but he kept going. Another example would be that Andy got the $125 he needed for the rain, then trained in California for three weeks and then he felt ready. A third example would be that at the start of the race, they were served poor stews. This left the runners feeling hungry. They also slept in barns and stables with unwashed blankets. The conditions were poor. [Now go back to the teaching portion for suffix ion and phonics common final syllables tion, -sion, & -ture] Lets go look at some examples of suffixes with ion [Click on the flipchart until you reach the suffix ion projectable] Read the chart. We are going to do these five examples together. Let me model the first one for you. Lets identify the word with the suffix ion. And then we will identify the base word. Number 1: adoption and adopt. I am going to underline these two words. Now, I am going to identify the verb and the noun. Adoption is the noun. Adopt is the verb. I am going to write the answers on the line. [This is the portion that I will assess the students for; are the participating in the activity?] Your turn. Who can read sentence 2? Who can tell us the verb? Who can tell us the noun? Abbreviation-noun; abbreviate-verb Your turn. Who can read sentence 3? Who can tell us the verb? Who can tell us the noun? Construction, construct Your turn. Who can read sentence 4? Who can tell us the verb? Who can tell us the noun? Suggest; suggestion Your turn. Who can read sentence 5? Who can tell us the verb? Who can tell us the noun? Revise; revision

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 main idea of a text? What are supporting details? When you analyze something, what are you doing? When you evaluate a text, what are you doing? Let one student answer each question. The answers, if needed, are on page T22 of the Teachers Edition Book. We learned about the suffix ion. Who can raise their hand and share what a suffix is? It is a word part added to the end of a word to make a new word. Remember, use the meanings of the base word and the suffix ion to determine the meaning of the new word. 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 work alone to complete a paragraph explain the main idea of the text and include three to four supporting details to back up the main idea. Then, they will write 5 sentences on their own that include a noun with the ion suffix and have the base word be the verb. 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 and it went great and the students responded well. After the whole group lesson, the students worked on an abbreviation worksheet

and silently read to themselves. The students are very used to the routine of a Monday reading lesson and can sometimes become disengaged and not focused. Today, they were all very attentive and alert. Something I have learned from doing these lessons in the past weeks is allowing the students to have thirty second stretch breaks. I did not script this in my lesson, but when I noticed students beginning to daydream or lose focus, Id have the class stand up and do ten jumping jacks or just stretch. Having this quick breaks really help the students remained focused through the entire lesson. I very much enjoyed the skills of this lesson and could tell that my passion affected the students in a positive manner. This reflects to me that I need to display an upbeat, positive, and joyful attitude during my teacher. I want my students to know I love teaching and I want them to love learning!

Samford University Design for Learning

The projectable cannot be printed due to being from online. But I have taken pictures and included them so they are able to be seen.

Graphic Organizer for Reading

Suffix ion projectable

Reading Checklist 3.17.2014 Student: On task during the lesson? Participatin g during Vocabulary ? Participating during The Foot Race Across America? Participating during Phonics? Understanding material? If not, where do they need extra assistance?

Ahamed Linlee Anna Kate

receives intervention for reading esp vocabualry

Lily Preston Harrison James Parks Charlotte Ben Adam Martina Elizabeth Maxy

* see note

EL Student receives intervention for reading esp vocabualry

Neily Magi Melany

* see note

Tamir

**playing &
distracting others moved clip

EL Student receives intervention for reading esp vocabualry needs one on one (goes to intervention) needs one on one (goes to intervention)

Jamari

**sleeping

**Include any specific notes**