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Bobby : 3
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Integration of Knowledge and Ideas
Objective: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
Content Walk-Away:
I will discover the cause and effect in our story to better understand the text. SIOP 1
Language Walk-Away:
I will write a graphic organizer as I discover the cause and effect in our text. SIOP 2
Vocabulary: Cause, Effect
Modifications/Accomoda-
Coyotes:
1. Wandering onto the street.
2. Eating dog and cat food.
Bears:
Turkeys
Formative Assessment: Each child is reading along with me, and filling out their graphic organizers. I can listen to their
responses and see if they are understanding the story.
Modification/accommodations:
ELLs: Ask Bobby a question that lets me know he is understanding the main idea if the story. Walk over and make sure
they are filling out their graphic organizers, and help if needed.
Gifted Student: Ask Lauren a higher order question. Also, walk over and brainstorm with her to help find a possible
solution to the coyote problem, then encourage her to write it down in her graphic organizers.
Behavior Child: Keep him on task, use signal word if needed.
Collaborative/Cooperative (You do it together)
(Read third page together about the effect on bears) Okay class, we are going to continue to fill in our graphic
organizers, to help us better understand what we just read. Joey, can you tell the class about what animal we read
about on this page? Yes, we read about bears, and some effects that the bears have gone through because people have
been moving into bears habitats. We are going to come up with one effect together, then I am going to have you work
in pairs to come up with more effects from our text. (Ask students about an effect that bears have from people moving
into their habitats.) Okay, I want you to work with a partner next to you and see if you can remember two more
effects the bears have when people move into their habitats. SIOP 6, 16, (Put Bobby and Danielson to work together.)
SIOP 19 I will be walking around, so if you need
Cause
Effect
help raise your hand. (Give students about seven
minutes to work together.) Okay lets come back
People moving into Coyotes:
1. Wandering onto the street.
as a class, what are some answers that you and
animals habitats
2. Eating dog and cat food.
your shoulder partner came up with? Wait time
SIOP 18 (Listen to answers and fill in my graphic
Bears:
organizer on the board.)
1. They want human food.
2. Bears are in danger of being
Formative Assessment: Each student working
killed by cars or people.
with their shoulder partner to fill in the bears
3. They crave human food, and
part of the graphic organizer.
dont hunt anymore.
Modification/accommodations:
Turkeys
ELLs: I will group my ELL students together so
1. Eat bird food
they can use their L1 to help them more
2. Become dependable on
effectively understand the text and fill out the
people to feed them.
graphic organizer. I will brainstorm ideas with
them before I let them work on their own. Then I will keep checking on their progress.
Gifted Student: Brainstorm ideas with her on how to come up with a possible solution to the cause and effect on bears.
Behavior Child: Make sure he is partnered with someone who will not allow him to goof off. Ask him questions to see if
he is understands the text.
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Have books for everyone, have graphic organizer for every child, and have pictures ready for ELLs. This lesson will
probably take two days to complete.