NAME___CAITLIN ANDREWS_________________ DATE__9-25-13__________ NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Lesson Top !" This is a compare and contrast lesson that goes with the story Coyote Places the Stars from the 3rd grade Trophies series- On Your Mar Lesson R#$ on#%e" This is a !-3 day lesson in a " day unit that outlines the entire story# Throughout this unit students will focus on the story and the following s ills$ pre%iewing a te&t' ma ing predictions and comparing and contrasting %arying elements of the story# Des!& p$ on o' C%#ss&oo(" 3rd grade' general classroom' male and female' (-) year olds' all a*ility le%els including +,, students S$)*en$ +#!,-&o)n*" -ecause this is the 3rd day in a lesson' students ha%e an .nderstanding of how to compare and contrast' they are familiar with the Components of comparing and contrasting# Students will continue to do so Throughout this lesson# Ne.#*# S$#n*#&*s" S,#3#/$ engage effecti%ely in a range of colla*orati%e discussions 0one-on-one' in 1roups' and teacher-led2 with di%erse partners on grade 3 topics and te&ts' -uilding on others3 ideas and e&pressing their own clarity# S,#3#4$ Spea in complete sentences when appropriate to tas and situation in Order to pro%ide re5uested detail or clarification# 6#3#!$ 6rite informati%e7e&planatory te&ts to e&amine a topic and con%ey ideas 8nd information clearly# 9:#3#;$ 9ead with sufficient accuracy and fluency to support comprehension# 9,#3#/$ 8s and answer 5uestions to demonstrate understanding of a te&t' referring +&plicitly to the te&t as a *asis for the answers# L#n-)#-e O/0e!$ .e1s2" - Students will read Coyote Places the Stars in pairs or small groups' ta ing turns reading parts of the te&t# - Students will discuss concepts with their peers for understanding - Students will pre%iew and predict parts of the te&t as a way of comprehending and understanding the story - Students will listen to each other read the te&t for comprehension# - Students will discuss similar and different characteristics of a coyote in pairs - Students will share information with their partners and their classmates# - Students will write a compare7contrast piece *ased on the story Coyote Places the Stars using proper sentence structure and grammar# - Students will share their writing pieces with the whole class using proper

pronunciation of words and sentences# Con$en$ O/0e!$ .e1s2" - Students will read Coyote Places the Stars in pairs or small groups with proper fluency and accuracy of te&t# - Teacher will discuss the characteristics of comparing and contrasting# - Teacher will lead whole group discussion on comparing and contrasting and how it relates to the story# - Students will demonstrate nowledge on how to pre%iew and ma e predictions a*out the te&t through the completion of an anticipation guide# - Students will colla*orate ideas and thoughts during Thin -Pair-Share - Students will demonstrate how to write informati%e7e&planatory te&ts through a writing prompt a*out comparing and contrasting - Students will spea in complete details with accuracy when sharing their writing pieces with the whole class# - ,istening students will share positi%e feed*ac to presenting student a*out writing piece 3e4 Vo!#/)%#&4" See %oca*ulary from story in *asal reader +es$ P&#!$ !es" (put an X next to those that you address in your lesson)
P&ep#&#$ on 8daptation of content ,in s to *ac ground ,in s to past learning Strategies incorporated In$e-&#$ on o' P&o!ess ,istening Spea ing 9eading 6riting S!#''o%* nModeling 1uided practice <ndependent practice =er*al scaffolds Procedural scaffolds App% !#$ on >ands-on 8uthentic 0Meaningful2 ,in ed to o*?ecti%es Promotes engagement Assess(en$ <ndi%idual 1roup 6ritten Oral G&o)p n- Op$ ons 6hole Class Small groups Partners <ndependent

Te#!5 n- S$&#$e- es" S(#%% G&o)p A!$ . $4 6 $5 S!#''o%* n-" P&e* !$ n- $5e $e7$ - 6hile using Coyote Places the Stars' students will ma e predictions *ased on the pictures and titles they see' and later while reading - The teacher will demonstrate how to ma e predictions *y s imming the story and descri*ing what they see and thin will happen *ased on prior nowledge and connections they can ma e - The teacher will write an e&ample of a prediction on the *oard for students to see - Students will wor in their ta*le groups and with their shoulder partners to ma e

predictions *ased strictly on the pictures and titles 0they should not *e reading the story yet2 8s students ma e predictions' they will write them in their reading ?ournals to reference during the anticipation guide and while reading# 8fter students ha%e made se%eral predictions each' they will pair read the story Coyote Places the Stars ta ing turns to read 8fter e%ery page or ! 0depending on comprehension le%els2' students will pause in their reading' discuss with their partners what they ha%e ?ust read and ma e / prediction each a*out the story to come Students will continue to write their predictions in their reading ?ournals 6hen students are done reading' they will re%isit their predictions and %alidate which ones were true and not' and why Students should also ma e connection with their anticipation guides post-reading

A** $ on#% S$&#$e-4- P&e. e6 n- Te7$ - Prior to reading Coyote Places the Stars students will learn how to pre%iew the te&t and learn a*out its importance - The teacher will instruct students on how to pre%iew a te&t *y discussing its *enefits and what to loo for 0i#e# pictures' organi@ation' length' etc#2 - Ae&t' the teacher will guide students in pre%iewing Coyote Places the Stars *y allowing them to s im the story and encourage them to as 5uestions a*out the pictures and %arious things they see# Students should not *e actually reading the story yet# - Students will wor in their ta*le groups and with their shoulder partners to continue to pre%iew the te&t and complete the anticipation guide# Students should anticipate and predict their answers' then pre%iew the te&t for additional connections - Teacher will *ring the class *ac together and discuss whole group some of the things students noticed' commented on' and 5uestioned a*out the story- acti%ating prior nowledge# - Students will partner read Coyote Places the Stars and will continue to discuss if their predictions and anticipations were correct prior to reading the story# 6hen a student comes across something they 5uestioned' they should stop reading and discuss with their partner# - Students will return to their ta*le groups and complete their anticipation guides when they are done reading with their partners# 3#-#n Le#&n n- S$&)!$)&e" 8T (e*- P# &-S5#&e9 - 8fter students ha%e read Coyote Places the Stars' students will use Thin -PairShare to discuss the story with their peers - Students will get up and mo%e around the room - 6hen the teacher stops the music' students will partner up with one other student to ma e a pair

- The teacher will as a series of 5uestions 0comprehension and compare7contrast2 to the students - Students will ha%e time to thin a*out their responses - The teacher will assign student 8 to share and sets a timer - Student - will listen while student 8 is tal ing - 6hen the time is up' student - will summari@e what student 8 said *y stating' < heard you sayB# 8nd then gi%e a suggestion' opinion or positi%e feed*ac # - Students will change roles so student - can tal while student 8 listens then responds# - Students will then mo%e around the room to music and repeat - Possi*le 5uestions$ 6hat role did the coyote play in the storyC >ow was this role importantC >ow is the coyote in the story similar to a real-life coyoteC >ow is the coyote in the story different from a real-life coyoteC 6hat are some characteristics of a real-life coyote that we did not see in the storyC 0The teacher can come up with 5uestions they feel appropriate2 - 8fter se%eral rounds of students pairing up with other students' the class will come *ac as a whole group to finish the discussion a*out the story# 8t this time' the teacher will ma e any corrections in misconceptions needed# Lesson Se:)en!e" - To *egin the lesson the teacher will introduce students to the new story for the lesson' Coyote Places the Stars from their *asal reading *oo s - The teacher will descri*e to students the acti%ities and o*?ecti%es they will *e following to complete the lesson 0pre%iewing the te&t' ma ing prediction' completing an anticipation guide' pair reading' and writing a compare7contrast piece2 - To *egin' students will learn how to pre%iew the te&t prior to reading the story - The teacher will discuss with students how to pre%iew a te&t$ loo ing at pictures' titles' headings' the length and anything else that might gi%e them *asic information a*out the story - The teacher will *egin pre%iewing the story with the students *y using the elmo to demonstrate what to loo for- the students will follow along# - 6hile wor ing in ta*le groups' students will *egin to complete the anticipation sort 0attached2 a*out the story 0this is still part of pre%iewing the te&t2 - The teacher will write anticipation sentences on the smart *oard for the students to copy onto their wor sheets - See attached outline and ru*ric for complete details of acti%ity - Once students are done pre%iewing the te&t and ha%e completed the first part of their anticipation sort' they will *egin ma ing predictions a*out the te&t - The teacher will discuss the importance of ma ing predictions a*out a storydetermining what might happen in the story to acti%ate prior nowledge and *uild *ac ground

- The teacher will state and write an e&ample of a prediction for students to see - 6hile s imming the te&t' students should write se%eral predictions in their reading ?ournals to follow while reading 0students can *e wor ing with shoulder partners and should not *e reading the story yet' still s imming2 - 6hen students are done ma ing predictions' they will pair read the story aloud to a classmate - 8fter e%ery couple of pages 0%aries *ased on a*ility le%el2 students will re%isit their written predictions' write if they are correct or not' and ma e new predictions a*out the story in the pages to come - Students will wor with their reading partners on predictions and reading throughout the entire story' ta ing turns reading - 6hen students are done reading' they will return to their ta*le groups to complete the second portion of their anticipation sort with their classmates - They will complete the acti%ity' as done *efore' and compare if their anticipations a*out the story were correct prior to reading 0this is also a good time to ha%e students compare and contrast their predictions with their classmates2 - 6hen all students are done reading' ha%e completed their anticipation sort and ha%e discussed their predictions with their classmates' they will use thin -pairshare to discuss the story with other class mem*ers from other ta*les - The students will get out of their seats' wal around the classroom and partner up with another classmate when the teacher stops the music - The teacher will as students a series of 5uestions 0comprehension and compare7contrast2 a*out Coyote Places the Stars 0teacher can ma e up their own 5uestions or ta e 5uestions from the *asal reader2 - Designated student 8 will answer the 5uestion first while student - listens - 6hen the timer stops' Student - will respond *y saying < heard you sayB and pro%ide positi%e feed*ac - Student - will then respond to the same 5uestion while student 8 listens - 6hen the timer stops' Student 8 will respond *y saying' < heard you sayB and pro%ide positi%e feed*ac - Students will split up' wal around the room until music stops and repeat with a new partner - Participate in se%eral round - The teacher will listen and o*ser%e for informal assessment of comprehension - Students will then go *ac to their ta*les and the teacher will outline and descri*e the e&pectations for their compare7contrast writing piece - This is going to *e a fairly free-writing assignment where students will *e a*le to compare and contrast any two concepts from the story 0the coyote from the story and a real coyote' different settings in the story' the outcome to a real-life outcome' etc#2 - Students will *e gi%en time to pre-write and conference with the teacher a*out their ideas# The teacher will pro%ide feed*ac and ensure students are on tas and in the right direction#

- Students will *e a*le to use their predictions and anticipation sorts to assist them with writing - Students will write a rough draft and final draft for an o%erall grade - Students will present their ideas and tal a*out their papers to their classmates when e%eryone is done A!!o((o*#$ ons" The teacher will meet with students in a small group or conference format to discuss writing pieces and ensure students are on the right trac # 8dditional accommodations will *e made for students when necessary# +,, students will recei%e additional supports for +nglish language ac5uisition when needed# Special +ducations students will *e paired with students that can pro%ide additional help and will *e gi%en e&tra time for writing in the resource room# M#$e& #%s #n* Reso)&!es" Coyote Places the Stars E 3rd grade Trophies series- On Your Mar 8%aila*le classroom technology 0o%erhead' white *oard' elmo' smart*oard' etc#2 8nticipation Sort 8cti%ity 0see attached materials' outline and ru*ric2 Compare7Contrast 9u*ric 0see attached2 9eading Fournals Pencils Re. e6;Assess(en$" Fo&(#% Assess(en$" An$ ! p#$ on G) *e Wo&,s5ee$ 'o& 8Co4o$e P%#!es $5e S$#&s9 O*?ecti%es this addresses$ - The student will use *ac ground nowledge to comprehend te&t - Students will compare predictions and affirmations *ased on guide - Students will discuss similarities and differences *etween reality and te&t - Students will effecti%ely share information with classmates - Students will listen to each other and pro%ide positi%e feed*ac See attached acti%ity and corresponding wor sheet with ru*ric S)((#$ .e Assess(en$" Co(p#&e; !on$&#s$ n'o&(#$ on#% 6& $ n- p e!e O*?ecti%es this addresses$ - Students will discuss similar and different characteristics of a coyote - Students will write a compare7contrast piece *ased on the story Coyote Places the Stars using proper sentence structure and grammar - Students will demonstrate how to write informati%e te&t through a writing prompt a*out comparing and contrasting - Students will share their writing pieces with the whole class using proper pronunciation of words and sentences# See attached outline with prompt and ru*ric Re'%e!$ on" < *elie%e this is a %ery engaging and in%ol%ed lesson plan that pro%ide many different a%enues

for students to demonstrate their *ac ground nowledge' acti%ate prior Gnowledge' learn and remain engaged in meaningful reading# 8lthough some of These acti%ities might ta e some additional time' < *elie%e they are important for Students to utili@e in order to completely *enefit from the story# The order of the 8cti%ities can *e rearranged a little *it depending on the teacher3s preference' -ut allowing students to re%iew a te&t' ma e predictions and anticipate parts of the Story really allows them to *ecome engaged in their reading and e&cited to learn 6hat the story is a*out# < thin this would really *e a fun lesson to teach and cannot 6ait to use it in my future classroom#

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