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Name: _Emmalyn Huddleston_____Strand: _Language_______________Unit TitleCharlotte’s WebGrade Level3rdLesson TitleCatching Possessive Nouns Curriculum Areas AddressedEnglish/Language ArtsTime Required30 minutes Instructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?Whole Group, partnersStandardsList the state or national standards that you are using in this unit/lesson.ELACC3L1. Demonstrate command of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences ELACC3L2. Demonstrate command of the standard English capitalization, punctuation, and spelling when writing. d. Form and use possessives.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. As a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them. Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)Big Idea: Possessive means to show ownershipEQ: How do we show possession? EQ: What is a singular possessive noun? What is a plural possessive noun? Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess)Singular means one Plural means more than one A noun is a person, place, or thing We add an ‘s for singular possessive and s’ for plural possessiveDo (Skills) (Thinking skills, skills of the discipline – skills you will assess)Identify and create sentences that include possessive nouns. Determine whether a possessive noun is singular or plural. Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter or HookHave a flipchart up on the promethean board with a sentence from Chapter 14 of Charlotte’s Web. “And Templeton, the rat, crept stealthily along the wall and disappeared into a private tunnel that he had dug between the door and the trough in Wilbur’s yard.” Have a picture beside it of a pig, then ask the students if the sentence talks about Wilbur owning anything. Wilbur has his own yard, so we can see that ‘Wilbur’s’ is a possessive noun. IntroductionA possessive noun shows that someone (or something) has ownership of something else. If the possessive noun is singular than we add an ‘s, and if it is plural than we add an s’. Have students copy this down in their language composition book on the next clean page. Body or ProcedureClick to the next page of the flipchart.Give three more examples: The mother’s baby stays warm. In the barn, the pig’s trough is full of food. Templeton took the goose’s egg back to his hiding spot. Have students write down the possessive noun from each of those sentences.Have students write down what each of the possessive nouns has or owns. Choose three students to come up and circle the possessive nouns in the sentences. Have the class do thumbs up if that’s what they put as well, and thumbs down if we need to take another look at the sentence. Have students help pass out a t-chart graphic organizer. One side is for singular possessive nouns and the other is for plural possessive nouns. Have students go back through Chapter 14 of Charlotte’s Web in pairs, looking for possessive nouns. When they find them have them put them into the appropriate column of the graphic organizer. Closure/Wrap-UpClose by having a t-chart drawn onto a piece of chart paper. Partners come up and put one of their examples up on each side. We will put each classes chart paper out in the hall to display what they have learned. What will I differentiate? (content, product, process)ProcessHow will I differentiate for featured student 1?I will differentiate for featured student 1 by having students work in partners instead of independently. How will I differentiate for featured student 2?I will differentiate for featured student 2 by having her come up and do one of the examples on the board, and explain her reasoning using the language that we are working on from the standard. Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?I will evaluate the Know, Do, Be through observation and then a summative assessment at the end of the week. I will use a checklist for my observation, and then a multiple choice test for the summative assessment. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)Promethean board, Charlotte’s Web book class set, T-chart.Clear Links to TheoriesVygotsky theorized about each student needing to function within their Zone of Proximal Development. This lesson will allow me to progress monitor and keep each student working within their ZPD. I will be able to provide extra support (like partner work) or challenge as needed. Connections to Technology and/or the ArtsUse the promethean board. Description of Collaboration With OthersCollaborate with my students to pass out materials, and engage in discussion about grade 3 level topics. Name: _________________________________Date: ____________________Unit TitleCharlotte’s WebGrade Level3rdLesson TitlePossessive Nouns Curriculum Areas AddressedReading, Language ArtsTime Required30 minutesInstructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?Small Group Standards List the state or national standards that you are using in this unit/lesson.ELACC3L1. Demonstrate command of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences ELACC3L2. Demonstrate command of the standard English capitalization, punctuation, and spelling when writing. Form and use possessives.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways , listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):The benchmarks for the focus learners are a SRI score of 500, and a grade higher than 70% in each class. The IEP Goals for my first focus learner are reading fluency and reading comprehension. As a result of this lesson/students will…BeUsers of rich descriptive language both orally and in written form. Understand (1-3 Essential questions, big ideas, principles, generalizations, rules, etc. How can these questions be used to guide your instruction?)Essential Question: What do possessive pronouns show?Rule: A pronoun is a word that takes the place of a noun. Big Idea: Possession shows ownershipThe essential question can be used to guide my instruction by allowing me to start out the lesson by reading it aloud to the students, and then answer it throughout the lesson as I address key concepts and vocabulary.Know (Objectives, facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess. Objectives are measurable and aligned with the standard.)Possessive pronouns: mine, theirs, ours, yours, his, hersSingular: onePlural: more than oneDo (Skills) (Thinking skills, skills of the discipline – skills you will assess)Define, identify, and create sentences with possessive pronouns.Academic Language (What is the key language demand? What Academic Language will you teach or develop? What is the key vocabulary and/or symbols? What opportunities will you provide for students to practice content language/vocabulary and develop fluency?)Academic Language Demand (Idenitfy one of the following: reading, writing, listening/speaking, or demonstrating/performing. The demand will require more or less scaffolding (support) depending on the needs of the students.)Demonstrating/Performing Language Functions (Identify the purpose for which the language is being used, with attention to goal and audience- the verb from the standard; ex. Demonstrate.)The purpose for which the language is being used is to describe the part of speech, and what the function is of that part of speech. The purpose is also for students to be able to show ownership in their writing, and identify ownership (possession) in grade level texts that they are reading. They should also be able to tell if it is one person owning something, or if it is more than one person who owns it. Language Vocabulary (Identify key words specific to the content area derived from the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters, settings, descriptions, dialogue, stage directions.)Key words derived from the standard- grammar, sentences, possessive, singular, plural. Remember to pay particular attention to when planning:Language Discourse (structures of written or oral language; how participants of the content area speak, write, and participate) and language Syntax (set of conventions for organizing symbols, words, phrases into structures.)Language discourse will be discussion following the example sentences where we explain why the selected answer is a possessive noun, whether it is singular or plural, and what its function is in this sentence. Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter/Hook/Activating Thinking (How will you introduce the lesson/ What is the ‘hook’ for the lesson to tap into prior knowledge and develop students’ interests? This should tie directly into the lesson’s objective and standard. Use knowledge of students’ academic, social, and cultural characteristics.)My attention getter will be a five question practice quiz on the promethean board to see if they can take a singular noun and make it possessive. This hooks into prior knowledge from yesterday where we told them they need to add ‘s on the end. IntroductionMy introduction will be reviewing our essential question, and reminding students that we use possessive nouns to make our sentences shorter and easier to understand. Body/Procedure/Teaching Strategies (What will you have students do after you introduce the lesson to learn the standards? Use a bulleted or numbered format, not a narrative format.)Ensure that each student has their paper with the web on it Pass out Charlotte’s Web books and have students turn to Chapter 13 at the end. We left off where Charlotte is about to tell Wilbur a story. Read the last 3 pages of Chapter 13, pausing to ask questions as needed Write a 3 sentence summary of Charlotte’s story. Read Chapter 14, pausing to ask questions about the characters and the sequence of events along the way. What did Mrs. Arable want Fern to do instead of going to the Zuckerman’s barn?Who does Mrs. Arable go to when she is concerned about Fern?Did Mrs. Arable feel relieved after her meeting in Chapter 14?Was Dr. Dorian worried about Fern?Pass out web paperNow we are going to hunt and catch singular possessive nouns in our webs from Chapter 14. Work with a partner to go back and find as many as you can. Closure/Wrap-Up/Summarizing Strategies (How will the students prove they know and understand the standards(s)? How will you review the standards and close the lesson?)Close by having a representative from each group share one of the singular possessive nouns that they found. I will review the standards and close the lesson by asking students what we have been talking about, and answering our essential question. Modifications/Differentiations for Students’ Individual Needs (How will you modify or differentiate the experiences: content, process, product, in your lesson to meet students’ individual needs?)I will modify or differentiate the process in my lesson to meet students’ individual needs by allowing students to work in pairs as needed, and to mark their possessive nouns as singular or plural as we go through our story. How will I differentiate for featured/focus student 1? (Why does the student need modifications/accommodations? What is the modification/accommodation? Why is it appropriate?Focus student needs modifications/accommodations because she is receiving being served under RTI. The modification/accommodation is small grouping and extended time. I will allow her to work with a partner to make sure she is on the right track with her possessive nouns, and I will allow her to be the last one to come put her possessive noun(s) up on the board. It is appropriate because those were the interventions that she was selected to receive at her last Tier III meeting. How will I differentiate for featured/focus student 2? (Why does the student need modifications/accommodations? What is the modification/accommodation? Why is it appropriate?Focus student 2 needs modifications/accommodations because she is an advanced learner who needs a greater challenge in order to function within her Zone of Proximal Development. The modification/accommodation is that Assessment/Evaluation (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students? Every standard listed in the plan must be assessed and included. Formative and summative assessments should be considered while planning. Questions to consider while planning: How will students exhibit an understanding of the lesson’s objectives? How will you observe and/or provide feedback? What evidence will you collect to demonstrate students’ understanding/mastery of the lesson’s objective?)I will evaluate the Know, Do, Be by observation and by taking up their possessive noun webs as a formative assessment. I will have a checklist Assessment Plan for IEP Goals (Before lesson, as formative and summative):Before my lesson I will have complete a pretest to give myself information as to this specific child’s gaps in knowledge or areas of expertise. I will also assess her familiarity with key vocabulary. Evidence of student progress and mastery (complete after lesson has been implemented):My first focus student was able to tell me that singular means just one, plural means more than one, and that possessive means “who owns something.” She was able to correctly Identify the possessive noun in a sentence, and correctly form a possessive noun herself about 85% of the time. We had to clear up the misconception that the s on the end of a possessive noun means that it is plural though. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use. What materials can be used to engage students?)Promethean board, Charlotte’s Web, Charlotte’s Web audiobook, web graphic organizer. Materials that can be used to engage students are the web graphic organizer and having the story play via audiobook. Clear Links to Theories“Unlike earlier models of teaching, which replied on authoritarianism and rote learning, progressive education [John Dewey] asserted that students must be invested in what they were learning.” Connect the language skill that they are already invested in, and then have them do the possessive noun sort onto the t-chart at the end of the lesson to allow me to assess their ability to differentiate between singular and plural possessive nouns. Connections to Technology and/or the ArtsConnections to technology would be the promethean board and the CD player to play the audiobook. Description of Collaboration With OthersCollaborate with my students and host teacher to pass out materials. Collaborate with the front office administrators to get copies made ahead of time. Collaborate with the media center and Dr. Christopher Greer for tech support if I have issues with the promethean board or the flipchart itself. Name: _________________________________Date: ____________________Unit TitleCharlotte’s WebGrade Level3rdLesson TitleInference and Drawing Conclusions Curriculum Areas AddressedEnglish/Language ArtsTime Required40 minutesInstructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?Whole group, small groups Standards List the state or national standards that you are using in this unit/lesson.ELACC3L1. Demonstrate command of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences ELACC3L2. Demonstrate command of the standard English capitalization, punctuation, and spelling when writing. Form and use possessives.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways , listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.ELACC3RL6: Distinguish their own point of view from that of the narrator or those of the characters. Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):The benchmarks for the focus learners are a SRI score of 500, and a grade higher than 70% in each class. The IEP Goals for my first focus learner are reading fluency and reading comprehension. As a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them.Understand (1-3 Essential questions, big ideas, principles, generalizations, rules, etc. How can these questions be used to guide your instruction?)How do I make an Inference? How does drawing conclusions help us understand what we are reading? When you make an inference you are forming your own point of view. Know (Objectives, facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess. Objectives are measurable and aligned with the standard.)Making an inference means to draw a conclusion based on clues from the text and what you already know. Do (Skills) (Thinking skills, skills of the discipline – skills you will assess)Draw an inference from a grade three level text based on clues that the author gives you and what you already know. Academic Language (What is the key language demand? What Academic Language will you teach or develop? What is the key vocabulary and/or symbols? What opportunities will you provide for students to practice content language/vocabulary and develop fluency?) Academic Language Demand (Idenitfy one of the following: reading, writing, listening/speaking, or demonstrating/performing. The demand will require more or less scaffolding (support) depending on the needs of the students.)Listening/SpeakingLanguage Functions (Identify the purpose for which the language is being used, with attention to goal and audience- the verb from the standard; ex. Demonstrate.)The purpose for which the language is being used is to distinguish their own point of view from that off the author, and to form opinions about what they are reading, what the characters are thinking or doing, and why they are doing what they are doing. Language Vocabulary (Identify key words specific to the content area derived from the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters, settings, descriptions, dialogue, stage directions.)Point of view, narrator, Prior knowledge, Inference, Conclusion. Remember to pay particular attention to when planning:Language Discourse (structures of written or oral language; how participants of the content area speak, write, and participate) and language Syntax (set of conventions for organizing symbols, words, phrases into structures.)We have talked about author’s purpose, and who’s point of view a text is written from, so students must be able to speak about their own views and their own opinions using words like ‘I think’ and ‘I believe.’ It should be clear that it is a conclusion that they are drawing based on what they are reading.Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter/Hook/Activating Thinking (How will you introduce the lesson/ What is the ‘hook’ for the lesson to tap into prior knowledge and develop students’ interests? This should tie directly into the lesson’s objective and standard. Use knowledge of students’ academic, social, and cultural characteristics.)Have one vocabulary word at each group of desks. Have each group look at their word and predict what it means. One group member will share their prediction. Tell students that these are our vocabulary words and clarify any misconceptions about their meaning. IntroductionWe have talked about fact and opinion when we read a text- how facts are true and opinions are things that a person thinks or believes. Today we are going to talk about inferences. Forming our own opinion and drawing conclusion based on what we read, but separate from the author’s point of view. Body/Procedure/Teaching Strategies (What will you have students do after you introduce the lesson to learn the standards? Use a bulleted or numbered format, not a narrative format.)We will read chapter 15 as a class and pause along the way to ask questions. My third period class will have to finish the last three pages of chapter 14 first. When we come to the vocabulary words we will see if our predictions were correct, and if not, than we will write the correct definition in our notes. Once we have all five words defined, we will take them up so that we can send them down to the media center to be laminated and added to our word wall. We did not use our webs to catch possessive nouns yesterday so we will use them today after a review. What language skill are we studying? Singular possessive nouns. What does singular mean? What does possessive mean? Closure/Wrap-Up/Summarizing Strategies (How will the students prove they know and understand the standards(s)? How will you review the standards and close the lesson?)Close by having students share their inferences, and then review our essential question: How do I make an inference? What does an inference do? It draws a conclusion based on the text, but your own opinion separate from the author’s point of view. Modifications/Differentiations for Students’ Individual Needs (How will you modify or differentiate the experiences: content, process, product, in your lesson to meet students’ individual needs?)I will modify or differentiate the process in my lesson to meet students’ individual needs by allowing students to work in pairs as needed, and to have their inference bookmark to take notes if needed as we popcorn read through the chapter. How will I differentiate for featured/focus student 1? (Why does the student need modifications/accomodations? What is the modification/accommodation? Why is it appropriate? Focus student needs modifications/accommodations because she is receiving being served under RTI. The modification/accommodation is the classroom word wall, and popcorn reading chapter 15 of Charlotte’s Web as a whole group. I will allow her to work with a partner to make sure she is on the right track with her inferences and new vocabulary, and the construction of the word wall will provide her extra support in vocabulary development. It is appropriate because those were the interventions that she was selected to receive at her last Tier III meeting.How will I differentiate for featured/focus student 2? (Why does the student need modifications/accomodations? What is the modification/accommodation? Why is it appropriate?Focus student 2 needs modifications/accommodations because she is an advanced learner who needs a greater challenge in order to function within her Zone of Proximal Development. The modification/accommodation will be to have her use the dictionary to look up her group’s vocabulary word using the guide words on the top of the pages, and then pick the definition that fits how it is used in the chapter. This is appropriate because she will be challenged to not just hypothesize the meaning of the word, but to use her knowledge of the dictionary to look up the word and then pick the definition that fits in the context of the sentence in the chapter. Assessment/Evaluation (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students? Every standard listed in the plan must be assessed and included. Formative and summative assessments should be considered while planning. Questions to consider while planning: How will students exhibit an understanding of the lesson’s objectives? How will you observe and/or provide feedback? What evidence will you collect to demonstrate students’ understanding/mastery of the lesson’s objective?)Assessment Plan for IEP Goals (Before lesson, as formative and summative):My assessment plan for IEP Goals is to check off whether student is keeping on track with the rest of the class, and whether she still has any questions or misconceptions. I will give her a partner to work with as well as extended time before taking up the worksheet as my formative assessment. I will also use my pre-assessment data as a baseline to help me progress monitor along the way. Evidence of student progress and mastery (complete after lesson has been implemented):My first focus student was able to tell me that singular means just one, plural means more than one, and that possessive means “who owns something.” She was able to correctly Identify the possessive noun in a sentence, and correctly form a possessive noun herself about 75% of the time. Plural possessive was trickier for her than singular possessive. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use. What materials can be used to engage students?)Charlotte’s Web books, inference bookmark, promethean board, promethean planet, construction paper. Clear Links to TheoriesThis lesson fits with Howard Gardner’s Theory that there are seven different types of intelligences. Connections to Technology and/or the ArtsUse of the promethean board for instruction, and student interaction with the promethean board.Description of Collaboration With OthersCollaborate with my students and host teacher to get materials passed out and engage in discussions on grade 3 level topics. Collaborate with the media center to get our new vocabulary words laminated. Name: _________________________________Date: ____________________Unit TitleCharlotte’s WebGrade Level3rdLesson TitleInferencesCurriculum Areas AddressedEnglish/Language ArtsTime Required40 minutesInstructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?Whole group, partnersStandards List the state or national standards that you are using in this unit/lesson.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.ELACC3RL6: Distinguish their own point of view from that of the narrator or those of the characters. Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):The benchmarks for the focus learners are a SRI score of 500, and a grade higher than 70% in each class. The IEP Goals for my first focus learner are reading fluency and reading comprehension. As a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them. Understand (1-3 Essential questions, big ideas, principles, generalizations, rules, etc. How can these questions be used to guide your instruction?)Essential Question: How does drawing conclusions help us understand what we are reading? The essential question can be used to guide my instruction by allowing me to start out the lesson by reading it aloud to the students, and then answer it throughout the lesson as I address key concepts and vocabulary. Know (Objectives, facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess. Objectives are measurable and aligned with the standard.)Inference-a conclusion made based on facts Draw a conclusion-form an opinion Conclusion = Decision Prior knowledge is what you already know. Point of view. Do (Skills) (Thinking skills, skills of the discipline – skills you will assess)Draw an inference based on two details using a graphic organizer. Make inferences in grade three level texts using explicit details. Academic Language (What is the key language demand? What Academic Language will you teach or develop? What is the key vocabulary and/or symbols? What opportunities will you provide for students to practice content language/vocabulary and develop fluency?) Academic Language Demand (Idenitfy one of the following: reading, writing, listening/speaking, or demonstrating/performing. The demand will require more or less scaffolding (support) depending on the needs of the students.)Demonstrating/PerformingLanguage Functions (Identify the purpose for which the language is being used, with attention to goal and audience- the verb from the standard; ex. Demonstrate.)The purpose for which the language is being used is to distinguish their own point of view from that off the author, and to form opinions about what they are reading, what the characters are thinking or doing, and why they are doing what they are doing. Language Vocabulary (Identify key words specific to the content area derived from the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters, settings, descriptions, dialogue, stage directions.)Point of view, InferenceRemember to pay particular attention to when planning:Language Discourse (structures of written or oral language; how participants of the content area speak, write, and participate) and language Syntax (set of conventions for organizing symbols, words, phrases into structures.)We have talked about author’s purpose, and who’s point of view a text is written from, so students must be able to speak about their own views and their own opinions using words like ‘I think’ and ‘I believe.’ It should be clear that it is a conclusion that they are drawing based on what they are reading. Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter/Hook/Activating Thinking (How will you introduce the lesson/ What is the ‘hook’ for the lesson to tap into prior knowledge and develop students’ interests? This should tie directly into the lesson’s objective and standard. Use knowledge of students’ academic, social, and cultural characteristics.)Have a female student stand up. Identify two details about her like her shirt color and the pattern or color of her book bag, and then make a statement that that is one of her favorite colors. Did she say anything about those being her favorite colors? Do we know for certain that that is her favorite color? No, I made an inference. IntroductionYesterday we looked for inferences in Charlotte’s web, now we are going to put some notes in our reading composition book about inferences. I will introduce the lesson by having a flipchart with the word inference as the title. We will say it together as a class and then clap it out. I will explain that when I am making an inference, I am forming an opinion based on details that I already know. Body/Procedure/Teaching Strategies (What will you have students do after you introduce the lesson to learn the standards? Use a bulleted or numbered format, not a narrative format.)I will move the revealer down the flipchart to show my definition, and allow the students to copy it down in their reading composition book. We will move down the revealer to show a sample passage from Charlotte’s Web in chapter 16We will read it as a whole classI will flip to the next page of the flipchart The next page will have the same passage with two details highlightedHave students copy down those two details into the graphic organizer that they have been given. Even though we usually look for the author’s facts and opinions when we are reading, sometimes we must distinguish our own point of view apart from the narrator and draw conclusions.Given these two details, what conclusion can you draw? What INFERENCE can you make?Give students three minutes to produce a written response. Pull down the reveal to show a copy of the graphic organizer on the board with the two details filled in. Now you are going to draw a conclusion about Charlotte’s Web in your groups at your desks. You need to use your clues and your prior knowledge to make a decision about Charlotte herself and how she is feeling. Pass out papers. Have them circle the code I for Inference. Write Charlotte’s Web for the title of the book. Closure/Wrap-Up/Summarizing Strategies (How will the students prove they know and understand the standards(s)? How will you review the standards and close the lesson?)Students will show they know and understand the standards by completing the first question of that evening’s homework to show that they are comfortable with the material and the way that the questions are being asked.I will review the standards and close the lesson by reviewing our essential question, having one student give me an answer, and then having the whole class repeat the answer. Modifications/Differentiations for Students’ Individual Needs (How will you modify or differentiate the experiences: content, process, product, in your lesson to meet students’ individual needs?)I will modify the content in my lesson to meet students’ individual needing by providing individual practice time with students so that I can observe and scaffold their thinking and application of the language skills. I will differentiate by having two other worksheets on standby for students who need more step by step instruction, and those who need to be pushed to the next level.How will I differentiate for featured/focus student 1? (Why does the student need modifications/accomodations? What is the modification/accommodation? Why is it appropriate?The student needs modification/accommodation because she Is receiving RTI interventions as part of Tier III. The modification for her will be extended time when producing her written response. I will give her five minutes instead of three. It is appropriate because that is one of her accommodations as listed in her IEP. How will I differentiate for featured/focus student 2? (Why does the student need modifications/accomodations? What is the modification/accommodation? Why is it appropriate?This student needs modification/accommodation because she is excelling academically in all areas and needs a greater challenge to engage her in the learning experience and push her to higher levels of thinking. The modification is that she does the next page in the red language book for homework as an extra challenge. The questions will make her think about the material in a different way. Assessment/Evaluation (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students? Every standard listed in the plan must be assessed and included. Formative and summative assessments should be considered while planning. Questions to consider while planning: How will students exhibit an understanding of the lesson’s objectives? How will you observe and/or provide feedback? What evidence will you collect to demonstrate students’ understanding/mastery of the lesson’s objective?)I will assess the discussion and recall of information through observation, and taking up the worksheet that we will be doing to see if they are able to utilize the graphic organizer in making inferences based on two or more details. I will make sure that every student is included in the discussion through observation (and marking off on a checklist) of who is raising their hand to offer up answers and participating. I will ensure that the discussion is revolving around the lesson’s object, and that student discussion is staying centered on grade 3 topics. Assessment Plan for IEP Goals (Before lesson, as formative and summative):My assessment plan for IEP Goals is to check off whether student is keeping on track with the rest of the class, and whether she still has any questions or misconceptions. I will give her a partner to work with as well as extended time before taking up the worksheet as my formative assessment. Evidence of student progress and mastery (complete after lesson has been implemented):Evidence of student progress and mastery is that she completed the group activity successfully with her group members. She used the clue from the text that Charlotte was going to lay eggs and added that to her prior knowledge about spiders having babies to draw a conclusion that Charlotte was going to become a mother and then pass away. She was also able to tell me that prior knowledge means what you already know, and that when you are making an inference that means you are making a decision about something using clues from the text and your prior knowledge. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use. What materials can be used to engage students?)Charlotte’s Web books, inference worksheet with graphic organizer, promethean board, and the Harcourt Language textbook. The materials that can be used to engage students are the promethean board. Clear Links to TheoriesMy students are at the point in their cognitive development according to Piaget that they are in the pre-operational stage of development. They are starting to be able to think more abstractly but are not quite there yet. The graphic organizer will help students make the concept of inferences more concrete to my students. Connections to Technology and/or the ArtsUse of the promethean board for instruction, and student interaction with the promethean board.Description of Collaboration With OthersCollaborate with my students and host teacher to get materials passed out and engage in discussions on grade 3 level topics.Unit TitleCharlotte’s WebGrade Level3rdLesson TitleCommasCurriculum Areas AddressedEnglish/Language ArtsTime Required40 minutes Instructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?StandardsList the state or national standards that you are using in this unit/lesson.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.As a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them. Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)Commas are used to separate complete thoughts when writing compound or complex sentences, to separate items in a list, to separate the city and state of a certain location, the day and year in a date, and used in a letter as well with the greeting and ending. Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess)Commas belong between the city and state in addresses, sentences. Commas belong after the greeting and signature in a mas go after the first and second items in a series of three items. Commas go before the conjunction Do (Skills) (Thinking skills, skills of the discipline – skills you will assess) Correctly place commas in dates, addresses, lists, and compound/complex sentences. Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter or HookHave a piece of chart paper up on the wall near our carpet area with a KWL chart. Ask students what they know about commas already, and what they want to know about commas through my teaching. IntroductionRead our essential question: how does the use of commas help our writing make sense? Look at this example: Let’s eat Grandma! Let’s eat, Grandma! Commas save lives!Body or Procedure-Pass out white boards-I want you to write your city and state on your white board for me. Where do you see the comma?-Look at our date up on the board. Where do you see the comma? -Now write your birthday (including the year) using the comma in the correct place. -Put up the chart paper with our sample letter, where do we see commas used in writing a letter? Write the two spots on your white board. After the greeting and the closing. -We also use commas in our writing when we write special sentences. See if you can write down the name of those special sentences. Compound and complex. Closure/Wrap-UpClose with a five question mini-quiz over the different comma rules we have discussed. What will I differentiate? (content, product, process)Differentiate process by having small group testing or extended time for those who are receiving services as part of their IEP or 504 plan. How will I differentiate for featured student 1?I will differentiate for featured student 1 by allowing her extended time to work on our closing assessment. How will I differentiate for featured student 2?I will differentiate for featured student 2 by having her give us an example of a compound or complex sentence that uses a comma followed by a conjunction. Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?I will evaluate the Know, Do, Be using formative assessment at the beginning of my lesson, and again at the end of my lesson. My assessment will be the KWL chart to see if I need to adjust my lesson at all based on that data. Success for the students will be every child participating and contributing to either the K or the W column of our KWL chart. I will also have my mini-quiz at the end, and success for students will be answering four out of five questions correctly. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)Promethean board, chart paper, butcher paper, Charlotte’s Web books, Charlotte’s Web test, vocabulary test. Clear Links to TheoriesGagne theorized about conditions of learning. He said that for different kind of skills different tasks are needed. I want students to be able to use commas correctly in writing so I am going to give them opportunities to practice writing them. Connections to Technology and/or the ArtsUse the promethean board. Description of Collaboration With OthersCollaborate with my students and host teacher to get materials passed out and engage in discussions on grade 3 level topics. Collaborate with Mrs. Hill to make sure that the test items are covering the material to her satisfaction, and then with the front office administrators to make sure that the test is copied ahead of time and brought back to our classroom. Unit TitleCharlotte’s WebGrade Level3rdLesson TitleCommasCurriculum Areas AddressedEnglish/Language ArtsTime Required40 minutes Instructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?StandardsList the state or national standards that you are using in this unit/lesson.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas in addresses. c. Use commas and quotation marks in dialogueAs a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them. Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)Commas are used to separate complete thoughts when writing compound or complex sentences, to separate items in a list, to separate the city and state of a certain location, the day and year in a date, and used in a letter as well with the greeting and ending. Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess)Commas belong between the city and state in addresses, sentences. Commas belong after the greeting and signature in a mas go after the first and second items in a series of three items. Commas go before the conjunction Do (Skills) (Thinking skills, skills of the discipline – skills you will assess) Correctly place commas in dates, addresses, lists, and compound/complex sentences. Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter or HookHave a graffiti wall up with the word commas in the middle. Students will take turns writing the uses for commas. IntroductionUse the graffiti wall to review the five uses of commas that we are studying. Body or Procedure-Today we are going to look at dates, addresses, and letters so that you can show me the correct placement of the commas. -Each table will have two or three letters that I have received with my address on them. Where do we see the commas? -Each student will practice writing my address and then the schools address with correct comma placement -When you see an address on the CRCT make sure you put a comma between the street address itself and then the city/state. -Even if it is on one line, you have to put a comma between those two parts of the address. -Fun fact ZIP code stands for Z I P-Now we are going to complete a quick little quiz over the rules that we have learned so far. -Pull out whiteboards, erasers, and markers from inside desk. -I will tell them a date and they will write it correctly on their white board. -I will give them a second date that they are familiar with like Christmas day from this past year. -I will ask them to list their three favorite foods. -Next they can list their three favorite animals. -I will tell them a city and state for them to copy with the comma in the correct place. -I will tell them New York City, New York to see if they get confused or if they have a thorough understanding. -I will have them write todays date, and then their birthday. -Lastly I will do a greeting and a closing from a letter. Closure/Wrap-UpClose by passing out the address for McDonalds and have students punctuate with commas using macaroni. What will I differentiate? (content, product, process)Differentiate process by having small group testing or extended time for those who are receiving services as part of their IEP or 504 plan. How will I differentiate for featured student 1?I will differentiate for featured student number 1 by having her work with a partner to check her comma placement before she turns it in to me, and so that she has another perspective and opportunity to “get it.”How will I differentiate for featured student 2?I will differentiate for featured student 2 by having her describe other places where you might see addresses with commas other than the front of envelopes. On magazines or inside of them, on fliers, etc. Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?I will evaluate the Know, Do, Be through my closing activity. The type of assessment I will use is formative. Success for the students is putting a comma after the street address and then again between the city and the state. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)Promethean board, white board, individual white boards, dry erase markers, erasers, Charlotte’s Web books, paper, macaroni. Clear Links to TheoriesDewey said that learning occurs through experience, so I want students to have real experiences with envelopes and the addresses that are written on them, and have them think about where else in the environment they see addresses. Connections to Technology and/or the ArtsUse the promethean board. Description of Collaboration With OthersCollaborate with my students and host teacher to get materials passed out and engage in discussions on grade 3 level topics. Collaborate with Mrs. Hill to make sure that the test items are covering the material to her satisfaction, and then with the front office administrators to make sure that the test is copied ahead of time and brought back to our classroom. Unit TitleCharlotte’s WebGrade Level3rdLesson TitleText Illustrations in Charlotte’s WebCurriculum Areas AddressedEnglish/Language ArtsTime Required40 minutes Instructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?QuadsStandardsList the state or national standards that you are using in this unit/lesson.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.ELACC3RI7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). As a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them. Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)Essential question: How do text illustrations help us understand what we are reading?Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess)Text illustrations are pictures but also graphs, maps, charts, etc. Text illustrations tell us the mood of the story. Text illustrations show us how a character is feeling. Text illustrations can add detail to the characters, setting, and plot of the story. Do (Skills) (Thinking skills, skills of the discipline – skills you will assess)Read charts, graphs, maps, and photographs for information. Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter or HookHave a different text illustration on each group of desks. Have a representative from each table stand up and tell me what theirs is, and then bring it to the front to place on the chart paper. IntroductionThese are all of our text illustrations. Sometimes they give us information about a story that isn’t in the words. Let’s look over at our essential question. Read it with me, “How do text illustrations help us understand what we are reading?”Body or Procedure-Pass out Charlotte’s Web books -Turn to Chapter 18. -Start Chapter 18 on audiobook, pausing as necessary to ask questions and determine the meaning of unknown words. -Point out each of the illustrations along the way-What does this tell us about the mood of the story? -What does it show us about the setting? -What details does it add about the character plot, and setting? -After we finish the chapter, turn to the promethean board to show a flipchart. -See here we have our title, these text illustrations that we have been talking about. -Look at the example picture right here. What does this text illustration tell us? What does it add to the story? -Go to next slide and complete four practice problems. -Everybody get out your interactive language notebook. We are going to add in a heading and some notes about Text Illustrations on a graphic organizer that it gives us. -Get a student to pass out headings, get a student to pass out pages, get a student to pass out buckets with scissors, glue, and crayons. -Students may work independently to fill out their papers with the four uses of commas that we have discussed, and then color in the page. Closure/Wrap-UpClose by cleaning up and reviewing our essential question. What will I differentiate? (content, product, process)Differentiate process by having small group testing or extended time for those who are receiving services as part of their IEP or 504 plan. How will I differentiate for featured student 1?I will differentiate for featured student 1 by allowing her to work with a partner to discuss each of the rules for Text Illustrations that we have discussed. How will I differentiate for featured student 2?I will differentiate for featured student 2 by having her share her paper once she is finished, and give an example for each of them Charlotte’s Web as she is sharing. Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?I will evaluate the Know, Do, Be through observation and by taking up their group work. The type of assessment I will use is a checklist for formative assessment. Success for the students will participation in their group as Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)Promethean board, crayons, glue, scissors, interactive language notebook, Charlotte’s Web books, Charlotte’s Web test, vocabulary test. Clear Links to TheoriesStudents are in the pre-operational stage of development where they are just beginning to be able to think abstractly, so I need to make sure that I am giving them clear concrete examples of these text illustrations and giving them time to apply it and cement their understanding as well. Connections to Technology and/or the ArtsUse the promethean board. Description of Collaboration With OthersCollaborate with my students and host teacher to get materials passed out and engage in discussions on grade 3 level topics. Collaborate with Mrs. Hill to make sure that the test items are covering the material to her satisfaction, and then with the front office administrators to make sure that the test is copied ahead of time and brought back to our classroom. Unit TitleCharlotte’s WebGrade Level3rdLesson TitleCause & Effect Curriculum Areas AddressedEnglish/Language ArtsTime Required40 minutes Instructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?Whole group, individualsStandardsList the state or national standards that you are using in this unit/lesson.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). As a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them. Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)Essential question: How do we make logical connections between particular sentences and paragraphs in a text? Big idea: Cause and effect is one of our organizational structures.Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess)For every cause there is an effect. Effect is what happened. Cause is why it happened. Do (Skills) (Thinking skills, skills of the discipline – skills you will assess)Identify the effect of a given cause. Identify the cause of a given effect. Describe examples of cause and effect from Charlotte’s Web. Create an example of cause and effect. Determine whether a text is written using the organizational pattern of cause and effect. Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter or HookPut up a paragraph from Chapter 19 of Charlotte’s Web. Ask how this paragraph constructed/written. IntroductionThis paragraph is an example of the cause and effect organizational structure. What happened? That is our effect. Why did it happen? That is our cause. Body or Procedure-We are going to keep reading the rest of this chapter and see if we see any more examples of cause and effect. -Remember we look for the effect first –what happened, and then we look for the cause-why it happened. -Pass out Charlotte’s Web books -Turn to Chapter 18. -Popcorn read starting with K.A. -As we are reading the chapter it talks about getting Wilbur to the fair and everything they had to. -Oh no! What just happened? Mr. Arable’s truck is rolling away! -Why did that happen? Because he did not hit the emergency break. -Look how I can organize this information in my graphic organizer on the board. I can say what happened first, and then fill out why it happened. -That is called Cause and Effect. Keep your eyes out for more examples as we keep reading. -Finish chapter. -Pass out graphic organizers. -Fill out three more examples of cause and effect from the chapter we read today or even the chapter we read yesterday if you need more material. Closure/Wrap-UpClose by having 3-5 students share their examples. Emphasize that we look for the effect first (what happened), and then the cause (why it happened). What will I differentiate? (content, product, process)Differentiate process by having small group testing or extended time for those who are receiving services as part of their IEP or 504 plan. How will I differentiate for featured student 1?I will differentiate for featured student 1 by giving her a set of flash cards to practice with at home. They are in pairs and you have to identify which is the cause and which is the effect. I will get a parent to sign a sheet saying that she actually did for at least one or two nights to practice.How will I differentiate for featured student 2?I will differentiate for featured student 2 by having her identify examples of cause and effect in her A.R. book as she fills out her reading log. Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?I will evaluate the Know, Do, Be through Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)Promethean board, chart paper, butcher paper, Charlotte’s Web books, Charlotte’s Web test, vocabulary test. Clear Links to TheoriesJohn Dewey said that learning must be meaningful to students, so I am integrating the reading skill with our novel study of Charlotte’s Web which is their favorite part of each day. Connections to Technology and/or the ArtsUse the promethean board. Description of Collaboration With OthersCollaborate with my students and host teacher to get materials passed out and engage in discussions on grade 3 level topics. Collaborate with Mrs. Hill to make sure that the test items are covering the material to her satisfaction, and then with the front office administrators to make sure that the test is copied ahead of time and brought back to our classroom. Unit TitleCharlotte’s WebGrade Level3rdLesson TitleCause & Effect Curriculum Areas AddressedEnglish/Language ArtsTime Required40 minutes Instructional GroupingsAre you using whole group, small groups, partners, quads, homogeneous, heterogeneous?Whole groupStandardsList the state or national standards that you are using in this unit/lesson.ELACC3SL1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).ELACC3W8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).As a result of this lesson/students will…BeCritical thinkers. Explorers and questioners of the world around them. Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)Essential question: How do we make logical connections between particular sentences and paragraphs in a text?Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess) For every cause there is an effect.Do (Skills) (Thinking skills, skills of the discipline – skills you will assess)Identify the effect of a given cause. Identify the cause of a given effect. Describe examples of cause and effect from Charlotte’s Web. Create an example of cause and effect.Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)Attention Getter or HookCause and effect cheer. What happened? EFFECT What happened? EFFECTWhy did it happen? CAUSE Why did it happen? CAUSE C-A-U-S-E Cause! E-F-F-E-C-T Effect! Caaause and effect! Yay! IntroductionSo we reviewed what cause is and what effect is. Which do we look for first? Effect! We have got to know exactly what happened before we can determine why it happened. Review our essential question from the day before.Body or ProcedurePass out Charlotte’s Web booksTurn to chapter 20 Turn on audiobook Pause as needed to ask questions using our cause and effect organizational pattern, review vocabulary as necessary. When we are looking for cause and effect boys and girls, there are certain words that give you clues. BECAUSE is the biggest one, but look up here at our chart paper on the wall and let’s read our entire list together. You can look out for these words as you are reading to help you know whether or not there is a cause and effect relationship happening. Give ten question quiz for a formative assessment. Closure/Wrap-UpClose by watching a brainpop jr. video on cause and effect. What will I differentiate? (content, product, process)Differentiate process by having small group testing or extended time for those who are receiving services as part of their IEP or 504 plan. How will I differentiate for featured student 1?I will differentiate for featured student one by having a little cheat sheet with the signal words that she can keep with her. It is small and won’t take up much space on her desk but it has all ten signal words on them. How will I differentiate for featured student 2?I will have her answer our essential question for me and explain it in her own words. Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?I will evaluate the Know, Do, Be by taking up their in-class assignment. Assessment will be students identifying four examples of cause and effect from chapter twenty of Charlotte’s Web. Success for the students is correctly describing four effects (what happened) from the chapter, and what caused them. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)Promethean board, chart paper, butcher paper, Charlotte’s Web books, Charlotte’s Web test, vocabulary test. Clear Links to TheoriesMiller’s Informational Processing System. Students can only hold 5-9 meaningful chunks of information at a time so I have to do my best to make the material of cause and effect connect together into a meaningful chunk so that none of it gets left out. Connections to Technology and/or the ArtsUse the promethean board. Description of Collaboration With OthersCollaborate with my students and host teacher to get materials passed out and engage in discussions on grade 3 level topics. Collaborate with Mrs. Hill to make sure that the test items are covering the material to her satisfaction, and then with the front office administrators to make sure that the test is copied ahead of time and brought back to our classroom. ................
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