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Subject:ReadingGrade/Course:3rd/ReadingUnit:1Lesson:4 “Pop’s Bridge” Topic: EngineeringSkill: Compare and Contrast/Story StructureStrategy: Infer/PredictVocabulary Strategy: Word FamiliesLAFS addressed:LAFS.3.RL.1.1: ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. LAFS.3.RL.1.3: describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. LAFS.3.RL.3.7: explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting). LAFS.3.RI.3.7: 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). LAFS.3.RI.3.9: compare and contrast the most important points and key details presented in two texts on the same topic. Science Connections: SC.3.E.5.4: explore the Law of Gravity overcome its forceSC.3.N.3.1: recognize that science word meanings/use in everyday language can differSocial Studies Connections:SS.3.C.2.1: identify actions of citizens that demonstrate civic virtues. 21st Century Skills:Leadership, Critical Thinking, Creativity, Communication, Collaboration, Information, Media, and Technology Skills (ICT Literacy)Lesson Title:Pop’s BridgeEssential Question:Why is everyone’s role on a project important?LAFS Question Stems(1)What challenge did the character face? (2) How did the author describe____? (3) Discuss which words/phrases the author used to arouse an emotion from (character)? (4) What would happen if_____? (5) What are the main events that make up the plot in this story? (6) Retell the main events in the text. Learning Objectives:Students will:KnowNew vocabularyUnderstandHow to use text evidence to infer and predict what will happen in the story.Be Able toCompare and contrast information in a story.Vocabulary:Tier 2: crew, tide, cling, balancing, foggy, disappears, stretch, excitementTier 3: foreman, construction, suspension, arches, harnessCenters Activities for the week: Digital (Istation, AR, Think Central), Integrated Science, word study, fluency and comprehension, writingFormative AssessmentGraphic organizer, turn and talkSummative AssessmentLesson Selection Test, Spelling testAccommodations ELL/ESE: B1, B2, B8, C1, C8, C9, C13, D5, A2, E3, E6, E4, J5, I1, I13, H2, H5, H4, H10, G2, G6, G7, G10, G17, G19, G20, G22,Lesson Procedures, Strategies, ActivitiesStarting the LessonLesson Hook Introduce the topic, and graphic organizer. Communicating Essential Questions and Learning Objective(s)Read aloud the essential question: Why is everyone’s role on a project important?Introductory Activity Target Skill: Compare and contrastEffort story or discussion of how effort should be applied during the lessonAsk students to chart and keep track of effort using the rubric for effort posted in the classroom. Instructional Strategies UsedSetting ObjectivesProviding FeedbackReinforcing EffortProviding RecognitionCooperative LearningOther: Engaging Students in Learning or Applying the Content Day 1Objective: compare and contrast information in a story.Supplemental Resources:Lesson 4 Blackline Masters, Grammar Snap Videos, Journeys Write in Readers, Reading Tool KitWhole group Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the suggested stopping points and prompts below for quick group response, or give a specific prompt and have partners or threes turn and talk. ??? After reading the first page of text, ask: “Who is telling this story? How do you know?” ??? After reading about what the boys’ fathers do, ask: “What does Robert think of his father?” Follow-up: “What does he think of Charlie’s father?” ??? After Robert hides the puzzle piece, ask: “Why did Robert hide the puzzle piece? Turn and talk about your ideas with a partner.” After the fathers put in the last puzzle piece, ask: “How do you think both fathers felt about their work on the bridge?” Follow-up: “Did Robert’s father think his job was more important than the job Charlie’s father had? How do you know?” ??? At the end of the story, ask: “What important lesson did Robert learn? Explain your answer.”Whole group MINILESSON Compare and ContrastDisplay the skill on chart paper, and read it aloud to students. Tell students they are going to think about how details in a story are the same and how they are different. 1.? Discuss the principle with students, using as examples the skywalkers and painters from the story Pop’s Bridge. Suggested language: “In the story Pop’s Bridge, we read that Robert’s father was a skywalker and Charlie’s father was a painter. How were these jobs different?” (A skywalker balanced high on the catwalks and spun the cables. A painter painted the bridge so that it would not rust.) 2.? Focus on what is the same about the jobs and the workers who did them. Suggested language: “Think about the workers who did these jobs in the story. How were they the same?” (The workers had the same goal. They worked to complete the bridge. All of the workers wore overalls and swabbie hats. Both jobs were dangerous.) 3.? Record students’ responses in a Venn Diagram.Close Read: Cite evidence that the author supports the idea that the Golden Gate Bridge is “the impossible bridge”. (student page 128-129)Can you elaborate on the reason that Robert considers the Golden Gate Bridge “Pop’s Bridge” even though he knows a whole crew is working on it? (student page 128-129)Can you elaborate on the reason that Robert says that sky walkers have the most important job of all? (student page 130)Can you draw a conclusion about how Robert feels as he works through the puzzle? (student page 132)Can you predict what Robert is planning to do with the puzzle piece he hides? (student page 132) What facts would you select to support that Pop loves the bridge? (student page 135)Hypothesize why the opening of the bridge would cause such excitement. (student page 136-137)Cite evidence that implies that Robert still believes that Pop is the most important worker. (student page 136-137)Assess how the feelings of the boys are alike when they see the accident? (student page 138-139)Can you elaborate on what Robert means when he says, “I finally understand, and I feel ashamed?” (student page 140)How does the illustration on pages 142-143 help to show the change in mood of the story? (student page 142-143)What facts would you select to support how the people celebrated the opening of the bridge? (student page 143)Can you elaborate on the reason why Robert changes his plan for the puzzle piece? (student page 144) What conclusions can you draw about what Robert’s mother’s raised eyebrows and Charlie’s question mean? (student page 144-145)Grammar: Objective – Identify nouns and their functions in particular sentences – TE316- Display projectable 4.2. Explain that a word names a person, a place, or a thing is a noun. Model identifying the nouns in the example sentence and the noun that functions as the subject. Use the Think Aloud. Guided practice: Complete other examples on projectable 4.2 with students. Have students use the Thinking Questions to determine identify the nouns and subjects. Have students discuss the function of a noun and how they identified the subject of each sentence. Independent practice: Readers Notebook p. 44Spelling: Objective: Spell words with long o. Administer the pretest TE316 Day 2 Objective: compare and contrast information in a story. Whole Group InstructionBixby Bridge: SHARED READING Read aloud the story to students. Stop periodically for brief discussion of the text. Use the following suggested stopping points and prompts: After Henry vows not to let the foreman down, ask: “Why do you think Henry and his mother moved to California? What are some clues from the the story that help you figure it out?” After reading about how Henry felt his first time on the bridge, ask: “Have you ever felt a mixture of terror and excitement? If so, what were you doing? Turn and talk about your ideas with a partner.” At the end of the selection, ask: “Is this a true story? Explain your answer.”MINILESSON Compare and Contrast Display the skill on chart paper, and read it aloud to students. Remind students that they can think about how things in a story are the same and how they are different.1.Explain to students that they can compare details in Pop’s Bridge and The Bixby Bridge. Discuss with students the bridges in each story. Suggested language: “Think about the bridges in Pop’s Bridge and The Bixby Bridge. What is the same about them?” (They are both in California. Both are large bridges. It took many people to make these bridges.) Follow-up: “Think about Henry and about Robert’s father. What was the same about both of their jobs?” (They were both dangerous.) 2.? Talk with students about the differences between the Golden Gate Bridge and the Bixby Bridge. Suggested language: “Where in California are the two bridges?” (San Francisco and Big Sur) 3.? Guide students to name other ways that the two bridges are the same and different. Record students’ responses in a Venn diagram.Grammar: Objective – Distinguish between common and proper nouns, and identify which nouns should be capitalized – TE324 - Display projectable 4.6. Review common and proper nouns. Point out that proper nouns begin with capital letters and can have one or more words. Explain that the first, last, and each important word in a title are capitalized, even if the title does not include proper nouns. People’s titles, such as Mrs. or President are also capitalized. Model identifying common and proper nouns: Mr. Jones wrote a book called Building Bridges from Start to Finish. You can find it at Newton Library. TE324Guided practice: Complete other examples on projectable 4.6 with students. Have students use the Thinking Questions to identify and write each sentence. Use the Think Aloud. Independent practice: Reader’s Notebook p. 45Spelling: Objective: Spell words with long o spelled o, oa, and ow. Word sort, Reader’s Notebook page 46. TE324Day 3: Objective: Describe how characters’ actions contribute to the story’s sequence of events.Dig DeeperRead for Text EvidenceBegin a second read of Pop’s Bridge with students. Use stopping points and instructional support to guide students analyze the text:Compare and contrast, p. T307Story Structure, p.T313- review that story structure refers to parts of the story. Review that story structure includes the story’s setting, characters, and plot. Tell students that the plot is made up of the sequence of events. Grammar: Objective – Identify nouns and distinguish between common and proper nouns. – TE334 – Remind students that a word that names a person, place, or thing. A common noun names any person, place, or thing. A proper noun names a particular person, place, or thing and is more exact than a common noun. Proper nouns begin with capital letters and may have more than one word. Important words in book and story titles and personal titles are capitalized. Review the examples and Day 1 and Day2 Thinking Questions. Guided practice: Write: Miss Lubin watched the dance in Washington Park. Work with students to identify the proper nouns in the sentence. Ask: Is Miss Lubin a common or a proper noun? Is Washington Park a common or a proper noun? Write: The title of the dance was “eagles in flight”. Ask: How should the title be written, and why? Independent practice: Reader’s Notebook page 51 – TE334 Day 4 and Day 5Objective: read and comprehend informational texts. Reminder: Data Chats @ 2:15Whole Group Minilesson: Informational Text Remind students that informational texts give facts about a topic. Display the minilesson principle on chart paper, and read it aloud. Tell students that authors can organize the information to help readers learn about the topic.1.Display the first page of Bridges to discuss the organization of the selection. Suggested language: “The first page of this selection gives an introduction about bridges in general. As you read, you discovered that the author organized the information by section. What were the four sections?” (Arch Bridge, Beam Bridge, Suspension Bridge, Building Bridges)2.Guide students to think about the structure of the selection by recognizing how each heading tells about a category of bridges. Suggested language: “How did breaking the information into different categories help you understand the topic?” (It kept information on different kinds of bridges separate.) Follow-up: “How did the headings help you understand the topic?” (They made it easy to find information on a specific category of the topic.)Compare TextsText to Text- Have students draw a T Map and list the characteristics of a suspension bridge and the characteristics of a beam bridge. Have students discuss three differences and three similarities they identified. Text to World - use the Internet or another source to find the lengths of Golden Gate, Verranazo-Narrows, and Akashi Kaikyo bridges. Then make a bar graph to compare the lengths of these suspension bridges. Grammar: Objective – Identify and use common and proper nouns. – TE348 – Read together the text at the top of student book p. 158. Discuss the examples of common nouns and proper nouns. Then point out that titles of stories and people are capitalized. Point out the Try This! Activity at the bottom of the page. Have students identify the kinds of nouns. Then have them write the title of a favorite book, using appropriate capitalization. Connect to Writing: TE348- Read together student book p. 159 Explain that proper nouns are more exact than common nouns and that using exact nouns makes writing easier for readers to picture. Ask students to complete Reader’s Notebook p. 56. Instructional Strategies UsedCues/QuestionsAdvanced OrganizersGraphic OrganizersSummarizingNote-takingHomeworkPracticeOther: Turn and TalkClosing the LessonSummarizing/reflecting on learningWhat can fossils tell us about the past? Providing feedbackDuring lessons, writing conferencesFormative assessment Turn and talk, writing Homework assignment Destination Reading, read chapter book 20 minutesSummative assessment Reading selection test, spelling testInstructional Strategies UsedCompareClassifyMetaphorAnalogyProblem SolvingInvestigationAnalysisOther: SummarizingMaterials and Resources:Resources: Journeys Books, graphic organizer, summary frame, Digital resourcesCENTERS Integrated Science CenterActivity 1Students will partner read pages 69-71 of the Science Fusion textbook. Students will define gravity and then site examples of gravity provided in the text. Finally, they will include examples of gravity that they have seen.Students will share, with a partner, their examples of gravity in action.Note: Students may also draw pictures with labels to provide examples of gravity.2305050298450002984500Gravity: (Definition)Text Examples My ObservationsActivity 2Review chart of examples of gravity completed in Activity 1. Students will review story of the week, Pop’s Bridges, and provide examples of gravity in action in that text. These examples will be added to the chart created. Encourage students to make observations throughout the entire school day and at home (playground, cafeteria, the walk home) of gravity in action and include those observations on their list.Activity 3Students will read pages 72-73 of Science Fusion textbook and summarize ways in which the text explains how gravity is overcome. Homework: Invite students to investigate ways they overcome gravity day to day. Examples can be shared the following day.Writing Connection: Ask students to imagine they are an astronaut on a space shuttle mission as it takes off from Earth. Have them write a narrative description of what it is like to be in the rocket when it lifts off from Earth and overcomes the force of gravity. Computers: Journeys Electronic CenterUnit 1 Lesson 4 CentersMonday:Assignment: Vocabulary Center (computer or cards)Instructions: Complete vocabulary Cards & Questions 25-32Tuesday:Assignment: Retelling Center (computer or cards)Instructions: Complete Retelling Cards & Questions 13-16.Wednesday:Assignment: Writing Handbook – Response / Opinion (printable copy or Google Drive)Instructions: Complete pages 24-25 / 26-27.All Week CentersAssignment: Reader’s Notebook - (printable copy or Scan copy)Instructions: Complete assignments on pages 43-56.Friday:Assignment: Finish CentersInstructions: Finish centers for the week.Lesson Reflection:(What worked, what didn’t work, what surprised you, what would you do differently?)Teacher will reflect and write feedback related to the lesson. ................
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