Instructor: Ms. Mandy J. Stanley 4th Lesson Title: “3…2…1 ...

Instructor: Ms. Mandy J. Stanley Lesson Title: "3...2...1 We Have Spin-Off!" Curriculum Area: Reading (Unit 4, Week 3)

Grade Level: 4th Grade Date: March 5, 2013

Estimated Time: 45 minutes

Standards Connections: AL CCRS: 4th Grade Reading

? 1. [RL.4.1] Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

? 6. [RL.4.6] Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

? 7. [RL.4.7] Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

? 8. [RL.4.8] Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Learning Objective: When given a fourth grade level reading passage, the students must identify the genre of the passage, state evidence from the text that proves the particular genre, identify the literary element within the text, and explain how the literary element enhances their understanding of the text with at least 75% accuracy.

? Kid Friendly Objective: Today, we are going to read a passage and identify the genre and

literary elements within the passage so that we can enhance our understanding of the passage.

Evaluation of Learning Objective: In order to assess the students' acquisition of the skills of identifying the genre of historical fiction and the literary element of dialogue within a passage, the students must complete page 176 in their "Practice" books. This worksheet consists of a reading passage titled "Starting Work on Brooklyn Bridge" and answering four questions. The students will independently read the passage and answer the questions based on identifying the genre, historical fiction, and the literary element of dialogue. Each of the four questions on this worksheet will be worth 2.5 points, totaling the assessment at 10 points. The students must earn at least 7.5 of the possible points in order to pass this assessment with 75% accuracy.

Engagement: During the engagement portion of the lesson, the teacher will conduct a "Shout What You Know" session by asking the students to shout what they already know about the genre of historical fiction and how to identify the point of view of a story's narrator. In order to fully activate the students' prior knowledge, the teacher will ensure that she gives the students enough wait time before moving on to the teaching portion of the lesson.

? The teacher will walk to the front of the classroom in order to prepare the materials for the lesson and get the students' attention. She will raise a quiet hand in order to call the class to order. Good morning, boys and girls. I hope that you all are ready to get started with our reading lesson for today. Before we get started, I would like for you all to shout what you know already about the genre of historical fiction and how to determine the point of view of the narrator in order to grasp a better understanding of the story. I will record your responses on the Promethean Board. The teacher will open up ActivInspire in order to write down the students' thoughts on a new flipchart. Who would like to go first? The teacher will allow as many students to share their thoughts on historical fiction and the narrator's point of view as possible. Once she feels as

though the students have shared all of their thoughts, she will state the lesson's objective. All of those were wonderful thoughts about historical fiction and identifying the narrator's point of view. Today, we are going to read a passage and identify the genre and literary elements within the passage so that we can enhance our understanding of the passage.

Design for Learning: I. Teaching: During the teaching portion of the lesson, the teacher will give the students certain key words to look for in a story to determine the narrator's point of view so that they can enhance their comprehension and understanding. ? The teacher will go to the "Point of View" anchor chart that she previously created in order to share the key words with the students. Boys and girls, as you all know, our skill for this week is point of view. I have created this anchor chart in order to help us identify certain pronouns that are used in stories to help us identify which point of view is being used. As you know, stories can be told either in first person, second person, or third person. ? When a story is told in first person, the narrator will use words like, "I, my, me, us, we, and our." This narrator wants you to know what they are personally feeling or thinking. ? When a story is told in second person, the narrator will use words like, "you, your, and yours." This narrator wants you to personally identify with what is going on in the story. ? When a story is told in third person, the narrator will use words like, "he, him, his, she, her, them, they, it, and its." This narrator is a bystander. ? Look for these key words throughout the stories that we read today. A narrator's point of view really changes the impact of a story. How could a narrator's point of view change the impact of a story? Please raise a quiet hand if you would like to answer. The teacher will choose three students and will wait for the students' responses. All of those were great answers! Narrators want us to notice certain things throughout stories so that we can gain a deeper understanding. ? Now, let us read this story, "3...2...1 We Have Spin-Off!" in order to learn a little bit more about point of view and how we can use the narrator's point of view to help us gain a better understanding of a story. Please turn to page 332 in your Literature Anthologies. The teacher will walk around the classroom in order to ensure that each student is on page 332 of their Literature Anthology. She will then log onto connected.mcgraw- to pull up the story.

II. Opportunity for Practice: During the practice portion of the lesson, the teacher will read the passage "3...2...1 We Have Spin-Off!", found on pages 332-335 (T153S153V), aloud to the students. She will periodically stop to ask the students point of view and comprehension questions.

? The teacher will load the story onto the Promethean Board. Then, she will introduce the students to the story. Boys and girls, the title of this story is "3...2...1 We Have Spin-Off!" As I read this story, I am going to periodically stop to ask you all questions about the point of view or to see how well you are comprehending the material. So, I will need for everyone to stay on task so that we can follow along with the computer as it reads our story.

? Before we read our story, I would like to explain that this is actually going to be an expository article that begins with an anecdote. Have any of you ever heard of an anecdote before? The teacher will wait for the students' responses. Well, an anecdote is just a story that is used at the beginning of an essay or article to draw in the reader's attention. Let us begin to follow along and listen to the anecdote. Please follow along on page 333.

? The teacher will click on the play button. Once the recording stops, she will ask: Why do you think the author uses the pronoun `you' during the anecdote? The teacher will wait for the students' responses. I believe that the author wants the readers to instantly connect with the information in the article. Is that not the reason that we discussed earlier while reading our anchor chart? The teacher will wait for the students' responses. Well, let us move on.

? The teacher will click on the play button. Once the recording stops, she will ask: What is a spin-off? The teacher will call on a student and will wait for the student's response. That is correct! Spin-offs are products that use technology developed for the space program. For example, we use padding and air cushion soles in athletic shoes, also, cordless appliances and dried foods were once used by astronauts. Have you ever eaten dried fruit before? It is my favorite snack! The teacher will allow the students to share their personal experiences. Let us continue reading.

? The teacher will click on the play button. Once the recording stops, she will ask: Boys and girls, how are spin-offs used to keep food fresh? The teacher will wait for the students' responses. That is correct! Freeze-dried foods in sealed packages were developed for astronauts who needed lightweight foods that would not spoil. It would not be good for them to run out of food due to an early expiration date, would it? The teacher will wait for the students' responses. Let us continue to read.

? The teacher will click on the play button. Once the recording stops, she will ask: How do spin-offs keep people safe? Turn and talk to your neighbors about this. The teacher will allow the students to pair-and-share for a minute or two. She will walk around the room to monitor the students' conversations. Once a minute or two has passed, she will call on three pairs to share. Student 1, how do spin-offs keep people safe? The teacher will wait for the student's response. Great answer, Student1. Student 2, how do spin-offs keep people safe? The teacher will wait for the student's response. That is a great example, as well. Finally, Student 3, how do spin-offs keep people safe? The teacher will wait for the student's response. All of those examples

are correct. Face masks, breathing systems, fire suits, and robotics are all great examples of spin-offs that keep us safe. Let us continue to read. Look on page 335 so that we can read about how spin-offs help people who have diseases. ? The teacher will click on the play button. Once the recording stops, she will ask: Class, how have spin-offs changed our lives on Earth? I want you all to get out a piece of paper and find a partner so that you can list at least four ways that spin-offs have improved our lives here on Earth. You will have five minutes to complete this activity, so please stay on task. Are there any questions? The teacher will answer all of the students' questions. If there are not any more questions about this activity, please begin. Once the five-minute timer goes off, I want everyone to get quiet so that everyone will get a chance to share. You may begin your lists of four ways that spinoffs have improved our lives. The teacher will set the timer for five minutes. She will walk around the room to ensure that the students are staying on task. ? Once the timer goes off, she will raise a quiet hand in order to get the students to come to order. Thank you all for getting quiet so quickly! You all are on task today! I want each pair to get a chance to share their lists. Please be respectful while everyone is sharing. The teacher will allow each pair to share their lists. Once everyone has shared their lists, she will begin the assessment portion of the lesson.

III. Assessment: For this lesson's assessment, the students will complete page 176 of their "Practice Books." The students must read the passage and answer the four questions about the genre of historical fiction and the literary element of dialogue that is used throughout the passage. The students must answer at least three of the four questions right in order to pass this assessment with 75% accuracy.

? The teacher will pick up her copy of the "Practice Book" and will turn to page 176. She will place it under the ELMO projector. Class, please get out your "Practice Books" and open them to page 176. The teacher will walk around the room to ensure that each student is on the correct page. Now that I know that everyone is on the right page, let us look the assignment together. You are going to read the passage in the box, and then you are going to answer the four questions below. The first question is asking that you explain how you know the genre is historical fiction, the second is asking you to identify the historical event that is taking place, the third question is asking you to identify the literary element that is used, and the final question wants you to explain how the literary element enhanced your understanding. Are there any questions? The teacher will answer all of the students' questions. If there are no more questions, you may now begin. Once you are finished, please place the completed worksheet in the "Reading" tray with your name and number at the top. Then, pick up one of the "Extension Activity" prompts to work on. I will be walking around to answer any questions that you may have while you work. The teacher will walk

around the classroom to monitor the students' progress and answer any questions that may arise.

IV. Closure: In order to bring the lesson to a close, the teacher will ensure that every student has turned in their assessment and will ask one person from each table to share something from the lesson that they feel is important to remember.

? The teacher will stand at the front of the classroom in order to get the students' attention by holding up a quiet hand. Class, if you are finished, please put your worksheet in the "Reading" tray so that we can bring our lesson to a close. The teacher will allow the students to turn in their worksheets. Now, I want one person from each table to share something that we did today that you find important enough to remember for our test on Friday. I know that the test will not be based on the stories we read today, but you will be tested on determining the narrator's point of view and their purpose for choosing to use that point of view. The first table that I would like to share is Red Table 1. The teacher will wait for the students' responses. Next, I would like to hear from the Purple Table. The teacher will wait for the students' responses. The next table I would like to share is Red Table 2. The teacher will wait for the students' responses. Now, Blue Table, would you please share something that we learned today that you think is important? The teacher will wait for the students' responses. Finally, Green Table, will you all please share your important thought? The teacher will wait for the students' responses. I am so glad to know that you all were listening and thinking so intently during this lesson. Now, you can put away your reading books and get ready to complete your DOL for today.

? Extension: The students who finish the assessment early will write a story about an invention that he/she wants to invent and will describe how the invention affects the lives of the characters in his/her story by using first person point of view.

Differentiation Strategies:

? Accommodations/Modifications for Individual Learners: o Student 8: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. o Student 13: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. o Student 16: The teacher will ensure that she is within close proximity to this student to ensure that he/she stays on task and does not disturb the learning of others. o HLL: ? Student 7: The teacher will ensure that this student has an extension activity once she completes the assignment since she tends to finish earlier than his peers. ? Student 20: The teacher will ensure that this student has an extension activity once he completes the assignment since he tends to finish earlier than his peers. o LLL:

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