LESSON PLAN TEMPLATE Title of Lesson/Task : Feeling the Story Strand: Writing and other ways of representing.

Grade Level: 3 Subject(s): Literacy

Specific Learning Outcomes (SCO) SCO 7 : Students will be expected to use writing and other forms to representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination: use writing and other forms of representation to express feelings and imaginative ideas. Connections
(1) How can I connect students lives to this topic? Talk to students about morals to stories, and how the morals can having meaning to their own life. (2) Cross-curricular Links Stories will include non-fiction book, which will be about animals. Cross-curricular to Science.

Materials and Media:

Groups of books at different reading levels (both fiction and non-fiction)

- Journals - Pencils - Crayons Differentiated Instruction, Modifications and Accommodations

Increase time, space, amount Decrease time, space, amount Change seating, groupings Other: Use of microphone Scribe Oral explanation Peer tutor/Partner Use manipulatives Include visuals, models, cueing, organizers Applying or Extending the activity

Specifically, name the exceptionality and how will you differentiate the (cite one example for each exceptionality named above): There is a student with a physical disability in the class. He is in a wheelchair, and has very little oral language. He can talk, although it is limited. He can move around on his own in his automated wheelchair. He is fully capable to do all classwork, as long as special attention is made for his exceptionality. Learning environment: For this student, we must take extra caution when moving any furniture that he can freely move around the classroom. Also, for fire hazard, he must be able to get to the door easily without having to move furniture. Content: The student will do all work with the class, although extra caution will be taken when allowing groups to work together, to ensure he can freely move to be with his group. When working with his group, he will not have a microphone, as they will be able to hear him. Process: This student will be taught the same as every other student, although when he asks a question in class, he will be given a microphone to ensure all students can hear him. He will sit in the front of the class for deskwork, and at the carpet, he will sit to the side of the teacher. The teacher will ensure he can freely move around the classroom at all times. When practicing in the students groups, this students group will be allowed to work in the hallway with the door open to ensure the teacher can still see the students working.

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Product: This student is able to read the text by himself. For group talk, he will not be expected to contribute as much as the class, although he must fully pay attention and contribute some. He will be expected write in his journal. He does not have to share his journal entry, although if he wants to, he may with his microphone.
Assessment: This student is able to read the text by himself. For group talk, he will not be assessed by observation

as long as he is paying attention. He will be expected to write in his journal and will be assessed the same as the rest of the class.

Critical Thinking keep in mind Blooms Taxonomy higher order thinking not to complete as a separate section in your final plan. What critical thinking activities will you use to explore the topic? Indicate all that apply. Note: these would be fully developed later on in your lesson. Decode the puzzle Design to specifications Perform to specifications Judge the better or best Rework the work Critique the work Refer to a Curriculum Document for suggestions Questioning, tasks.. _______________________________________________ Assessment Possible Assessment Strategies: o Discussion o Personal Reflection o Interview/Conference o Project o KWL o Achievement Chart o Pre Test o Quiz o Observation o Oral Report o Work Sample o Presentation/Performance o Checklist o Audio/Video/Technological o Learning Log/Journal o Rubrics o Self-Assessment Other o Peer Assessment SCO 7 : Students will be expected to use writing and other forms to representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination: use writing and other forms of representation to express feelings and imaginative ideas. Assessment for Learning -Assessment for learning will be conducted through the students ability to understand the text at their appropriate reading level. Assessment as Learning: -Assessment as learning will be conducted through the students ability to understand the text and communicate with their group members. Assessment of Learning: -Assessment of learning will be conducted through the students ability to write critically in their journal. Journals will be collected and assessed on an individual level 2

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Delivering the Lesson APK (Minds On):

Approx. 3 minutes These should be the awareness and engagement activities around the topic. They can be whole class (i.e., modeling) or small group activities (i.e., shared practice).
Modeling means the teacher assumes responsibility to demonstrate the use of and thinking behind the strategy. Shared Practice means that the teacher provides explicit instruction and feedback as the students participate in the strategy.

What are the students doing?

What are you doing?

(Getting Ready)

Students are listening attentively to the story and feelings expressed by the teacher. (Visual, intrapersonal) (Balanced Literacy read aloud, the teacher is reading the story to the students)

Materials: book,,video clip, Song, article,

photo,other

Looks like: brainstorming , mind mapping, setting a mini-task, discussion, reviewing previous material, before reading strategy, other

- The teacher will read a short story to the class, and explain the moral of the story. The teacher will explain his/her feelings towards the story while modeling to the students.

Action Approx. 30 minutes

These are all of the activities (e.g., creating, reflecting, and revising) that the student would engage in to build the understanding and skills to meet the expectations and learning goals.
Looks like: investigation, small groups of students
working together, students making summaries and generalizations, use of manipulatives, use of technologies, teacher circulating e.g.to keep students moving forward, (This may include probing for misconceptions, providing hints, asking students to generalize or hypothesize e.g. asking What if? questions. Prompts should be open-ended and

promote deeper thinking and discussion.

Students will be broken up into groups according to reading level. They will sit at already formed group desks. Each group will receive a different text, including both fiction and non-fiction. The text will be at an appropriate reading level for the group. The students will be given ample time to read their text. (Visual, intrapersonal) Once every student is finished, they will be asked to discuss, in their groups, about the text. (Interpersonal) (Balanced literacy independent reading, students read story to themselves. Oral language, students will discuss the text)

- Teacher will be responsible to create predetermined groups of students according to reading levels. - The teacher will explain to the students that they will be reading a text. - The teacher will hand out text for each student. - The teacher will be 3

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circulating the room during the reading and discussion portion of the activities, offering help to any groups who may need it. Guided Practice: Sample guiding
questions and prompts can go here

What is the moral of the story? What did you learn from the story? How did the story make you feel? Students will be asked to write in their journals about their own reflection regarding the text, and one comment regarding one of their group member comments. (logical, visual, intrapersonal) (Balanced literacy independent writing, students will write about the text) The Teacher will make sure every student has the appropriate materials for the activity.

Independent Practice: Approx. 15 minutes

Consolidation/Closure: Approx. 5 minutes Revisiting the learning. Debrief etc. Identifying which student responses encompass the Big Ideas.

Students will be asked to go to the carpet with their journals. Five students will be asked to share, this will be randomly selected using popsicle sticks with the students name on them. (Interpersonal, visual spatial, kinesthetic) (Balanced literacy oral language, students will read about what they wrote.)

Reflection of Lesson Plan Preparation:

What did I learn from planning this lesson? How might it be enhanced in subsequent lessons? Other learnings, frustrations, difficulties?

Hard to put thoughts into words Hard to figure out an appropriate APK.

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