Felicia Block 1.

1 Integration of Learning Outcomes: Students will be able to activate their background knowledge and either add or change their schema when comprehending a story. 1.2 Standards: RL1.1 Ask and answer questions about key details in a text. RL1.3 escribe characters! settings! and ma"or events in an story using key details L.1.#.a. $echnology literacy% &se media and technology resources 'or directed learning activities

1.3 Anticipatory Set: ( will hold up the cover o' the book! )A *other 'or +hoco., ( will in'orm students! )$his book is about +hoco! a bird who is trying to 'ind his mother. -e asks many animals that look like him .yellow color or stripes/ i' they are his mother. -ow would you describe your parents0, 1rite down student2s answers on a sheet o' easel paper. 3xplain to students that! )1e used what we already know about parents to make our list. 1hen we 'igure out what we already know! we are using our background knowledge and activating our schemas. 1e are going to keep the in'ormation 'rom our list in mind as we read the story about +hoco. -e has his own ideas 'or his parent. $hink about i' your background knowledge or what you already know about parents is the same as +hoco., 1. !rocedures: 1. 4egin to read the story. 5. Stop at the part where +hoco is asking *rs.6ira''e i' he is his mother because he is yellow. *odel 'or students by saying! )The background knowledge I need for this page is facts about what a bird looks like. What do birds look like? Since I know this, I can understand why Choco was thinking the yellow giraffe could be his mother. Thinking about facts about birds and the background information we listed about parents, do you think Mrs. iraffe could ha!e been Choco"s mother?# 3. Stop at the part where +hoco 'eels sad because he can2t 'ind a mother that looks like him. *odel 'or students by saying! ) We already know that Choco is a bird and wants to find someone that looks the same with a yellow color, striped feet, and wings. Thinking about what a bird looks like and what animals Choco has asked so far, do you think he will e!er find a mother? Is there any other animals we can think of that share similar features as Choco? $o you think his mother will be like he e%pects her to be?# 7. Stop at the part where *rs. 4ear is singing and dancing with +hoco to cheer him up. )Thinking about the list we made on information about our parents, do you

think Mrs.&ear could be his mother? What are some things parents do to help their children? 're the things Mrs. &ear is doing for Choco on our list about our parents or do we ha!e to add or change our information to fit with the story?# 8. Stop at the part where +hoco comes to reali9e that *rs. 4ear could be his mother! but looks nothing like him. )Thinking about what a bird looks like and the description of our parents, could Mrs. &ear be Choco"s mother? $oes she ha!e to look like him to be his mother?# 1." #ifferentiation: :or students in the class with A ;A - or trouble sitting still during the read aloud without distracting others! the teacher will have them sit on the carpet closest to her so she can give verbal cues to them without distracting the whole class. $he student in the class with a handwriting 8<7 will not need speci'ic accommodations 'or this lesson.

1.$ %losure: ( will review with students that it is important to activate our schemas and determine what we already know about the topic o' a story be'ore reading. $his helps us to better comprehend what the story is about and the in'ormation included in it. 1hen we read! we may have to change our schemas or add new in'ormation to 'it with the story. Let2s see i' we can practice using this reading strategy during our independent and partner reading today. 4e'ore we get into that! let2s practice using an activity on the Smartboard. 1.& Formati'e and Summati'e Assessment: As a class students will do an activity on the Smartboard using the (pad application called! )=ids Reading +omprehension., $he application 'eatures short texts about di''erent topics such as polar bears or bats. ( will choose one text about tree 'rogs. 4e'ore reading it with students! ( will explain to them! )4e'ore we read about a tree 'rog! let2s think about what we know about 'rogs. 1here do they live0 1hat do they eat0 1hat do they look like0 >ow let2s read about tree 'rogs and see i' we need to add or change anything to the knowledge we already have about 'rogs., Read the piece o' text on the 'rogs. Ask 'or student2s responses about what they added to their background knowledge or 'elt they had to change a'ter hearing the in'ormation 'rom the story. $hen have students answer some questions using both their prior knowledge and the new in'ormation they learned 'rom the text. 1.( )aterials: 3asel paper 4ook )A *other 'or +hoco, (pad with application Smartboard

1.* +eflection on !lanning: (t was di''icult deciding on a book to success'ully teach this reading strategy. (t is more complex than other reading strategies such as predicting or visuali9ing. ( was going to choose a non?'iction story that included 'acts about a certain animal that students would have background knowledge on! but instead ( chose a 'iction book about a little bird named +hoco looking 'or his mother. Students know basic characteristics o' a duck such as the color and physical 'eatures like a beak or wings. $hey also should have some background knowledge as to what a parent is like and how parents interact with children. $here'ore! ( thought this would be an appropriate book. $he task o' 'inding a way to incorporate technology was the most di''icult. ( was able to 'ind an application on reading comprehension though that 'eatured di''erent texts about topics students would have prior knowledge on. $hey could add to that knowledge when reading and change it i' they encounter a 'act in the text that does not go along with what they previously thought.