Reading Lesson (Tuesday / April 14, 2015)

VISION-SETTING: KNOW, SO, SHOW

Name: Raffaella De Martinis

Topic/Title: From Notes to Essay: Writing a Comparison

Grade Level/CT; 3rd

Mrs. Boryeskne

1a. STANDARD: NJ Common Core Standards:

CCSS.ELA-Literacy.RL.3.9
Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters
(e.g. in books from a series).
CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.

1b. ENDURING UNDERSTANDINGS:

Students will gain knowledge through building on their notes that we have
taken throughout this unit. They will continue comparing Dragonling with
Dragons of Krad, discovering similarities and differences. This will enable
them to create short comparative essays, which will help them grow as writers.
In future grades, they will be writing longer essays and this is a stepping stone
for them to use two different texts to compare.

2a. STUDENT LEARNING OBJECTIVES:

2b. TEACHER CONTENT KNOWLEDGE (necessary prior knowledge)

The necessary prior knowledge I will need as a teacher is where my students
understanding of the book we are reading, Dragons of Krad, is. I will need to
make sure they are all taking notes and properly comprehending the
similarities and differences between Dragonling and Dragons of Krad.

SWBAT compare and contrast the themes, settings, and plots of the
two books in a series.
SWBAT observe changes in a character across a series (as
applicable).
SWBAT respond to reading by writing an essay comparing two or
more aspects of books in a series.
SWBAT refer to notes when constructing an essay.

3. ASSESSMENT:
Students will demonstrate their understanding of changes that occurred from one book to the next through our open discussions and guided practice questions.
Students will demonstrate their understanding of Dragons of Krad through answering questions, turning and talking to partners, and participating while I
observe them.
Students will demonstrate their understanding of comparative paragraphs through my formal assessment of checking their writing.
4. ADAPTATIONS AND ACCOMMODATIONS (During CL I and II, indicate which individual children need adaptation or accommodation.)
This lesson will be implemented with the use of visuals, including an anchor chart and through use of the SMART Board. The students will always have
directions posted to guide them when they need direction. The students will be encouraged, sharing ideas and thoughts aloud, discussing with partners, and do
independent work. Students will also be given graphic organizers and allowed to work in pairs to share ideas.

METHODS: GO

TEACHERS ROLE
Questions to Ask
1. STARTER/ANTICIPATORY SET

PROCEDURE AND PRACTICE

WHAT ARE STUDENTS DOING?

Students will gather to the carpet with the Dragonling Volume 2 book, their reading
notebooks, and a pencil.
They will complete a do-now question to refresh their memory on the chapter we left
off on reading.

Students will be recalling what

happened in our story previously.
Students will be using the skills they
previously learned to decode
meanings of vocabulary words.

MATERIALS

Dragonling
Volume 2
Reading
notebook

I will say; Today, we are going to finish Dragons of Krad and continue observing the
similarities and differences between Dragonling and Dragons of Krad. We are going
to organize our notes and learn how to write an opening and closing statement for a
comparative paragraph.
- After sharing their responses, we will go over the vocabulary for chapters 13 and 14
as a class, using context clues to discover the meanings. We will go through each word
before reading the next chapter of the book.
2. INTRODUCTION OF NEW MATERIAL
(Guided Instruction/Procedure/Exploration)
I will say: While we read, remember to keep thinking about how this book will end in
comparison to how Dragonling ended. How is this problem solved? Will Darek finally
leave the slave camp?

Students will be identifying similarities

and differences in two books in a series.
Students will be following along in our
book as I read aloud to them.

Students will be sharing their thoughts

on the ending of our story.
Students will be working together to
identify similarities and differences
between two books in a series.

Dragonling
Volume 2
Anchor chart
Reading
notebook

I will have our anchor char comparing both books displayed. I will read the
next chapter of the book to the students, stopping along the way to add to the
anchor chart.

3. GUIDED PRACTICE/EXPLORATION/ACTIVITY
Once we are finished reading, we will share our thoughts about the story and how it
ended. We will compare that ending to that of how Dragonling ended and write that
on our anchor chart.
Students will work with their reading buddies to write down similarities between the
two books, such as common characters or the mood of the books.
Copy this chart into your notebook and with your reading buddy, please fill it in.
Circle or underline anything you find that is similar.
Once they have finished that and we discuss it, I will show them a Words for
Comparison anchor chart. I will model how to organize writing so that they can begin
planning for their comparative paragraphs.

Anchor chart

4. INDEPENDENT PRACTICE
There will not be book clubs today, but what we do today will be applied in our book
clubs tomorrow. You will have to compare similarities and differences between the
books that you have read.

Students will now apply their

knowledge of comparative writing to
independently construct small
paragraphs.

Students will be sharing aloud.

Students will now be told to go back to their seats and begin using their notes to write
a draft for their comparative paragraphs.
They will be allowed to use the planning sheet I give them to begin organizing their
writing.

MENTREINFORCE-

5. CLOSING
I will have a few students share their opening and closing sentences, as well
as predictions for the next book.
HOMEWORK/FOLLOW UP ACTIVITY (if appropriate).
Students will not be assigned reading homework. This lesson will continue the
following day.

Graphic
organizers