Beruflich Dokumente
Kultur Dokumente
Date: 11/7/16
Grade:
3rd
Unit
Theme:
Essential
Understandings
(or Long-Term
Goals):
Essential
Questions:
Objectives:
Assessments:
Instructional
Activities:
Science &
Languag
e Arts
RL.2:
Recount stories,
including fables,
folktales, and myths
from diverse cultures;
determine the central
message, lesson, or
The Use
of
Natural
S.L.3.4
Report on a
topic or text,
tell a story, or
recount an
experience
with
appropriate
facts and
relevant,
Aligned
Visual Arts
StandardsLesson Plan
Template
Subject(s):
RL.2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
2.
State Content Standard Addressed (History/Social Science, Science,
Physical Education, Visual and Performing Arts):
3.
ELD Standard Addressed: (include Part I, II; Communicative Modes A.
Collaborative, B. Interpretive, C. Productive; and Proficiency Level addressing
Emerging, Expanding, Bridging)
ELD.3.P1.B.6.BR: Describe ideas, phenomena (e.g., volcanic eruptions), and text
elements (e.g., central message, character traits, major events) using key details
based on understanding of a variety of grade-level texts and viewing of multimedia,
with light support.
4.
STUDENT-FRIENDLY
TRANSLATION
Students will be able
to compare and
contrast two stories
through a double
bubble chart.
STUDENT-FRIENDLY
lesson important in the real world? Why are these outcomes
TRANSLATION
essential for future learning?)
Students need to be
Students need to be able to compare and contrast, as well able to compare and
as find common themes among different types of literature. contrast, as well as
find common themes
in various literature.
6.
Essential Questions:
Why are natural resources important?
Why cant we use as may natural resources as we want?
How do you use natural resources?
Part II STUDENTS INFORMATION
7.
Class Information:
a.
Total number -There are 24 students in the class; 10 girls and 14 boys.
b.
Student: Matthew
c.
d.
Spanish. They are both considered English Language Learners. The other 22
students speak English only.
f.
Health considerations (if any) One student has an Epi pen because he is
8.
EL Learners: My EL learners might have difficulty filling out the bubble maps and
double bubble maps.
Part III - LESSON ADAPTATIONS
9.
Based on my anticipated difficulties, I will work with my students to come up with the
themes of the stories.
Students will pair share with their AB partners to come up with themes together.
Collaboration
Creativity
Critical Thinking
Describe how the 21st century skill(s) you have circled will be observed during
the lesson:
Communication/Collaboration: Students will be communicating with their peers
and teacher during the discussion of the two stories
Critical Thinking: Students will be completing a double bubble map comparing and
contrasting the themes of the two stories.
11. Technology - How will you incorporate technology into your lesson?
We will be using technology by having the stories placed on the document camera
for the students to read. The double bubble map will also be placed on the
document camera for the students to read. The stories will also be played through
youtube for the students to hear a different voice of the story.
Part IV - ASSESSMENT OF STUDENT LEARNING
12. Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?)
a.
Formative:
For our formative assessment, we will use class discussions to assess students
understanding of the similar themes, the use of natural resources in the two books.
b.
Summative (if applicable):
For our summative assessment, students will complete a double bubble chart
comparing and contrasting the central message of The Lorax and The Giving Tree
using evidence from the text.
Webbs DOK level 3:Strategic Thinking/Reasoning. Students will be able to explain,
generalize, or connect ideas using supporting evidence (quote example, text
reference)
c.
Criteria
Compare
evidence
evidence
Contrast
evidence
evidence
3
2
1
Students have 3-4 facts comparing the two stories with cited textual
Students have 1-2 facts comparing the two stories with cited textual
Students have no facts comparing the two stories
Students have 3-4 facts contrasting the two stories with cited textual
Students have 1-2 facts contrasting the two stories with cited textual
Students have no facts contrasting the two stories
Part V - INSTRUCTIONAL PROCEDURE
Inquiry
14. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
"
Bubble map:
OPEN:
1. Anticipatory Set:
I will begin each lesson by frontloading the vocabulary word Deforestation. I will
have it up on a google slide, and ask the students if anyone has ever heard of this
word or knows what it is. I will have the definition on the next slide and they will talk
about what they think it means in their own words with their AB partner. I will pull
sticks and have a few students share their answers.
Day 1:We will open our lesson with the video of the book The Giving Tree. The
video will be played from youtube and the students will sit quietly and listen to the
story. After the video is over, the students will talk with their AB partners about the
story that they just heard. They will make a bubble map and writing down the theme
of the story and facts that go with the theme. I will be giving them this after we read
the story. During the video I will stop it frequently to go over different themes of the
story. I will ask the students to pair share with their AB partners on different parts of
the story.
Day 2:We will open our lesson with the video of the book The Lorax. The video will
be played from youtube and the students will sit quietly and listen to the story. After
the video is over, the students will talk with their AB partners about the story that
they just heard. They will make a bubble map and writing down the theme of the
story and facts that go with the theme. I will be giving them this after we read the
story. During the video I will stop it frequently to go over different parts of the story. I
will ask the students to pair share with their AB partners on different parts of the
story.
Day 3: We will open our lesson by reviewing the books that we have just read. I will
have the students pair share their information from the two books and work with
their AB partner. They will be able to see what their partner had written down, and if
they have the same information or anything different. I will then pull sticks and have
a few students share out the themes that they came up with for each story.
BODY:
3. Instructional Input:
Day 1: I will open the body of my lesson by reading the book The Giving Tree. This
will be another way for the students to see the book and hear it coming from their
teachers voice. After we have finished the video and read the book, I will be giving
them a bubble chart to fill in. I will model it on the document camera. I will show
them what to fill out in which box. They will be putting the theme in the center circle,
and then putting adjectives in the circles that connect to it.
Day 2: I will open the body of my lesson by reading the book The Lorax. This will
be another way for the students to see the book and hear it coming from their
teachers voice. After we have finished the video and read the book, I will be giving
them a bubble chart to fill in. I will model it on the document camera. I will show
them what to fill out in which box. They will be putting the theme in the center circle,
and then putting adjectives in the circles that connect to it.
Day 3: I will open the body of my lesson by telling them to get out their bubble
maps that they made from the two stories we read. I will then be explaining the
objective of the lesson. This is where we will chorally read it as a class and the
students can see why we read the two stories and did bubble charts on the two
stories. I will be giving them each a double bubble map, and modeling for them on
the document camera what a double bubble map looks like. I will work with them on
the first facts for the comparing and contrasting and then they will work with their AB
partner to come up with at least 4-5 facts for the two categories.
4. Modeling:
I will be modeling on the document camera the bubble map and how to fill out the
first sections of it. I will also be modeling on the document camera the double
bubble map for the students to see and be working with them to fill out one fact for
each category.
CLOSE:
7. Independent Practice:
Students will be independently working on their double bubble maps. When they are
finished, they will be sharing their maps with their AB partners and comparing and
contrasting what they came up with. I will be choosing sticks and having students
share one fact from each of the stories.
8. Closure:
To close the lesson I am going to have the students do an exit card. I will first go
back to the objective and put it up on the document camera.I will read them the
objective Today I will be able to compare and contrast the central themes and use
of natural resources in The Lorax and The Giving Tree demonstrated through a
double bubble chart. I will I will ask Do you think you all achieved the objective
today? Thumbs up or Thumbs down. This will be a way for them to leave the lesson
having learned something and having achieved the objective. I will have them write
down one comparison about the two books and something that was contrasting.
They will hand this to me on their way outside to lunch.
Part VI - REFLECTION
1.
2.
Were the students successful at achieving the lesson objective?
a)
If so, provide student evidence (Include 5 samples low, medium, high, EL, &
Student with Special Needs).
b)
If not, why do you think they were not able to achieve the lesson objective?
What are your next steps?
3.
What instructional strategies did you use to help students achieve the lesson
objective?
4.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom,
please review and reflect on student work related to this lesson. Make copies of student
work for levels of high, middle, low, EL, and Student with Special Needs, and write your
comments on the copies.
4.
STUDENT-FRIENDLY
TRANSLATION
I will investigate a
specific natural
resource with my small
group to find how it is
used, problems, and
sustainable solutions
and present my
research to the class.
5.
STUDENT-FRIENDLY
TRANSLATION
I need the be able to
research topics to
learn about different
topics and researching
sustainable methods
will help me better
know how I can help
the environment.
6.
Essential Questions:
Why are natural resources important?
Why cant we use as many natural resources as we want?
How do you use natural resources?
Why should you care about how much natural resources you use?
Why are some natural resources depleting?
Part II STUDENTS INFORMATION
7.
Class Information:
a.
Total number -There are 24 students in the class; 10 girls and 14 boys.
b.
Student: Matthew
450
Comprehension score: 343
c.
d.
Spanish. They are both considered English Language Learners. The other 22
students speak English only.
f.
Health considerations (if any) One student has an Epi pen because he is
8.
Collaboration
Creativity
Critical Thinking
Describe how the 21st century skill(s) you have circled will be observed during
the lesson:
Communication: Students will be communicating information they found with their
small group.
Collaboration: Students will be making a Google Slide presentation together with
the information they collected.
Creativity: Students will be creative when they make their slides and how they
decide how they will present.
Critical Thinking: Students will have to think critically when they are looking
through research and deciding what is important and what is not.
11. Technology - How will you incorporate technology into your lesson?
Students will be using chromebooks or go to the computer lab to do their research
and make their Google Slide Presentation.
a.
Formative: The formative assessment will be the student's research of the
use of their assigned natural resource. We will walk around as they are researching
making sure students are on task and checking if they have any questions
b.
Summative (if applicable): For our summative assessment, students will
present on their research findings using a Powerpoint presentation or Google slides
presentation.
Webbs DOK level 4: Extended Thinking. Students will be able to gather, analyze,
and evaluate information.
c.
(Attach rubric here, if applicable):
3
2
1
How the resource is used
Students state at least 3 uses of the natural
resource with relevant facts and details Students state at least 2 uses of the
resources with some relevant facts and details Students state only 1 or no uses of
the resource.
Problems Students present at least two problems and use relevant facts and
details Students present one problem with some relevant facts and details Students
do not state a problem.
Solutions Students present two sustainable solutions to the problems with
relevant facts and details Students present one sustainable solution with some
relevant facts and details Students do not present a sustainable solution.
Speaking Clearly Students speak clearly when presenting facts and can be easily
understood. Students sometimes speaks clearly but has fillers such as um, or
like Student is hard to understand due to mumbling or low volume.
Pace Student provides good pace so the information can be understood. Student
rushes some of the content by slows down in some areas. Student does not have
a good pace and either rushes through the material or goes to slow and loses
interest.
Inquiry
14. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
BODY:
2. Guide students in clearly stating the problem, perhaps by formulating a
question.
Each day these questions will be up on a slide while the class is doing their
research.
Day 1: I want you to find out what your resource is if you do not know and how it is
used to make products that we use everyday.
Day 2: I want you to research the problem we are facing with this resource. Are we
using too much of it? Can we make more of it? If we keep using it without thinking
about conserving it, what will happen? Can we live without this resource?
Day 3: Try to find answers to the problems you found. How can we do better to
conserve this resource? Are there other things we can use to cut back our
consumption?
3. Lead a discussion of methods that may allow students to address the
problem. Set the guidelines for study. Provide access to a variety of
appropriate resources, including concrete materials and information sources.
Students will be given a list of websites on their resource that the teacher has found
and read through first.
4. Monitor students as they employ their methods, helping students to revise
and refine their methods as appropriate.
As the students are researching there will be close monitoring to make sure
students are on task. I will be walking around seeing if there are questions or to
challenge students to find more if they finish early.
5. Encourage students to take action based on findings, when appropriate.
When a student finds an answer I will encourage them to put it on the Google Slide
so they remember to share it with the rest of the class.
CLOSE:
6. Direct students to draw conclusions regarding (a) the problem, and (b) the
processes of investigation.
Students will need to complete at least one slide by the end of the research time
per day. After they have researched each question (3 days) students go through
their presentation with their group to practice and make any last minute changes.
Then the students will present their Google Slide Presentation to the class with their
group to teach them about their resource by answering the three leading questions.
Part VI - REFLECTION
1.
2.
Were the students successful at achieving the lesson objective?
a)
If so, provide student evidence (Include 5 samples low, medium, high, EL, &
Student with Special Needs).
b)
If not, why do you think they were not able to achieve the lesson objective?
What are your next steps?
3.
What instructional strategies did you use to help students achieve the lesson
objective?
4.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom,
please review and reflect on student work related to this lesson. Make copies of student
work for levels of high, middle, low, EL, and Student with Special Needs, and write your
comments on the copies.
2.
State Content Standard Addressed (History/Social Science, Science,
Physical Education, Visual and Performing Arts):
2.1 Explore ideas for art in a personal sketchbook.
5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial
designers) have affected peoples lives.
3.
ELD Standard Addressed: (include Part I, II; Communicative Modes A.
Collaborative, B. Interpretive, C. Productive; and Proficiency Level addressing
Emerging, Expanding, Bridging)
ELD.3.P1.A.1.BR: Exchanging information and ideas Contribute to class, group,
and partner dis - cussions, including sustained dialogue, by following turn-taking
rules, asking relevant questions, affirming others, adding relevant information,
building on responses, and providing useful feedback.
4.
STUDENT-FRIENDLY
TRANSLATION
5.
STUDENT-FRIENDLY
TRANSLATION
It is important to
understand my use of
natural resources and
the impact it has on my
environment and
community.
6.
Essential Questions:
What is a natural resource?
Why are natural resources important?
Why cant we use as many natural resources as we want?
How do you use natural resources?
Why should you care about how much natural resources you use?
Why are some natural resources depleting?
What would the world look like if we ran out of natural resources?
Part II STUDENTS INFORMATION
7.
Class Information:
a.
Total number -There are 24 students in the class; 10 girls and 14 boys.
b.
Student: Matthew
450
Comprehension score: 343
c.
d.
Spanish. They are both considered English Language Learners. The other 22
students speak English only.
f.
Health considerations (if any) One student has an Epi pen because he is
8.
Whole Class: I anticipate that the whole class will have difficulty working together in
small groups because they usually only work in their AB partners.
Part III - LESSON ADAPTATIONS
9.
Collaboration
Creativity
Critical Thinking
Describe how the 21st century skill(s) you have circled will be observed during
the lesson:
Communication - Students will use communication after they design their initial
sketch and come together as a group to discuss their final design.
Collaboration - Students will use collaboration when they are designing and
building their final piece of of art.
Creativity - Students will use creativity while they are designing their work of art.
Critical Thinking - Students will use critical thinking when they create a work of art
that will make people stop and think about their natural resource.
11. Technology - How will you incorporate technology into your lesson?
I will use technology in the classroom when I am playing the movie Wasteland,
and to display the learning objectives at the beginning of the lesson.
Part IV - ASSESSMENT OF STUDENT LEARNING
12. Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?)
a.
Formative:
The formative assessment for this lesson will be each student sketching their own
idea for their groups art piece. I will ask questions to help guide the students as
they revise and finalize their work as a group.
QUESTIONS:
What would the world look like without your resource?
Does it make you stop and think?
Problem (why/how the resource is depleting)
b.
Summative (if applicable):
The summative assessment will be their final art work, which the group will
collaborate on. This goal of this final piece of art is to make someone stop and think
about that specific natural resource.
Webbs DOK level 3: Strategic Thinking. Students will work together to create a
model for their given situation.
c.
Questions: 3
2
1
Art piece portrays what the world would look like without the researched natural
resource.
Art piece creatively portrays what the world would look like without the
natural resource. Art piece portrays unclear view of the world without the natural
resource.
Art piece does not provide a view of the world without the natural
resource.
Art piece is thought provoking.
Art piece provokes complex thoughts and ideas.
Art piece provokes somewhat complex thoughts OR may be simple in design.
Art piece does not provoke complex thoughts and is very simple in design.
Art piece portrays the problem of the depleting natural resource.
Art piece clearly
portrays how or why the problem is happening.
Description of the problem is
unclear.
Description of the problem is missing.
Inquiry
14. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
Wasteland Movie
Projector
Poster boards
Colored pencils
Scissors
Markers
Crayons
Construction paper
Examples of persuasive art pieces
BODY:
2. Explore: provide materials so that students engage in firsthand experience
with the issue under study.
The students will be working in their same research groups to complete this art
project. I will supply groups with poster paper, sketchbooks, construction paper,
scissors, markers, crayons, and colored pencils for this project. Students will begin
this activity by individually sketching ideas for the poster in their sketchbooks, this
will keep each student accountable for their participation in the design process
(Positive Interdependence/ Individual Accountability). I will give students 10
minutes to complete this task.
3. Develop: systematically develop the concepts that arise during the
exploration phase.
After students have created their individual sketches, the students will get back into
their group and begin creating their final design from their combined sketches
(Promotive Interaction). Students will discuss positive aspects and aspects they
may want to change about their classmates individual sketches (Interpersonal and
Small-Group Skills). Students designs must be approved before they can begin
construction with the materials. I will be walking around during the design time to
make sure students designs are meeting the three requirements (Individual
Accountability). After students designs have been approved, they will use the
materials to create their poster. This step will take two days.
Once the posters have been completed, students will participate in a gallery walk to
see the posters that their classmates have created. After the gallery walk, students
will display their posters around their school campus.
CLOSE:
4. Apply: present a new problem or situation that can be addressed given
students; newly formed understandings.
Once the posters are completed, we will watch the movie, Wasteland. I will
explain to students that the posters that they just made were on way to bring
awareness to social issues in their community, and that this movie is another way
that artists raise awareness for issues in their own communities. This movie will
show students different ways that artists use their talents to bring awareness to
issues around the world.
After watching the movie, students will reflect on how their group worked together.
They will write down one positive aspect of their group work and one aspect that
could be improved upon during the next group project (Group Processing).
Part VI - REFLECTION
1.
2.
Were the students successful at achieving the lesson objective?
a)
If so, provide student evidence (Include 5 samples low, medium, high, EL, &
Student with Special Needs).
b)
If not, why do you think they were not able to achieve the lesson objective?
What are your next steps?
3.
What instructional strategies did you use to help students achieve the lesson
objective?
4.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom,
please review and reflect on student work related to this lesson. Make copies of student
work for levels of high, middle, low, EL, and Student with Special Needs, and write your
comments on the copies.