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Student: Gabrielle Batista Professor: Dr.

Esposito

Course: EDU 508 Date: December 7, 2017

Grade: 1 Topic: Story Structure Content Area: ELA

INSTRUCTIONAL OBJECTIVE(S) (Learning Objective(s)*)

After a read aloud of The True Story of the Three Little Pigs and a discussion on character

traits, students will complete a graphic organizer on Popplet requiring students to describe the

character traits, thoughts, actions, and appearance of the wolf in the story with three descriptive

words or phrases for each category.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events in a story, using key details.

Indicator: This will be evident when students complete the Popplet, describing the wolf

in the story using key details in both the text and illustrations.

CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

Indicator: This will be evident when students work in pairs on computers to describe the

wolf based on the description of him in the story, his appearance, his thoughts, and his

actions.

CCSS.ELA-LITERACY.SL.1.2

Ask and answer questions about key details in a text read aloud or information presented orally

or through other media.


Indicator: This will be evident during the read aloud, as students answer questions the

teacher poses about the text and ask questions they might have about it.

INSTRUCTIONAL RESOURCES

Class set of computers

The True Story of the Three Little Pigs

Chart paper

Markers

MOTIVATION (Engaging the learner(s)*)

The teacher will show the students the Weebly website created for this unit. The teacher will

show the students the introduction page containing the word clouds and the Thinglink to pique

the students interest in incorporating technology into this unit and to demonstrate to students

how their work can be displayed online.

DEVELOPMENTAL PROCEDURES

The teacher will begin by bringing the students over to the carpet to have a group

discussion about character traits. (What is a character trait? How can we find them in

stories?)

The teacher will collaborate with the students and create a chart of adjectives that can be

used to describe characters. The students will also discuss words to describe a characters

appearance, thoughts, and actions. (What are some adjectives we could use to describe

real people? Can we also use these to describe a fictional character? How do we

determine what a character is thinking through text?)


The teacher will read The True Story of the Three Little Pigs, as the students answer

questions throughout it. (Why do you think the wolf is illustrated with clothes? Do you

think we can trust the wolfs version of the story? How does the wolfs story compare to

the traditional story we know of the Three Little Pigs?)

The students will return to their seats and log in to their classroom set of computers.

The teacher will demonstrate how to get to the website Popplet as the students follow

along.

The teacher will model how to create a Popplet. (How do you create the graphic

organizer? How do you add text, images, and videos?)

Students will work in pairs to create a Popplet that describes the wolfs appearance,

thoughts, actions, and character traits. (What did the wolf look like? Why is this

significant? What did the wolf do in the story? How did he feel about the events that

occurred? How would you describe the wolf?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Cooperative Learning (engaging groups of students in working together on a structured

activity)

Indicator: This will be evident when students work in pairs and collaborate to

create a Popplet graphic organizer of the characteristics of the wolf.

Direct Instruction (explicit presentation of information)

Indicator: This will be evident when the teacher provides the definition of

character traits to the students.

Modeling (demonstrating a skill)


Indicator: This will be evident when the teacher demonstrates how to use Popplet

to create the graphic organizer.

Group discussion (engaging in meaningful discussions about the content)

Indicator: This will be evident when the students brainstorm descriptive

adjectives with the teacher before the read aloud. This will also be evident

throughout the read aloud as the students discuss various aspects of the story with

the teacher.

ADAPTATIONS (Exceptionality*)

The student who struggles visually will be seated near the front of the room for the read

aloud so they will be able to see the illustrations.

The student who struggles with fine motor skills will be partnered with a student who is

able to assist him/her while working in pairs on the computer.

The student who struggles with appropriate behavior and remaining on task will be

redirected through eye contact and by the teacher walking towards their desk when they

need to be refocused

The student who gets easily frustrated will be notified before being called on to answer a

question, so they can prepare a response.

DIFFERENTIATION OF INSTRUCTION

For the student with auditory strengths, the read aloud will capitalize on this.

For the students with interpersonal strengths, working with a partner and discussing the

character traits, actions, thoughts, and appearances of the wolf will capitalize on this.
For the student with linguistic strengths, creating the graphic organizer will capitalize on

this.

For the student with technological strengths, using a computer to create a Popplet will

capitalize on this and allow the student to demonstrate their skills.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

After a read aloud and subsequent activities, students will complete a graphic organizer on

Popplet requiring students to describe the traits, thoughts, actions, and appearance of the wolf in

The True Story of the Three Little Pigs with three descriptive words or phrases for each

category.

INDEPENDENT PRACTICE

After the read aloud and activity, students will create a Word Cloud for homework where they

select a character from their favorite book and describe their character traits.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The student, under direct intervention with the teacher, will

review the definitions of character traits and complete an activity on adjectives.

Academic Enrichment: The student will choose to create a Popplet or Word Cloud to create a

visual representation of their own character traits and strengths to present to the class.
TEACHER REFERENCES

Popplet. (2013). Retrieved from https://popplet.com/.

Scieszka, J., Smith, L., & Viking Press,. (1989). The true story of the 3 little pigs.

WorditOut. (2017). Retrieved from https://worditout.com/word-cloud/create.

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