OTTAWA UNIVERSITY TEACHER EDUCATION DEPARTMENT LESSON PLAN OUTLINE Level 1 Name: Joel McGhee Date: 9/9/12 School:

RES Grade Level: 1st Approximate length of time: 30 mins Subject: Reading

Title: Fantasy or Realism: Pictures as a Guide Unit Goal: Using Pictures to Determine Fantasy and Realism STANDARD, BENCHMARK, INDICATOR(S): Kansas State Standards 1.4.3 - The student uses pictures, content, and prior knowledge to make predictions 1.4.5 - The student uses picture clues, text, and prior knowledge to make inferences and draw conclusions Common Core Standards RL.1.7. - Use illustrations and details in a story to describe its characters, setting, or events. RI.1.7. - Use the illustrations and details in a text to describe its key ideas. WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON? After viewing pictures the student will be able to discuss,distinguish, critique, and support with detail wether a picture depicts a realistic or fantastical event with 85% accuracy. The student will be able to use, interpret, and support details and key story elements through the use of illustrations or photos with 85% accuracy. HOW WILL YOU ASSESS STUDENT LEARNING? Formal Assessment: - students coming to board to sort a group of pictures - students select pictures from magazine/newspaper that depicts realistic and fantastical Informal Assessment: - observation of students as they work through sorting pictures - class discussion WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS LESSON? Materials: - pictures with magnetic strips - pictures for students to use at desk - whiteboard - magazines/newspapers - scissors

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- glue sticks - 25 copies of paste to pages for pictures from magazine/newspaper Questions: - What is fantasy or fiction? - What is realistic or nonfiction? - How would an illustration for a realistic event differ from a fantasy event? - Could you use illustrations or pictures to identify realistic or fantastical events? - What inferences (predictions) can you make about what is happening in the story? - How would you classify this picture? - How can you determine if an event in a picture is realistic or fantasy? Idea came from: - collaboration with practicum teacher WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED? Students could be given pictures that are more easily distinguished as realistic or fantastic. Students could find fewer pictures to cut and paste. Students could complete cut and paste activity in pairs rather than individually. WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED? Direct Instruction - used to first introduce the students to the pictures and pointing out things that help to distinguish real vs. fantasy Cooperative Learning - working at desk clusters to sort through pictures as a group Engagement Strategies - using photos that students are familiar with and are interested in WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON? What pre-requisite skills and/or knowledge are required for this lesson? - Familiarity with characters - Determine cartoon from photograph - Knowledge of well known fantastical stories How will you check for understanding throughout this lesson? - Demonstration of Skill - Verbal Explanation FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE) Please clear off your desk and put your hands in your lap when you are ready. Can anyone tell me who this is? - hold up a picture of well known cartoon character Does this picture depict (show) something that is real or fantasy? - allow student response How were you able to tell? - allow student response
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- point out things about the drawing and that they used prior knowledge PURPOSE (THE WHY OF THE LESSON) We are going to be looking at a variety of pictures today to determine whether or not they show us realistic or fantastical events. By the time we are finished you should also be able to use pictures to help you determine important information about the stories you will be reading. Pictures help readers to figure out important details about the stories they read, so it is very important that we spend sometime on learning how to use pictures while we read. DELIVERY OF INFORMATION As we look at the pictures we must keep several things in mind as we determine if the picture depicts something that is real or fantastic. We might start by seeing how the picture looks, is it a drawing or a photograph. However sometimes realistic things may be drawn in a cartoonish or fantastical way. So we will not always be able to tell just by how the picture is drawn. - show examples of exception We may need to draw upon information that we already have about something. The knowledge that we already have can be very useful. We know that animals dont wear clothes and cannot talk, so a picture with an animal wearing clothes would be something fantastical or made up. MODELING/DEMONSTRATION/SKILL CUES Hold up several pictures, talking through why they are realistic or fantastical and place them on the correct side of the line on the board. After group work has been completed - model how students should complete cut and paste portion of assignment GUIDED PRACTICE As a class we are going to determine if several pictures depict something that is real or fantasy. - work through four examples - have students explain why they believe that the picture is real or fantasy INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS You have at your desk a group of pictures. As a group you will decide whether the pictures are real or fantasy. Your group should agree before you make a decision about the picture. - give students several minutes to complete - while completing go around class asking students why they determined that certain pictures went under the category Pass out materials for cut and paste portion Model how to complete task You will now work to find examples of realistic and fantastical photos in newspapers and magazines. You are to find two pictures for realism and two for fantasy. Use some of the things you learned working as a group to help you with making your choices.
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CLOSURE/WRAP-UP (ENDING THE LESSON) How can pictures and illustrations be used to help you figure out things about a story? - allow student response Do cartoons always show that a picture is fantasy? Or can pictures sometimes depict the opposite of what you might think? How can you tell the difference? - allow student response If you have completed your cut and paste please turn it in. If you have not completed it we will have time after P.E. to work on it. REVIEW, EVALUATE, AND REFLECT Based on the information obtained from planning, teaching and assessing this lesson, respond to the following questions: What data do you have to support the instruction? What indications do you have, in addition to the data, that your instruction was successful? What do you perceive as the strengths of your instruction? What would you change when teaching this lesson again? What have you learned about content, teaching and learning from teaching this lesson?

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