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TheStoryofFerdinand

INSTRUCTIONALUNIT TEACHER EvaMendoza JulieHester DATE 31114 GRADELevel 3rdGrade SUBJECT LanguageArts LESSONTITLE TheStoryofFerdinand LESSONOBJECTIVE Studentswillbeabletousegained informationfromliteratureto describeaspectsofsetting,key events,andcharacters.

STANDARDS(ELDnotnecessaryforEd460) COMMONCORESTANDARDLanguageArts CCSS.ELALiteracy.RL.3.3Describecharactersinastory(e.g.,theirtraits, motivations,orfeelings)andexplainhowtheiractionscontributetothesequenceofevents CCSS.ELALiteracy.RL.3.7Explainhowspecificaspectsofatextsillustrations contributetowhatisconveyedbythewordsinastory(e.g.,createmood,emphasize aspectsofacharacterorsetting) CCSS.ELALiteracy.RI.3.7Useinformationgainedfromillustrations(e.g.,maps, photographs)andthewordsinatexttodemonstrateunderstandingofthetext(e.g.,where, when,why,andhowkeyeventsoccur). LEARNINGMODALITIES VISUAL AUDITORY Powerpointpresentation Presentationandreadingofliterature, containingimagesofbulls teacherstudentandstudentstudent andbullfighting,illustrated socialinteractions/discussions,and textbooks,andVenn debate. Diagram. TAXONOMICOBJECTIVES COGNITIVE AFFECTIVE PSYCHOMOTOR Studentswillremember Studentswillaccessthe Studentswillaccesstheset byretrievinginformation respondaffective psychomotordomainbytakinga frommemoryabout domainbyformingan particularactionduringthe whattheydislikeorlike opinionorreacting assemblingofthevaluelineto aboutbullfighting. duringthedebate decidewhethertheyareforor argument. againstthedebate. KINESTHETIC Studentswill physically assemblea value line.

Studentswillunderstand Studentswillorganizeby byhavingameaningful formulatingtheir conversationintheir argumentsortheir groupduringthedebate. perspectiveduringthe debate. Studentswillevaluate duringthedebateby makingjudgments duringthedebate. ADAPTATIONSFORLEARNERS MODIFICATIONSFORSPECIALNEEDS (Processing)Teacherwillschedulea conversationwithstudenttoestablishan arrangementwherethestudentknowswhenthe teacherwillcallonhim/herinclass.Teacherwill speakslowerwhenteaching,lecturing,and explaining.Teacherwillallowextratimeforall studentstoprocessandanswerthequestion. RATIONALE Byestablishinganarrangementahead oftime,studentwillnotfeelpressured oranxiousaboutbeingcalledon.This givesthestudentmoretimetoprocess questionsandinformation,insteadof feelinganxious. Byspeakingslower,theteacheris ensuringthatstudentsunderstandand havecompletelyheardtheentire question.Givingextratimeforall studentstoanswerquestions,doesnt singleoutanystudent,andgivestime forthemtoprocessquestionbefore answering.

ASSESSMENT STRATEGYFORASSESSMENT IntoTeacherwilltapintostudentspriorknowledgeandobservegroupdiscussionsto ensureallstudentsareparticipating. ThroughTeacherwillaskquestionsaboutthebookduringandafterreadingtoensure comprehension.TeacherwillgradeVennDiagramassignmentaccordingtorelevanceof informationstudentshavewrittenaboutotherbullsandFerdinand.Teacherwillwalkaround andassessstudentswhiletheyareconstructingthediagramandanswerquestionsas necessary. BeyondStudentswillcompletetheComprehensionBuilderworksheetandprovethey connectedthemainelementsoftheliterature.Studentsmustalsocompleteoneofthe threetopicquestions,andanswerinaminimumofthreecompletesentences.

LEARNINGENVIRONMENT MATERIALS,EQUIPMENT,andTECHNOLOGYNEEDED Yarn,Powerpointpresentation,computer,treatsfordebate,scannedcopiesofTheStoryof Ferdinandforeachstudent,originalstoryforteacheruse,VennDiagramtemplate,andthe ComprehensionBuilderworksheet. INTO,THROUGH,andBEYOND INTO (OrientationandModeling) CRP(Culturally RATIONALE(StrategiesChosen ResponsivePedagogy) forDepthsofKnowledge) Studentsare Introducingthestoryandstating collaborating thelessonobjectiveprovides andanalyzingtheir instructiontostudentsandgives ideasandbeliefs. themanideaofwhattheyare Studentsarelistening goingtobedoingandlearning. andrespectingothers beliefsabout bullfighting. Thelearning environmentis Askingstudentstotakeastand respectfulandopento ontheyarnallowsstudentsto newideasand identifytheirfeelingsabout opinions. bullfightingandtiesintotheir backgroundknowledgeofwhat Somesocieties, theyalreadyknowaboutbulls, cultures,andcountries bullfighting,anddifferentcultural participateinbullfighting practices. whileothersdonot, thereforestudentscan understanddifferences andlearndifferences exist.Teacherscould evenextendthelesson Studentslearnhowtospeakin bylearningaboutSpain, groupsandcollaborateabout duetoMadridbeingthe ideas.Studentshavethe settingofthestory. opportunitytostatetheirbeliefs andcultureswhilerecognizing Studentswith thatothersmayhaveadifferent processingdifficulties pointofview.Studentsdevelop benefitfromthelesson logicalargumentsaboutthe becausethereare topic. manyvisualstoassist

Tobegin,teacherwill introducetheStoryof Ferdinandandstateobjective ofthelesson.Teacherwillask studentstheirthoughtsabout bullfighting.Teacherwillputa longpieceofyarnalongthe flooroftheroom. Debate:Havethestudents whobelievethatbullfighting shouldnotbeallowedstandat oneendofthestringand thosethatbelievethat bullfightingshoulddefinitelybe allowedstandattheopposite end.Studentscanalsostand alongthelineeithercloserto oneendortheother dependinguponhowstrongly theyfeelingabouttheissue (valueline). Studentswillcollaboratein theirgroupsaboutwhythey tookthestandtheydidabout bullfighting.Onestudentfrom eachgroupwillsummarize thegroupsreasoningand stateitaloudfortheteacher andtheothergroup(s).Be

suretheclassisremindedto listenandrespecteach studentsrighttohis/herown viewpoint. Treatsprovideincentivetolisten Teacherwillprovidetreatsfor carefullyandberespectfulof studentswhoareactively otherstudentswhenspeaking. participatingindiscussion andwhoarelisteningquietly whentheoppositeteam captainisspeaking.

withthoughtprocess andcomprehension.In addition,studentswork ingroupswhich minimizesstressfor studentsandatthe sametimeallowstime forthinking(no immediateresponses neededfromteacher). Last,independent practiceCBworksheet givestimeforstudentto thinkaboutconcepts fromthestory.

THROUGH (Presentation,Structured Practice,GuidedPractice) Teacherwillpresent PowerPointslidesofbullsto introducetoclass. TeacherwillshowTheStory ofFerdinandtostudentsand askforpredictionsaboutthe story.Teacherwillread entirestoryandask questionsthroughoutthe book. Teacherwillpassoutcopies ofstorytoeachstudentand blankVennDiagram template.Studentswilllabel VennDiagram.Thetopline willbelabeledTheStoryof Ferdinandandtheother twolabelswillsay FerdinandandOther Bulls.

PowerPointprovidesstudents withavisualofbullstograbtheir attentionbeforereadingthe story. Teacherasksstudentsforbook predictionstohypothesizeabout bullsandencouragestudentsto thinkdeeply.Predictionsgrab studentsattentionandletthem drawconclusionsaboutwhat theythinkthestoryisabout. Teacherreadsstorytostudents toillustratewhoFerdinandis andwhathischaracterislike. TheVennDiagramprovides manyopportunitiesforstudents todevelopstrategicthinking. Studentscomparecomponents ofthestoryanddifferentiate characteristicsofFerdinandand otherbulls.Studentscan classifycharacteristics, behaviors,andactionsintothe VennDiagram.

StudentswillcompleteVenn Diagrambycomparingthe bulls:Howwouldyoudescribe Ferdinand,theBull?Howwas helikeotherbulls?Inwhat wayswashedifferent? Studentswillusethecopied booksthatwerepassedoutto answerthesequestions.

Studentscanrefertotheirown copiesofthestorytoidentify patternsinFerdinandsbehavior andassistthemwhenfillingout diagram.

BEYOND Teacherwillpassout ComprehensionBuilder(CB) worksheettoeachstudent.

Independentpracticeis importantforstudentsto practicewritingskillsand understandconcepts.TheCB asksstudentstosummarizethe story,andidentifymajorevents inthenarrative.

Studentswillindividuallyfillout Studentswillbeassessedon CBworksheet. theirunderstandingofthe problem(s)orconflict(s)inthe book,aswellastheir descriptionsofthemain character(s),thesetting,anda detailedexplanationofthemain conflictorresolutionofthe conflict.