Subject:Literature Topic:Brainstormingideafornonfictiontext DateofImplementation:LiteracyCenters(1/101/14)

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

WritingStandard:2.Useacombinationofdrawing,dictating,andwritingtocomposeinformative/explanatory textsinwhichtheynamewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9

Students will brainstorm ideas about what they can write about regarding their classroom.
Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective?

Students will be verbally assessed by allowing them the opportunity to contribute their ideas to our brainstorm map. Their answers are relevant to the topic: their classroom.
What modifications of the above assessment would you use for language learners and/or students with special needs?

Students will be answering in a small group. If students need additional support they will be sharing their answers with a partner to allow everyone time to process the available information. In addition, students will be allowed to answer in either Spanish or English since we are in a dual language program.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences

Students understand that a nonfiction text is about real information. They are familiar with our model, a big book that we have previously read in class.
Strategy to connect school learning with prior experiential knowledge and/or cultural background

Students have just celebrated their 100th day in school and thus have a wealth of understanding about how their classroom functions and the various elements that make up their day inside and outside (recess, lunch, PE).
Pre-assessment strategy

I will begin by letting students know that we will be writing about their classroom. What can we write about our classroom? Students will be allowed to say whatever they want. This will allow me the opportunity to see if they are focusing on the subject or if they need more help focusing their answers.
Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?

Brainstorming: Using our brains to come up with ideas about what to write.
Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy.

I will begin this activity with the students that are already reading and writing. They will start the class off by begining the bubble map. As the other groups
Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing.

Time

Teacher

Students

3min

Pre-assessment: Thumbs up if youve heard the word fiction/ non-fiction? Thumbs up if you know what they mean? Introduction Today we will be talking about what it means when a book is fiction and when it is non-fiction. Do you remember Rainbow Fish? Rainbow Fish is a story book, it was a story about a made-up character in a fantasy world. The fish talked to one another do fish speak? Do they share their scales? This book wasnt about real fish, but about a fictional fish, meaning that the author used his imagination and created rainbow fish. Today we will be reading a book about real people. This kind of book is called non-fiction because its about real life. We will be putting our own book together.

Students will be giving the teacher a thumbs up/thumbs down in response to questions.

Resources/ Materials

3min

Students are expected to tap into their previous experience with Rainbow Fish to answer questions.

Rainbow Fish (1 copy)

3min

Lets take a look at Rainbow Fish again. How many of you remember that a book has different parts? Books have a cover, a spine, and a title page. Do all books have these three parts? Lets look through these books (show three books). Yes, they all have a cover, a spine, and a title page. This means that our book must also have a cover, a spine and a title page.

Students are actively listening and identifying the three parts of a book.

Rainbow Fish plus 3 other books (2 fiction/ 2 non-fiction)

Identify the three parts.

Printed and compiled informational books (1 per

5min

Choral read the book. This is a non-fiction book because REVIEW with 4 books (2 fiction/ 2 non-fiction) Play video. Encourage students to answer the questions in the video (they give a book synopsis that is either fiction or non-fiction) Clean up. Push in chairs, put away books in backpacks and sit on the carpet.

Students are following with their fingers. They can also choose to read along if they are comfortable reading.

student in group) 4 books (2 fiction/ 2 non-fiction including Rainbow Fish) YouTube video:
http://www.youtu be.com/watch?v =imjGDRj7INg

2min

Students will be calling out answers with peers. If added support is needed, they will think-pair-share first. Students will be watching and engaging with the video.

3min

1min

Students are expected to clean up after themselves and put away their books in a timely manner.

Total time: 20 minutes