Design for Learning Instructor: Ashley Patterson Grade Level 1st Grade Cooperating Teacher: Ashley Young Lesson

Title: Making Connections Date: ove!"er #$ %&1% Curriculu! Area: Literacy 'sti!ated Ti!e: () !inutes *tandards Connection: +etell stories$ including key details$ and de!onstrate understanding o, their central !essage or lessonLearning ."/ective0s1: 2hen given the opportunity to retell the story$ 3est 4riends *leepover$ students 5ill use speci,ic li,e e6a!ples to !ake te6t to sel, connectionsLearning ."/ective0s1 stated in 7kid8,riendly9 language: Today class$ 5e 5ill "e learning ho5 to !ake te6t to sel, connections'valuation o, Learning ."/ective0s1: *tudents 5ill "e evaluated "y their discussion input- As the students talk to their partner I 5ill listen to their conversations looking ,or the! all to "e a"le to share te6t8sel, connections and "e a"le to retell the story- *tudents 5ill "e graded "ased o,, o, their discussion responses- *tudents should "e a"le to give a co!plete retelling o, a story 5ith at least one !ain point ,ro! the "eginning$ !iddle$ and end- And 5hen giving a te6t8sel, connection students should not /ust agree on that they can relate to the story$ "ut !ust give ,urther detail to 5hy they relate or can !ake a connection- I 5ill have a list o, the students na!es and !ake notes as I listen to each o, the!- I 5ill then assess the! 5ith either a check$ check !inus$ or check plus- A check is considered !eeting the re:uire!ents o, "eing a"le to !ake one !ain point ,or the "eginning$ !iddle$ and end- Anything less is a check !inus and anything !ore given is considered a check plus'ngage!ent: Students will be in the process of moving from cleaning up morning work, which is cued by music softly playing in the background. Students know that once they have cleaned up that they must find their spot on the class rug. I will be sitting in the yellow rocking chair. Good Morning$ "oys and girls; Ms- Patterson is so e6cited to "e 5orking 5ith you all this !orning; I a! going to lead your "ook discussion this !orning; Can I have everyone slide "ack to the edge o, the rug so 5e can "e in our discussion seats< I 5ant to "e a"le to see everyone- Can I tell you a story< 2ell$ last 5eek "e,ore the ,ield trip I got to have a sleepover; It 5as so ,un; Ms- 3arron and I talked and looked at 4ace"ook and laughed and then at so!e point 5e decided 5e needed so!e sleep- Then that ne6t !orning 5e got to have "reak,ast together and put on our a5eso!e ,ield trip out,its and then 5e ca!e and played 5ith you guys in the caves; o5 has anyone ever "een to the =oo< 3ecause today 5e 5ill "e !aking so!e ne5 ,riends that 5e !ight !eet i, 5e 5ent to a =oo; 2e are going to hear a"out so!e ani!als that are ,riends- Can you i!agine a crocodile$ a rhino$ a gorilla$ or an elephant "eing ,riends< Wait for a response to questions. Do you kno5 5hat !y sleepover story and the =oo have in co!!on< Show book cover. Can I have so!eone

predict 5hat 5e !ight "e reading a"out today< Today 5e 5ill "e reading the "ook called$ Best Friend s Sleep !ver, "y >ac:ueline +ogers- It is i!portant ,or us to re!e!"er to listen as 5e read "ecause 5e are going to "e 5orking 5ith our partners to share a"out the storyLearning Design: I. Teaching: Showing the books cover I will read the title and author to the class. I will explain that the story is about a gorilla sleeping over with some friends. I will then go over some vocabulary that will not be known right off the bat. I will explain that a ukulele is a musical instrument like a small guitar. And that a slumber party is a time when kids get together to spend the night at one persons house. I will read the book aloud slowly with expression and pause to ask !uestions. I have gone through the book prior to the lesson and tabbed in some questions to ask as I get to certain pages and to lead discussion as we read. My goal is to ask thoughtful questions at main points in the book to check for students following along and so they can have key details to pull out in the following discussion. The questions that I will ask as I read will follow in this order: Why do you think Eddie is worried !ave you ever played pin"the"tail"on"the"donkey #o you think $ilbert still misses his mommy %h no& 'an you predict what might happen ne(t !ow is $ilbert feeling now #o you know why they may have tried to calm him down that way What did we learn from $ilbert)s mom in the beginning that might help calm $ilbert down !ave you ever felt like $ilbert and had a friend like *icky %r vise versa II. "pportunity for #ractice: In this section of the lesson I will have the students talk as a whole group and lead them with some questions. I will not be assessing them. I will be guiding them on how to make a good response that will prepare them for when they are having independent talks with their partners. I will e(plicitly tell them to pay attention to how others respond and how they respond. The questions that I will ask them are: $hy was %ilbert sad& 'ave you ever had an experience like %ilbert& (xplain. )*etell and self+text connection, 'ave you ever been nervous about something new before you do it& (xplain. )self+text connection, 'ave you ever read a book like this before& $hat is it called& (xplain why it reminds you. )text+text connection, III. Assessment Wrapping up the whole group discussion and practice+ I will have the students turn to the person sitting ne(t to them and I will assign each of them with either being the chip and the other being the salsa of the partnership. I will tell the students that I am now giving them time to have a great discussion time with each other. I want them to focus on the

questions being asked and to listen to their partner because they may have to share each other)s responses+ not ,ust their own. "kay boys and girls now we are going to turn to the person next to us and talk about -est .riend)s /leepover. If you are on the left side )point0 then you are going to be the chips and if you are on the right them you are going to be the salsa. $hen I ask a !uestion I will let you know who is going to be responding by saying chips or salsa. "kay so chips I am going to have you talk first to your partners. *etell the story to your partner with the beginning middle and end. Turn and chat. I will be listening to hear everyone talk. I will give them either a check+ check minus+ or check plus. I will listen to them either respond to their partner or the class. Everyone will be listened to. .or this first question I am looking for students to be able to retell the story from beginning+ middle+ and end. If I don)t get to everyone I will have another chance with the other question. Each student will be able to respond to each question. I hear some great detailed explanations. -ow salsa partners can I have you all add to what your partner has already said& Then can I have a pair share& Try to choose either a great response group or pick a group I might not have heard. -ow I want my salsa partners to go first what connections can you make between this book and you or another book we have read& .hips are listening. They turn and talk and teacher will walk around to listen and take notes. "kay now can I have my chip friends share what their partners said& Salsas turn to your partners and ask them what connections they can make to the book or another book they may have read. Turn and share. Then will have a few share with the group. I/. .losure: Thank you for such a wonderful discussion time today. I am so impressed with how well you all can retell every part of the stories that we read together. I also love how we can make connections with book and our lives and also connections with other books that we read. -ow lets get read for book boxes. I hope you will be 0ust as detailed in writing responses as you are in discussion. Materials and +esources: Making Meaning +esource "ook Best Friend s Sleepover "y >ac:ueline +ogers Di,,erentiation *trategies 0including plans ,or individual learners1: 'LL students !ay "ene,it ,ro! previe5ing the story "e,ore reading it 5ith the classIt 5ould "e good to go "ack over voca"ulary that !ay have "een un,a!iliar ,or the students during the discussion ti!e and dra5 pictures to help as sy!"olsI, students do not understand still ho5 to retell a story$ have a s!all group co!e together to have a !ore intensive "ook discussion- It 5ould "e great to !ay"e have a picture 5alk and really try to i!press to the! the di,,erent parts o, a story 0"eginning$ !iddle$ end14or advanced students I 5ould have students dra5 re,lective pictures to represent their te6t to sel, connectionsData Analysis: ?A

+e,lection: ?A

Samford University Design for Learning

Samford University Design for Learning