BRANDEIS LESSON PLAN FORMAT Overview (brief description of students, subject, topic, and skills/concepts) - Description of students o The

four students in this reading group are on a reading level G instructional or G independent. o One of these students is an ELL student o Two of these students are below bench mark on their phonics but have been improving over the past months (they have been working with the CT almost every day for at least half-an hour to work on phonics and literacy). o One of these students has a shared aide. - Subject o The book that they will be reading is called Weather written Margie Burton, Cathy French, and Tommy Jones. o This book is a level E book and the group is expected to finish this book in one day. Understandings (What big ideas do you want students to know/understand and be able to do/have the skill at the end of this lesson?) - Students will be able to know the different types of weather discussed by the end of this book (sunny, rainy, windy, storm, tornadoes, and snowy). - Students will be able to understand why this book was written (informational text true facts). Standards (What standards can you cite from CCSS, NGSS, MA History/Social Sciences Framework, other?) - CCSS K-12 Vertical Articulation of Skills o Reading Standards for Informational Text: Grade 1 1. Key Ideas and Details a. Ask and answer key questions about details in a text b. Identify the main topic and retell key details of a text. 2. Craft and Structure a. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 3. Integration of Knowledge and Ideas a. Use the illustrations and details in a text to describe the key ideas. b. Identify the reasons an author gives to support points in a text. 4. Range of Reading and Level of Text Completion a. With prompting and support, read informational texts appropriately complex for grade 1. o Writing: Grade 1 b. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

o Speaking and Listening: Grade 1 Comprehension and Collaboration a. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. o 1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). o 2. Build on others talk in conversations by responding to the comments of others through multiple exchanges. o 3. Ask questions to clear up any confusion about the topics and texts under discussion. b. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. c. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas a. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. b. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. c. Produce complete sentences when appropriate to task and situation. Objectives (What skills and concepts must the students achieve in this lesson? To what degree? Think gradual release of responsibility.) - Students will be able to write down three different types of weather on the response sheet. Assessment (What will you use to check for how well students achieved the objectives? How will students demonstrate achievement and understanding? How will they know that they have achieved their goal?) - Students will need to answer questions (participate) in group talk when teacher asks the questions under #4 in instructional approach. - Students will have a response sheet to fill out. They will need to answer the question What are three different types of weather? They need to write this in sentence format (see materials). - Students will have a Nonfiction Reading Response Sheet to fill out what they learned about weather (see materials). Instructional Approach. (How will you introduce topic, explain/model/guide skill development, provide activities for practice/application, and differentiate instruction? What is your allotted time for each step and your plans for closure? Sequence this section with #s.) 1. Mention that we will continue to learn about weather and that today we are going to read a book that will give us a change to explore different types of weather.

2. Vocabulary to go over as they appear in reading... a. Thermometer (p.2) i. Tells us the temperature b. Temperature (p.2) i. How hot or cold something is c. Tornado (p.11) i. A storm that is spinning that comes from the clouds and can touch the ground d. Frost (p.13) i. Water on the ground that gets cold and freezes 3. Before Reading a. Have the students think about i. Informational text why is it written? 1. To tell us the true facts ii. Background knowledge on weather, interest / personal connections and experiences to weather b. Define the objective i. This book tells us about the different kinds of weather: rain, wind, snow, tornados 4. During Reading a. Questions to ask to students i. P.2 What is the thermometer in the picture? ii. P.2 What is temperature? iii. Inference questions 1. P.2 Why would the boy look at the thermometer before he goes out? iv. P. 6 Where does rain begin? v. P. 9 Where does lightning begin and end? vi. Questions to make students think and search answer in text 1. What are the different types of weather? vii. Inference questions 1. What type of weather do we experience here?

Sponge (to soak up extra time, provided to all students, an activity to apply or extend skills/concepts from the lesson, preferably differentiated.) - Once students are finished, students should move right onto read-to-self for Daily 5 Caf.

Materials needed. (Just a list here is fine.) - 5 copies of Weather written by Margie burton, Cathy French, and Tammy Jones - 5 copies of Written response sheets (What are three kinds of weather?)

5 copies of Nonfiction Reading Response Sheets

Reflection. (How did it go? What did the students do to show that they learned? What would you shift for next time? What will you do next with your instruction for this skill/concept? To complete after teaching w/ or w/out CT or FI.)