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errez
l . r e t n o dasn dMa n a g e me ni nt T e a ching
Penod'/o
of anEffectiveLesson
HQSI-12
Components
Clements
byAndrew
Grade/Reading UnitThemeFrindle
Date:March16,2015 2no
Standards:
- Askandanswer
why,andhowtodemonstrate
when,
where,
aswho,what,
suchquestions
R1.2,1
ina text.
ofkeydetails
understanding
- Describe
andchallenges.
tomajorevents
ina storyrespond
howcharacters
RL.2.2
gather
- Askandanswer
comprehension,
questions
saysinordertoclarify
whata speaker
about
51.2.3
ofa topicor issue.
understanding
ordeepen
information,
additional
to
ways,
listening
gaining
(e.g.,
thefloorinrespectful
fordiscussions
rules
agreed-upon
Follow
S1.2.1.Adiscussion).
andtextsunder
thetopics
oneata timeabout
withcare,speaking
others
.
grade
andtextswith
2 topics
partners
about
withdiverse
conversations
incollaborative
Participate
S1.2.1groups.
peers
insmallandlarger
andadults
a
toanswer
sources
fromprovided
information
orgather
fromexperiences
information
Recall
.W.2.8ouestion.
SWBAT...
Objective(s):
Content
fromFnndle
andformquestions
to makepredictions
1, useinformation
inthesection
themainevents
2. summarize
eventfromthestory
3. drawanimportant
reading
sections
across
comparisons
4. make
r- s: a Gutierrez
' . ' = : - c Csa n d Ma n a g e me ni nt T e aching
)erod'.L
LanguageObjective(s):
SWBAT...
1 Writedescribing
words
forcharacters
inthebookof Frindle
2. Orally
explain
inorderofsequence
ofevents
whatwasgoing
on
3. Respond
questions
toandaskappropriate
KeyVocabulary:
what,when,
purpose,
where,
gather,
who,why,how,moral,
recount,
recall,
experiences,
sequence
ofevents
Supplementary
Materials:
Eachstudentwillhavetheirownnotebook
thatthevwillwrite/draw
in
paper,
Pencil,
eraser,
etc.
Frindle
byAndrew
Clements
pencils,
(colored
crayons,
markers,
etc.)
Who,what,
when,
where,
why,andhowchart
*****Sl0P
Features*****
Preparation
Scaffolding
Grouping
Options
. Links
. Whole
toPastLearning o Guided
Practice
Class
. Links
.
.
.
Background
to
Comprehensible
Input
Independent
Integration
of Process
. Writing
. Speaking
. Listening
Application
Assessment
. Linked
o Written
toObjectives
. Promotes
o Oral
Engagement
lntroduction
: (5minutes)
Students
willshare
whattheydrewfromtheprevious
section
ofthebookthattheylistened
toandexplain
a
littlebitabout
theirdrawing
(what
picture,
it means
whytheychoose
tothem,
todrawthatparticular
etc,)
PriscillaGutierrez
Methodsand Management
in Teaching
Period 1/a
DailyReview:
(3-5minutes)
.
Restating
previous
majorevents,
(Thisisalsoa formof
or introduction
ofnewcharacters.
assessment)
Asking
questions
thestudents
like:
o
.
o
o
"What
happened
thelasttimewereadthebook?"
"Whydida certain
eventoccur?"
"What
happened
andhowdidit happen?"
"What
doyouthinkwillhappen
next?"
DailyObjectives:
1.
2.
3.
4.
5.
SWBAT
useinformation
tomakepredictions
andformquestions
fromFindle
SWBAT
summarize
themainevents
inthesection
SWBAT
drawanimportant
event
fromthestory
SWBAT
make
previously
comparisons
across
readsections
SWBAT
writea sentence
underneath
theirdrawing
thatexplains
whattheydrew
Concept:
Development
ofListening
Skills
andability
toidentify
mainpoints
ina storyincluding:
./
'/
./
{
,/
./
Who?
What?
When?
Where?
why?
How?
Content
InsidetheCurriculum:
Students
willunderstand
whatthemainevents
areinthestoryaccording
tothesection
readthatdayinthe
bookFrinile(who,
what,when,where,
why,how)
Content
Outside
theCurriculum:
Students
willbeabletoapply
theirlistening
skills
tofuture
reading
bytheircomprehension
on:
r' Whothecharacte(s)
inthestoryis/are
Priscilla
Gutierrez
in Teaching
Methodsand Management
Period'/o
./
/
./
./
./
were
themainevents
aredoing/what
Whatthecharacters
happened
whensomething
bydetermining
sequence
ofevents
Understanding
(setting)
happened
Where
events
(whatleduptothis?)
happened
Whytheevents
Howdidit happen?
(10minutes)
Practice:
Guided
1 obviously)
withChapter
Chapter
6 and7 (theunitstarts
indicated:
Teacher
willreadthesection
inmind),
why,andhow?Questions
(withthe.who,what,
where,
when,
tofollow
discussion
Classroom
withfilling
organizer.
outofgraphic
along
Grouping:
group.
willbealltogether
asa whole
Classroom
seats
theywillbeintheirassigned
drawings,
While
thestudents
aremaking
(5minutes)
lndependent:
witha hand
readthatday,along
inthesection
animportant
event
thatdescribes
Workontheirsentence
and
picture.
drawing
eachstudent's
although
andhelpeachotherarefreetodiscuss
Students
drawn
mustbetheirownwork.
sentence
LongTermReview:
./ Dailyreview
withnewsections
tocompare
sections
ofprevious
,/ During
howthe
ofthestoryastoexplain
willmakereferences
tobeginning
discussions
classroom
storygottowhereit is now
(3-5minutes)
Closure:
./ Daily
journal
thequestion:
answering
notebook
writing
inthestudents
itsnew
youchoose
"lfyoucould
andwhatwould
whatwould
ofa certain
thing,
thename
change
namebe?"
Homework:
day
drawing
toclassthefollowing
Finish
tobring
Assessment:
anyquestions
forunderstanding
andanswering
checking
willwalkaround
theclassroom,
Teacher
PriscillaGutierrez
Methodsand Managementin Teaching
Periodlc
Therewillbea quizattheendofsection
(bookisbroken
upintothreesections)
andanoraltestattheend
ofthebooktoassess
overail
understanding
ofeachstudent
KeyDetails- AskQuestions
Who?
What?
When?
Where?
whv?
How?
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o S t u d e n t sw i l l d e m o n s t r a t ei n d e p e n d e n c e .
o Studentswill value evidence.
o S t u d e n t sw i l l b u i l d s t r o n gc o n t e n tk n o w l e d g e .
o S t u d e n t sw i l l r e s p o n dt o t h e v a r y i n g d e m a n d so f a u d i e n c et,a s k a n d d i s c i p l i n e .
o S t u d e n t sw i l l c r i t i q u ea s ' , v e l la s c o m p r e h e n d .
o Studentswill use technologyand digital media strategicallyand capably.
o S t u d e n t sw i l l d e v e l o pa n u n d e r s t a n d i n go f o t h e r p e r s p e c t i v e sa n d c u l t u r e s .
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