c380 task 1

docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

C380

Subject

Arts Humanities

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by JudgeRat383

Direct Instruction Lesson Plan Template General Information Lesson Title: Celebrating the Holidays Subject(s): Writing, English Language Arts Grade/Level/Setting: General Education Classroom, 3 rd grade Prerequisite Skills/Prior Knowledge: Prior to this lesson, students will need a basic understanding of how to provide supporting details, how to use a graphic organizer, understanding of traditions around the world, understanding of culture, and how to write a conclusion sentence. Standards and Objectives State/National Academic Standard(s): Illinois CC.3.W.1.d - Text Types and Purposes: Provide a concluding statement or section. CC.3.W.3 - Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Learning Objective(s): Students will compose a narrative description of their family tradition. They will write about their experience(s) celebrating a holiday. Paragraph must contain at least 3 descriptive details and concluding sentence. Materials Technology  The book Winterfrost by Michelle Houts  Writing paper  Pencil  Graphic Organizer  Projector and Document Camera  Smart Board Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): Students will use a graphic organizer to come up with 3 details of their own family tradition. They will write a paragraph using the 3 details in complete sentences and end the paragraph with a concluding sentence.

Vocabulary: Celebration- a special enjoyable event that people organize. Culture- all the ways of life including beliefs that are passed down from generation to generation. Tradition- the handing down of information, beliefs, or customs from one generation to another. Narrative Writing- a style of writing that tells a story. The students will be writing about their experience(s) celebrating a holiday. Discourse and/or Syntax: Students will write a narrative paragraph using complete sentences ending with a concluding sentence. They will use a graphic organizer to brainstorm and organize their 3 key details they want to share about their family tradition. This will help them organize their ideas when starting to write their narrative. Once they are done filling out the graphic organizer, they will compose their narrative paragraph. During the whole group lesson, they will think-pair-share to discuss the meaning of the vocabulary words together. Planned Language Supports: Vocabulary support- The teacher and students will engage in discussion together. They will discuss different examples of traditions and narrative writing while using the smartboard as the teacher shows examples. The teacher will provide a definition of what narrative writing is and show examples to the class. The teacher will provide a clear definition of the vocabulary words, celebration, culture, and tradition. The teacher will also show examples. Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher Student Actions -bring students to carpet in front of smart board -introduce the book Winterfrost and the lesson -write celebration on smartboard -write tradition on smartboard -write culture on smartboard - sit on carpet in front of the teacher and smartboard -the tables will have the paper, pencils, and graphic organizers will be on the tables Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions -the teacher will have the students discuss with the person next to them what they think tradition, celebration and culture means EX) turn to the person to your right and discuss what you think the meaning of celebration means. -the teacher will then ask students to share their thoughts and write them down on the smartboard -the teacher will read the book and discuss the vocab terms as it relates to the story -students will think-pair-share with the person to their right -students will share their thoughts on the vocab words -students will share their thoughts with the teacher -students will listen to the teacher read the book, Winterfrost. -answer and discuss the questions being asked by the teacher

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

EX) the teacher will ask the students what tradition was shown in the book and how they celebrated that tradition in the book. -once the class discussion is over the teacher will then talk about the first step of narrative writing- the pre-writing step EX) talk about how the first step to write a narrative story is organization. Put all of our thoughts and ideas down on a piece of paper which is called the pre-writing stage. -teacher will show an example of a graphic organizer and split the screen with an example of a pre- writing paragraph -teacher will explain step by step how to fill out the graphic organizer EX) title goes on this line. In this section you will put the topic of your story basically telling what the

story is about. -teacher will continue as they go over the entire graphic organizer Guided Practice: Activity Description/Teacher Student Actions -teacher will have a blank graphic organizer on the smartboard -teacher will ask students about the traditions that were in the story that was read aloud together. -teacher will write on the smartboard the examples the students are giving EX) teacher will ask the students to give one example of a tradition followed in the story and then write it in the organizer. -teacher will tell the students what a conclusion sentence is and then give an example of one written on the organizer -students will engage, listen and respond to questions being asked by the teacher -students will share their own traditions

-teacher will have students think and brainstorm about their own traditions they have Independent Student Practice: Activity Description/Teacher Student Actions -teacher will have students go back to the desk where the organizer, paper and pencils are. -teacher will have students fill out their own organizer with their own traditions -teacher will walk around classroom to support and provide feedback to students -students will return to their seat and begin working on their organizer -fill out graphic organizer and ask for support if needed Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions -teacher will go over each student’s organizer making sure it is filled out correctly and has detail along with a concluding sentence. -after the student’s organizer is check by the teacher and the teacher gives the green light to go ahead and work on it, they will then compose their narrative paragraph using their organizer as a rough draft

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

-after teachers’ final approval, students will write their paragraph on a piece of paper Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: Gifted and talented students will be able to work at their own pace after the book is read. They will extend their paragraph by 2-3 sentences coming up with more details to increase their creativity and writing ability for writing the narrative paragraph. EL: EL students will be able to see the word wall with definitions of the vocabulary words. The examples will also be kept on the smartboard. Students with Other Special Needs: Any students with other special needs will be able to have sentence stems that supports their writing. EX) My family likes to……. Assessment Formative The teacher will walk around the classroom to assess each student’s work. As the teacher is walking around the teacher will provide feedback and give support where it is needed. The teacher will look over each student’s graphic organizer for the 3 details and their concluding sentence before letting the student move on to the next step. The organizer must be filled out and checked before they are allowed to work on writing their narrative paragraph. Summative Students will turn in their paragraph that will be graded using a rubric. They must score 3 out of 3 to show mastery.

Graphic organizer that will be given for the narrative writing exercise.

Rubric for Narrative paragraph Criteria Score -3 details - concluding sentence 3 -2-3 details -no concluding sentence 2 -1-2 details -with or without concluding sentence 1 B. From this lesson, students will have gained an understanding of the diverse cultures that are in society after discussing the book, Winterfrost . Students are given examples of other cultures and will become more cognizant of the diverse cultures that are within their classroom and see the way people celebrate in many ways. As the students were brainstorming during the lesson, the students were able to see and understand that their peers may celebrate in a different way than they do. As the class was discussing openly and freely, it could lead to acceptance and a greater understanding of their peers and the diverse cultures.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Sources Drexel University School of Education. (n.d). The importance of diversity in the classroom. School of Education. Retrieved from https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/ Illinois Learning Standards. Science. [Place of publication not identified] :Illinois State Board of Education, 1997.

c380 task 1

Related Documents