EDPC-605 Week 6 Assignment 2 Tim Brown
Learning
Task and Assignment#2 Design
your lesson using these guiding questions.
Activity-based lesson adjusted to Common Core.
Lesson topic: Identifying
the main idea
Grade level: 3
AIM questions:
1.What
learning objectives/main ideas do students need to know (maximum of 3)?
Students
should know what the 5ws are. Students
should be able to identify the 5 ws in read text. Students should be able to
use the 5ws to comprehend what is read.
2. What
common core skills will be introduced or reinforced during the lesson?
3. Which
content area standards are addressed in this lesson?
4. What
academic and content specific vocabulary is introduced in this lesson?
Illustration / text / details
5. What
materials (e.g. Map, Song, and Activity Sheet) will I present to students?
- Book-
Story: “The Three Little Pigs” - http://www.kidztory.com/the-three-little-pigs
Who,
What, Where, Why, When, How – Activity Sheet - http://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Five-Ws-and-How-Printable-Instructions.html
Activity
Sheet #2 - http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf
Who,
What, Where, Why, When, How – Slide Show and Activity - http://www.slideshare.net/jonesy2008/what-are-the-5-ws-presentation
Who, What,
Where, When, Why – Video - https://www.youtube.com/watch?v=vevPTvX1IKI
Article “More Chores, Fewer Allergies” by By
Zachary Humenik - http://www.timeforkids.com/news/more-chores-fewer-allergies/217436
6. How will
I open the lesson (motivation) and capture student interest?
Start with
discussing a well-known story that all of the class is familiar with e.g. “The
Three Little Pigs”. Students would take
turns participating in the reading of the story.
Identify the
5 Ws.
7. What
additional individual/team/full class activities will I use to help students
discover what they need to learn (suggest three)? If these are group
activities, how will student groups be organized?
A- We would watch the Who, What, Where,
When, Why, How presentation as a group.
B- We would discuss, as a group, the presentation.
C- We would watch the Who, What, Where,
When, Why Video.
D- We would discuss, as a group, the
video.
E- Individually, the students would
complete the Who, What, Where, When, Why, How, worksheet.
F- We would then revisit the story of “The
Three Little Pigs”, this time looking for the Who, What, Where, When, Why, and
How within the story.
G- Now I will introduce an article – “More Chores, Fewer Allergies” by By
Zachary Humenik
Using a “Close
Reading Process” we would
-
Read
through the article to get the flow from beginning to end.
-
Read
through the second time, this time students are annotating it in several
different ways by circling important and unfamiliar words.
-
Then
they write the gist for each section or paragraph in the margin. Go through section by section and try to
understand paragraph by paragraph.
Individually,
students will write a summary of what they believe is the gist/ main idea of
the article.
In small
groups they will share and compare their summaries – asking questions of
students in their group about their different opinions of what the main ideas
are.
Finally, as
a class we summarize the main ideas as interpreted through the What, Where,
When, Why, How process.
8. How will
I differentiate instruction with multiple entry points for diverse learners?
The reading
of the book “The Three Little Pigs”
and the article “More Chores, Fewer
Allergies” uses the Linguistic intelligence.
The video
and music contained in the video use the Musical and Visual – Spatial Intelligences.
The activity
sheet uses the Logical and Intrapersonal Intelligences.
The
individual written summary and the “Close Reading Process” use the Linguistic
and Intrapersonal Intelligences.
The small
group and entire classroom discussions use the Interpersonal Intelligence.
9. What
H.O.T. (Higher Order Thinking) questions will I ask to engage students in
analysis and discussion?
What other
materials might you build your house with?
What
allergies do you have?
What chores
do you do at home?
10. How will
I assess student mastery of the skills, concepts and content taught in this
lesson?
Informal Assessment is derived from the reading of the
story and article as well as classroom discussions.
Formal Assessment is derived from homework assignment
and text using an article to determine if the students can summarize the main
idea of an article using the 5 ws.
11. How will
I bring lesson to closure (summary questions)?
What are the
5ws?
What is
another question that could be added to the 5ws to help us think more about
certain topics? (How?)
12. How will
I reinforce and extend student learning?
Classroom
application/follow up
· Each student would write their own
story or article. They would then
exchange stories/articles and summarize the main idea of the story/article they
received. Finally they would discuss
their findings and compare with the author.
Homework
I would give
a different article to read and ask the students to list the 5ws and summarize
the main idea.
13. What
topics come next?
“How?” - The
forgotten question. We would discuss the
fact that sometimes it is possible and useful to include “How” to the 5ws to
expand on a summary.
Tomorrow?
Choose
articles where “How” would be applicable.
Day after?
Write,
share, and compare stories where the 5ws and “How” are applied.
14. How do I
evaluate this lesson?
Strengths,
Weaknesses, Areas to work on, Things to change
I evaluate
this lesson by looking at the responses from the students with each part of the
lesson. I am looking at what they
responded to most, what they responded to least, and what was most and least
effective. The answers to these
questions define the lessons strengths, weaknesses, areas to work on, and
things to change.
Here is the link to the same material on DropBox
Tim,
ReplyDeleteYour lesson plan is easy to read and follow. I like that you incorporated the close reading strategy to teach main idea. Very Nice!
Good job Tim! I did the 5 ws too. :) Love the 3 little pigs!
ReplyDelete