Week Eleven Assignment Three

Mini Lesson One

(The Three Little Pigs)

Description of Lesson:

Students will listen to the story, The Three Little Pigs. After listening to the story, students will work together in groups of three or four to complete a Cause and Effect chart using specific details from the story. Each group will receive their own copy of the book for comprehension purposes. Once each group had finished their Cause and Effect chart we will work as a class to create a class Cause and Effect chart using the SmartBoard. Students will discuss briefly about what they learned when creating their chart and ways to improve their comprehension using the chart.

Standards Addressed:

ü      Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

ü      Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

ü      Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

Step-by-Step Procedure:

1)      Students will join the teacher on the reading carpet to listen to the story of The Three Little Pigs.

2)      Students will get together into groups of 3-4 and complete their own Cause and Effect chart.

3)      Students will briefly discuss what they learned in their group and what details they used to determine what the causes of the story were and the effect occurred.

4)      Students will work together to create a class Cause and Effect chart.

5)      Students will choose from a list of three stories including, Goldilocks and the Three Bears, The Boy who cried Wolf, and Jack and the Beanstalk.

6)      Students will read the book that they have chose for homework and complete their own Cause and Effect Chart that will be collected the following day.

Adaptations:

            Larger print text will be available to students who have visual impairments. Audio recording will also be provided for students with disabilities.

Homework/Extended Learning:

Students will choose from a list of three stories including, Goldilocks and the Three Bears, The Boy who cried Wolf, and Jack and the Beanstalk. They will read the book that they have chose for homework and complete their own Cause and Effect Chart that will be collected the following day.

Mini Lesson Two

(Snow White and the Seven Dwarfs)

Description of Lesson:

            Students will listen to the story Snow White and the Seven Dwarfs. After listening to the story, students will work together on the reading carpet to successfully complete an Idea Web. Students will decide on a specific idea that they can all agree would be the main point of the story. With the use of open-ended questions and guided questions, students will slowly branch out different ideas for their idea web. After the Idea Web is complete, students will return to their seats and write approximately one to two paragraphs about how the Idea Web helped them understand the story and how they came up with the ideas for the class Idea Web. Students will share their reflections with the class. As a homework assignment, students will create their own Idea Web by putting their name in the middle and branching out different things about themselves that the class might not have known.

Standards Addressed:

ü      Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

ü      Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

ü      Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

Step-by-Step Procedure:

1)      Students will get together on the reading carpet in order to listen to the story, Snow White and the Seven Dwarfs.

2)      Students will participate in a class discussion about what the main idea or main point of the story was.

3)      Students will continue to discuss various ideas that branch off of the main idea that they came up with earlier.

4)      Students will support their answers with specific details from the story.

5)      Students will return to their desks and write approximately one to two paragraphs about how the Idea Web that the class created helped them understand the story and how they came up with their ideas for the different branches.

6)      Students will write their name in the Idea Web and complete their own Idea Web for homework about what the class may or may not have known about them.

7)      Students will share their Idea Web the following day.

Adaptations:

            An example of an Idea Web will be shown to students who are having difficulty coming up with their own different branches of ideas. They will be able to use the guided Idea Web to show their parents at home so that the parents will know what is to be expected for homework.

Homework/Extended Learning:

            Students will create their own Idea Web with their name and fill in different things about themselves that others may or may not have known. They will share their Idea Web the following day with the class.

Mini Lesson Three

(Frederick Douglass)

Description of Lesson:

            Students will have just finished learning about Frederick Douglass and his influence on the Civil Rights Movement in their history lesson. Students will be grouped into pairs based on their ability level in history-related content area and will be given a short biography about Frederick Douglass. A short preview of what a Timeline chart would be expected to look like when finished will be shown. This preview will include a timeline of how the students spend their normal day in my classroom. (Students enter class, students take out homework, students copy down notes on the board…etc) With the use of a Timeline, students will work together to try and piece the different parts of Frederick Douglass’ life in chronological order. After each pair has finished their Timeline chart we will share our ideas about the important events that occurred in Frederick Douglass’ life.

           

Standards Addressed:\

ü      Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

ü      Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

ü      Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

Step-by-Step Procedure:

1)      Students will be grouped into pairs based on history-content level ability.

2)      Students will follow a demonstration about how to use a Timeline chart.

3)      Students will read together a short biography on Frederick Douglass and his influence on the Civil Rights Movement.

4)      Students will work together to complete a Timeline chart about the important events that occurred in Frederick Douglass’ life.

5)      Students will participate in a class discussion about which events they believed were significant in Frederick Douglass’s life.

6)      Students will write in their history journals for homework about their experience with using a Timeline chart and how it can be useful for different types of projects.

Adaptations:

             Students with visual impairments will be given larger print text to read. Students with disabilities will also be given an alternative worksheet that will specifically outline how the Timeline chart should look when finished.

Homework/Extended Learning:

             Students will write in their history journals about their experience with the Timeline chart and how it can be useful for different types of projects. Their journals will be checked the following day.