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    T3-Artifact 3

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    T3-Artifact 3

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    api-200821541
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    628 views1 page

    T3-Artifact 3

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    api-200821541

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    PPAT Task 3: Artifact #3 Shared Reading The Little Yellow Chickens House Spring 2014

    Mathews Elementary Skipper (CT) Hardin (LU)

    Gregorie

    Teacher Candidate: Gabrielle Gregorie Subject/Grade: ELA/Grade 1 Learning Objectives TSWBAT:


    Lesson #: 3 Date and Time of Lesson: March 25th - 9:00 a.m.

    Describe the characters, setting problem and solution in The Little Yellow Chickens House (TLYCH). Compare and contrast the adventures and experiences of the characters in TLYCH.

    Alignment with Standards:


    Common Core Standards English Language Arts: CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

    Developmental Appropriateness or Cross-curricular connections:


    Students have read about Little Red Hen, LYCs grandmother, and are familiar with the characters and enjoy their stories. Students are familiar with the format of their daily seatwork and the organizers used for shared reading assignments. Students will complete work on their own to determine what they know without guidance or prompting throughout the lesson.

    Accommodations for Focus Student 2: Students will participate in whole group discussion comparing and contrasting the characters in TLYCH. Together the class will brainstorm ideas to create a Venn diagram of the stories characters. Students will easily think of ways that the characters adventures and experiences are different, but it will be more challenging to think deeper about ways that the characters adventures and experiences are the same: ex. They both needed something. LYCneeded help building a house and his friends needed a place to go when it began to rain. Focus Student 2 will be prompted to think on a higher level and scaffold understanding amongst other students during student turn-and-talk discussions. This will modify the whole group instruction to accommodate the higher achieving students, like Focus Student 2. Assessment(s) of the Objectives:
    Lesson Objectives Assessment of the Objectives Pre: On the day prior to the lesson, students read the story The Little Yellow Chickens House. Before reading the students made up motions for too hot, go away, and come again another day. Students read along and acted out their motions when it appeared in the text. After reading, students independently filled out a fictional text story organizer: title, characters, setting, problem, and the solution of the story. The students completed organizers will be used to Use of Formative Assessment The assessment data on the Shared Reading lesson plans th th March 24 28 will be used to guide the planning for Shared Reading the following week. It will allow me to determine which standards/topics need to be focused on and reviewed, and what concepts the students have mastered.

    TSWBAT:
    Describe the characters, setting problem and solution in TLYCH (RL 1.3). Compare and contrast the adventures and experiences of the characters in TLYCH (RL 1.9).

    Artifact #3: Lesson Plan (pg.1) Modified/Adapted for Focus Student 2

    pg. 1

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