2. Library Context: Fixed X Flexible Combination Individualized Instruction
3. Lesson Context: (check one)
Stand-alone lesson X Lesson in a unit
Multiple lessons in a unit Indicate lesson order
4. Collaboration Continuum: (check one)
None Cooperation Coordination X Collaboration
5. Content/Unit: Persuasion/Ecosystems
6. Estimated Lesson time: 45 Minutes
7. Learner Characteristics & Implication to Lesson:
Insert Data about school her ( socioeconomic and ethnic makeup)
8. Instructional Objectives:
Unit Objective: Using the knowledge they have gained from library lessons and class work 1st grade students will be able to create an opinion piece on which animal from the book The Great Kapok Tree influenced the story the most.
Lesson Objective: 1 st Grade students will be able to identify the characters within the story and with support draw and/or write which animal they felt persuaded the man the most.
Literature Standards: CCSS.ELA-LITERACY.RL.1.3 With prompting and support, identify characters, settings, and major events in a story CCSS.ELA-LITERACY.RL.1.2 With prompting and support, retell familiar stories, including key details. CCSS.ELA-LITERACY.RL.1.10 Actively engage in group reading activities with purpose and understanding.
Writing Standards: CCSS.ELA-LITERACY.W.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Science Standards: 1-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. 1-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals
(including humans) and the places they live. 1-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
11. Library lesson: (Indicate step by step activity done in the library/classroom/computer lab that the LMS will be teaching/facilitating)
1. Teacher/ Librarian have already introduced persuasion through a prior read aloud lesson using the text Dont Let the Pigeon Drive the Bus
2. Teacher will bring students in for the library lesson. Students will start with a pre-reading activity. They will imagine themselves in the rainforest and will get a picture of a big tree. Teacher will use projector to display the image of a Kapok tree. A kapok tree. They will draw or write the animals they think are impacted by the tree.
3. We will talk about the rainforest and where the Kapok tree can be found. We will use the projector to display where the Kapok tree is found.
4. Then we will break into small 3 small groups. Each teacher/librarian taking a reading level. We will do previewing and questions throughout the story. Additionally, before the story takes place we will go over the vocabulary using a graphic organizer with pictures.
5. Students will be asked corresponding questions throughout the reading.
Beginning of the book questions: Predict what might happen in the story, why would the man want to cut down the tree, ask about the animals students see on the inside cover pages
Throughout the book: why did that particular animal want to save the tree, do you think the man will cut the tree down, what might happen next, what animal might we see next
End of book: Do you think the man made the right decision, what would have you done, does this happen in our current world
6. After students will get assessment sheet, choose one animal that was most influential and state facts of why they think that animal persuaded the man.
7. If students finish early they may receive a coloring sheet about the rainforest.
8. As a whole group we will come together and discuss who all the animals and plants in the rainforest are interconnected.
12. Justification for choice of Instructional Strategies and Research Models (if used)
Graphic Organizer (Vocabulary)- With a variety of learning levels it is important to scaffold thinking for students. Graphic organizers do this for the learner. It helps guide the thinking and ensures students are focused on the main ideas of the assignment.
Exit Ticket- This is an assessment tool that is informal but still allows librarian and teacher to guide student comprehension. We will identify which students are still having trouble with creating their own opinions and identifying persuasion.
Strategic Pairing- groups will be assigned ahead of time by teacher to ensure we have a mix of abilities and reading levels in each. This will help all groups are on task and finding the correct information our on their poetry categories.
13. Resources for Students (check all that apply): Online subscription database(s) xWeb sites X Books Reference Nonprint Periodicals/newspapers Other (list):
14. List of resources/materials used in this lesson Books- The Great Kapok Tree Website- http://passporttoknowledge.com/rainforest/main.html Projector-Used to display the websites graphic organizer- for vocabulary exit ticket- students identify the animal they think was the most persuasive
15. Justification for Selection of Materials and Resources:
Due to our limited time for the lesson it was imperative that we selected resources that students would be familiar with and would be easy to use. The graphic organizer is a tool students have worked with in the past and help the varied abilities structure their thinking. This will be useful for all learners and be a tool students can look back to throughout the unit.
16. Assessment (indicate how assessment will be conducted to evaluate the achievement of objectives - include instrument, rubrics etc.):
Lesson Objective- Students will complete the following exit ticket and librarian will use this to identify any learner misconceptions. After reading the story students will form an opinion and identify which animal was the most persuasive and they will create a graphic organizer about it. Additional lessons will be created to address misconceptions
The Great Kapok Tree Assessment Activity Draw a picture of the man in the story with the animal that you feel convinced him to change his mind. Underneath write which animal you chose and why that animal was the one who changed his mind. Animal Choices: Boa Constrictor Tree Frog Jaguar Porcupine Colorful Birds Monkeys Three Toed Sloth Anteater
1. Draw your picture of the man and ONE animal choice from above that you think was one that convinced the man.
2. What animal did you pick and why did you think that was the animal that changed the mans mind.
2. What animal did you pick and why did you think that was the animal that changed the mans mind.
The Great Kapok Tree : Vocabulary Organizer Word Definition Picture
Kapok Tree
A large tropical tree.
Pollination
How plants reproduce.
Canopy
A kind of roof formed by tree tops.
Understory
The plants growing on the ground under the canopy.
Amazon
A river in South America, it is the largest in the world.