Professional Documents
Culture Documents
PA/Common
Core/Standards
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
DETAILS
CK
Kathleen Adler
English Language Arts
3rd Grade
3 days 40 minute class period
Comprehensionrequiresandenhancescriticalthinkingandisconstructed
throughtheintentionalinteractionbetweenreaderandtextinformationto
gainorexpandknowledgecanbeacquiredthroughavarietyofsources.
Howdostrategicreaderscreatemeaningfrominformationalandliterarytext?
Howdoesinteractionwithtextprovokethinkingandresponse?
Whatisthistextreallyabout?
Howdostrategicreaderscreatemeaningfrominformationaland
literarytext?
Whatisthistextreallyabout?
Howdoesinteractionwiththetextprovokethinkingandresponse?
C.C.1.2.3.A. Determine the main idea of a text;
recount the key details and explain how they support
the main idea
C.C.1.2.3.B Ask and answer questions about the text
and make inferences from text; refer to texts to support
responses.
C.C.1.2.3.C Explain how a series of events, concepts,
or steps in a procedure is connected within a text, using
language that pertains to time, sequence, and
cause/effect.
C.C.1.2.3.G Use information gained from text features
to demonstrate understanding of a text
C.C.1.2.3.H Describe how an author connects
sentences and paragraphs in a text to support
particular points.
C.C.1.2.3.I Compare and contrast the most important
points and key details presented in two texts on the
same topic.
BICS: Having mini stations to discuss thoughts about
the book and what they know about the culture that
Flat Stanley will be going to next.
CALP: Then having a lesson on China itself or any other
country that we will be talking. Nothing extensive just
main points about the culture and maybe some type of
food to go with it.
Inthisunit,studentswillexploreandcreatemeaningfromfictiontexts.
Studentswill:
makepredictionswhenreadingfiction.
makeinferenceswhenreadingfiction.
exploreandidentifytheuseoffactsandopinionsinfiction.
Objective: Learning about different cultures and making
connections to the students lives.
(DOK)
Formative &
Summative
Assessment
Evidence
A: Audience- Students
B: Behavior- Culture
C: Condition-Group work
D: Degree- To understand other cultures and how to
connect this to their own lives.
For students:
Still having a buddy to read with
Stopping once ever so often and write questions and
discuss what is going on in the story so they have an
understanding about what is occurring.
Going around and helping and pointing to key
vocabulary they need to know
Also ask Comprehension questions to make sure they
are grasping the story.
For ELL Students
Having a buddy with them while the short story
Stopping after each paragraph and having them answer
questions that they might have about the book they are
reading
Having them draw pictures of what is happening in the
book
At the end of the story you will have them create their
own flat self and so they can take them on an
adventure as well
Speaking: having them read aloud with their buddy and
taking turns between the readings.
Writing: Having the students use sticky notes to write
down questions and vocabulary words that they may
not be familiar with.
Reading: Checking understanding by having them point
to pictures of words and repeat the words with their
partners.
Listening: Observe as the students following the
directions and having them talk about the terms that
they have.
Family: Did their family live in Japan? What part? How
was your life in Japan similar to the stories adventures?
Also having your family share their experiences with
their children.
Culture: Have the vocabulary match with what their
culture had since the story is based in Japan include
different types of foods and even different historical
places, and even some Japanese words.
Going around and helping and pointing to key
vocabulary they need to know
Also ask Comprehension questions to make sure they
are grasping the story.
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
ELL Students:
Create Post it notes with their questions, that they can
discuss with their partner.
Videotaping their reading
Taking pictures of their flat self adventures
Providing a organizer and worksheet that will help to
them get through the assignment.
Also include the template to create their flat self.
Create a Listening Watch Center for ELL to hear their
video recordings so they know what they are saying.
SUPERVISING
TEACHERS
SIGNATURE
Explicit
Instructions
CK
Activating Prior Knowledge
Having the book correspond with their culture and
home.
Hook/Lead-In/Anticipatory Set
Teacher will give the instructions on what to do and
discuss the vocabulary with the students
ELL Students will repeat the vocabulary word back with
their buddy and also say what it would be in Japanese
Big Idea Statement
Teacher will have the students read aloud the Big
Idea on the board. Point to Big Idea on Board
Essential Questions Statement
Teacher will then ask essential questions for the
lesson. Then the teacher will response to the class
and provide assistance if needed. Having a
student in front of the class and pointing to the
words for other students to read will help with
learning the pronunciation.
Objective Statement
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
Concept
Closure
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection