FRIT 7737: Practicum Lesson

Melissa Broadway FRIT 7737: Practicum Experience Unit with Collaborating Teacher April 26, 2013

FRIT 7737: Practicum Lesson

Title of Unit

Sequencing & Comparing/Contrasting in Reading with Fictional Books

Grade Level

3rd 4 days

Standards: ELACC3RL9-Compare and contrast themes, settings, and plots of stories. ELACC3RL3-Describe characters in a story and describe how their actions affect the sequence of events. AASL Standards:
1.1.2

Use prior and background knowledge as context for new learning. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.6
1.1.9

Collaborate with others to broaden and deepen understanding. Seek appropriate help when needed. 1.4.4 Use information technology responsibly. 1.3.4
2.1.4 Use 2.1.2

technology and other information tools to analyze and organize information.

Organize knowledge so that it is useful.

2.1.5

Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.3.1 Connect understanding to the real world.
3.1.4

Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.2.3

Demonstrate teamwork by working productively with others.

3.3.5

Contribute to the exchange of ideas within and beyond the learning community.
4.1.1

Read, view, and listen for pleasure and personal growth.

4.1.5

Connect ideas to own interests and previous knowledge and experience.

4.1.8

Use creative and artistic formats to express personal learning.

4.3.2

Recognize that resources are created for a variety of purposes.

FRIT 7737: Practicum Lesson

Understandings: Students will be able to understand how to compare/contrast events in a story on their own. Students will be able to determine how characters actions can help define the story.

Students will be able to put the story in order as it happened after it is read to and discussed with them. Students will complete a Power-point presentation of the story that was read to them putting the story events in sequence.
Essential Questions: How do I identify story elements? How do I compare story elements between two texts? How do I determine the cause of the characters actions? How do story details help sequence the story?

Overarching Questions: 1. How does comparing and contrasting plots of stories help you to understand a story better? 2. What are your opinion on the various versions of the three little pig stories? 3. Having read stories by the same author what can you tell about the author and the stories that they write? 4. What are some ways to present a story to someone?

Topical Questions: 1. Which story have you heard the most with the three little pigs? Do you enjoy other viewpoints of the story? 2. When you read Where the Wild Things Are what were some different things in the dream than before? 3. After listening to the Pete the Cat book on CD what were your thoughts? Is it different than just reading the words in the book? 4. Which ways do you like presenting stories to someone?

FRIT 7737: Practicum Lesson

Stage 3: Plan Learning Experiences

Week 1

1. Do you like to read books? Have you ever read two different versions of a story? What are the differences of each and how do you determine that? 2. What is a good way to sequence the events of the story? What are some ways that you can present stories to a classmate? Key terms are introduced by the learning activities and performance tasks. Students will listen to fictional stories read aloud by their teacher and from their textbook. The story this week is (Tomas and the Library Lady). Every day the teacher and or students will read along from their Reading textbook. The teacher will be asking the students comprehension questions and key detail questions about the story. The teacher will always have the students sequence the story from that days lesson along with having them sequence the story from the previous day. The books will be The True Story of the Three Little Pigs, the original story of the Three Little Pigs, Where the Wild Things Are and Pete the Cat. The media specialist will be reading the Lucky Ducklings.

3 On the first day the teacher will read aloud two of the Pete the Cat books from the media center. The students will retell the events of the story in order as they happened in each book. If time allows students may also go to the Listening Center to hear the stories on CDs After doing so the teacher will display the Venn Diagram on Flip Chart to compare/contrast the themes as a whole class. Afterwards, the students will partner up and will tell each other a similarity and difference in the two Pete the Cat books. Assessment will be teacher observation of students during whole group and partner oral discussions.

4 On the second day the teacher will read aloud the original story of the Three Little Pigs and the True Story of the Three Little Pigs. After hearing each story the students

FRIT 7737: Practicum Lesson will retell the events of the story in order. After wards the students will watch The Three Little Pigs on YouTube. The teacher will then put the Venn Diagram up and the students will compare/contrast the plots as a whole group. Assessment will be oral discussion of classmates and class participation. 5 On the third day the students will listen to the story Where the Wild Things Are. Students will compare and contrast the setting before he dreams and the setting in his dream on a Venn Diagram on their own. Assessment will be Venn Diagram submitted by each child. Students were given websites to play some sequencing games. 1. On the fourth and last day students will be going to the media center to hear the media specialist read Lucky Ducklings aloud. As the story is read the media specialist will discuss how the book is fiction but based on a true story that happened in New York. There will be a map shown on the distance between the two states shown to the students. As teacher reads aloud the students will be inferring and participating in a group discussion. We will discuss sequencing as we read along and how it contributes to the plot. The students after having listened to the story will complete a Power-point project re-telling the story as they create their own slides. The students will also add in clip art, sounds, and variations of the slides. The teacher will assist the students as this is completed. Do you like using Power-point? Why or why not? 2. Would you like to present your presentation to a partner? 3. Is power-point a fun option to use while presenting a story? 4. What are the advantages of using Power-point over a paper/pencil book share or report? 5. Could you share your power point with students at another school or state?
As the lesson concludes the teacher will ask the students to give her some ideas on how they can put things in correct order. If the material is there in print or on the computer and they cant remember go back and re-read the information. Last but not least self-check or collaborate with a partner or group. Assessment will be class participation during discussion of sequence of events during story and completion of power point lesson of the story.

Resources: Pete the Cat Walking in my School Shoes (Eric Litwin) Pete the Cat I Love my White Shoes (Eric Litwin) The True Story of the Three Little Pigs (Jon Scieszka) The Three Little Pigs (Margot Zemach) Where the Wild Things Are (Harper Collins)

FRIT 7737: Practicum Lesson

Lucky Ducklings (Eva Moore) Student computers with Microsoft Power-Point installed

Venn diagram template

http://reviews.clubs2.scholastic.com/0041-en_us/9780545427807/pete-the-cat-i-love-my-white-shoes-book-and-cd-pack-reviews/reviews.htm http://www.youtube.com/watch?v=wXcccTEY6h4 http://www.quia.com/pages/sequencingfun.html http://www.netrover.com/~kingskid/108b.html

Analysis

The 3rd grade teacher, student teacher, and I sat down to discuss what we felt like the students would benefit the most from in Reading. 3rd graders havent officially had any previous state test scores such as the CRCT. They will be taking their first CRCT in April. The teacher and student teacher both said that their 3rd graders struggle with comparing/contrasting, and sequencing in stories. They have noticed that since the stories tend to get longer they sometimes forget key details or leave an important part out alltogether. The teachers also have classwork that theyve seen the students have problems with. They have noticed that once they start to compare and contrast they sometimes can even pull out some key details better and then that leads to putting the story together in the correct order. We discussed some ideas of how we could put a unit together and also keep their Reading story in their text to supplement it with. I told them that there were books that we could use that I was familiar with that would help to strengthen those skills. They also needed to be able to work with a partner or group to strengthen and have more confidence in their own skills. I was very excited to get started.

Reflection I really enjoyed this unit with the 3rd graders. They were strong in their Reading skills and were a lot of fun to work with. Several had not heard the Pete the Cat stories or the True Story of the Three Little Pigs when they were being read to. I loved watching the expressions on their face and listening to their reactions. They told me that that the story wasnt supposed to be that way. They did like how the wolf had a different viewpoint and

FRIT 7737: Practicum Lesson one student even commented how it was only fair that he gets some explanation in. The students worked well with their partners and groups as well. They would discuss ideas and then talk about how it made the story better. They also talked to me about how they presented book reports in their class. I told them that we would be able to use a different form of technology to retell a story. They liked having another option to complete a book report in especially since they could add in pictures and sounds. They also liked how they could change the background, fonts, and colors of the words in the slides on Power-Point. This assignment gave me the opportunity to see how collaboration plays an important role in the Instructional Partner role of being a media specialist. Together we can plan and teach students the various standards and skills that will continue to make them successful in the classroom.