Assignment #3: Collaborative Planning

Submitted By: Jayme Pia & Will Hall

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Animal Tracks; What do you see? Trophies Teacher Edition: 3-2 Trophies Story: Alejandros Gift

Submitted By: Jayme Pia & Will Hall T.Ed Pages: XXX CCSS: XXX

Summary of the Lesson Plan: This lesson will teach students to provide an opinion by utilizing background information. They will use their writing journals and Alejandros Gift to complete their assignment. A. Student Population: Grade Level: 3rd grade Skill Level: On-target Groupings: whole group and small group B. Materials: Trophies 3-2 Alejandros Gift

Writing Journal Pencil Chalk

C. Objectives: Common Core State Standard W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Learning Targets Knowledge Targets: Students must know that an introduction section includes background information as well as the clearly stated opinion statement. Vocabulary Organizational structure Relevant Text Student-Friendly Learning Targets Student Knowledge Targets: I know an introduction provides a purpose and background information about a topic. Student-Friendly Vocabulary Important Story or book plan

D. Procedure: 1. Prior to the days instruction, draw animal tracks on playground. 2. After reading Alejandros Gift a loud as an entire group students will be instructed to bring their writing journal and pencil to small groups, when it is time. 3. Class will take a walk as a group to discover animal tracks around the playground. 4. Students will be brought to the writing station in small groups.
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Lesson Title: Animal Tracks; What do you see? Trophies Teacher Edition: 3-2 Trophies Story: Alejandros Gift

Submitted By: Jayme Pia & Will Hall T.Ed Pages: XXX CCSS: XXX

5. Students will be given the following writing prompt: One day you find some animal tracks near your home, and you decide to follow them. Think about what animal made them and where they lead. Now write a story about the day you found some animal tracks and what animal you think made that track. E. Closure: Students will give their opinion verbally of what animal left the tracks, using the ticket to leave method. F. Assessment: Assessment Tool The students writing journals will be used as the assessment tool. What Is Being Assessed? Assessment is based on students ability to give opinion using background information. G. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? The easiest part of the lesson to teach will be teaching them how to state an opinion in their writing. Which part of the lesson do you think will be the most challenging to teach? The most challenging may be for students to actually justify what it is that they saw. What lesson or concept should be taught prior to this lesson? A lesson on introductions that mirror the standard should be taught so that they understand the writing prompt. How will you follow up or extend this lesson? Lesson could be extended by allowing students to collaborate on what tracks they saw, to see if there are difference in opinions. They would then be able to add to their writing prompt around what they thought initially and why changed their minds. What will you do for students who dont grasp the concepts? The writing assignment will be completed in small groups to allow for students to be able to ask additional questions and more time for clarification. Which part of the lesson, if any, do you think might need to change? I may need to change the way in which animal tracks are presented depending on the weather. When you were writing this lesson plan, what was the most difficult part? The most difficult part was to decide how we wanted to present the writing activities.
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