SHARED READING

SEPTEMBER 21 25, 2015

Teacher: Grade: Date: Objective #

Charleen/Procto 2nd 05/17/17 Standard 2.4: Students will develop map skills by
r a) Locating the United States, China, and Egypt on world maps
b) Understanding the relationship between the environment and the culture of
ancient China and Egypt
I Can statement(s): I can identify the similarities and differences between ancient Egypt and China and apply them to a real-world
setting.

Type of lesson:
Whole group interactive writing lesson___X___ Whole group shared writing lesson_____

Whole group interactive read aloud lesson_______ Whole group shared reading lesson______

Cognitive Level:
Resources and Materials:
The students display a concrete operational level of thinking.
Egypt vs China cards (17)
Copies of word sort words

Copies of Venn diagram

China and Egypt signs

Slates and markers

PowerPoint of China and Egypt pictures
Assessment:
. The students will complete an exit ticket to
demonstrate what they learned and it will be used
to assess where they are at in their understanding.
Key vocabulary:
Climate- The kind of weather an area has over a long period.
Land- The solid surface of the Earth.
Environment- Surroundings
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Differentiation: For any student that is having difficulty understanding the content or needs a review, the plan is to address the during the independent
study activity and give them the guidance that they need.

Anticipatory The teacher will (TTW): Begin by standing at the door when the students come back from art class. As they walk
Set/Activate Prior in, give them each a little card that has a word on it relating to either China or Egypt. When they sit down make sure
Knowledge that they are all listening for instructions. Tell them that they must figure out whether their card relates to China or
Communicate the Egypt, show them where to go for which, and then tell them to stand up and go to that corner. Once they have all
learning target to settled to a side, ask if anyone wants to share what their card says. When the card that says, compass comes up, ask
students. Activate prior the students what type of resource that is to relate back to when they learned about resources. Once the students have
knowledge or provide shared have them return to their seats.
background The student will (TSW): The students will come into class and read what card they have. Once they are sitting
information. quietly and instructions are given, students will begin to think about which category their card belongs under, either
Review/introduce any China or Egypt. If they are having trouble identifying which one they belong to, instruct them to phone a friend.
skills, routines, and/or Once the teacher instructs students to share, they are expected to raise their hands and participate in the class
procedures. discussion.

Procedures/Direct TTW: Start by getting the students attention and asking them to take out their slates and markers. When they get
Instruction quiet, call on the tables that are ready and well-behaved to have a seat on the carpet. Once seated, display an empty
Provide input, Venn diagram on the promethean board. Tell students that we are talking about the similarities and differences of China
demonstrate/model, and Egypt. Ask them what we should label each side of the diagram, and what to put in the middle. Write with the pen,
check for if that doesnt work then use text boxes. Provide students with an example of what were putting in each section. Use
understanding. the climate as the first example. First do China, then Egypt. Next give an example of something that they both have in
What teaching moves common. Ask students to think of things that we could put under the China circle. Have them turn to a partner and
will you make? discuss. Next have them share what their partner said. Repeat the same process for Egypt, adding things to the both
What questions will column along the way.
you pose? What TSW: The students are expected to sit down on the carpet quietly and listen to the teacher. They will raise their hands
information do students and contribute to the class discussion and making of the Venn diagram. The students are also expected to share with
need? their shoulder partner what to include in the diagram. Full participation is expected of the students.
What vocabulary needs
to be taught?
How will the students
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interact with the

content of the lesson?

Guided Practice TTW: While we are creating a list of things to put on the board, have the students get with a partner and put their
Students work on slates together and share a Venn diagram paper to follow along with. Instruct them to be writing on their papers what
learning target, with they see on the board. Have them write down the answers when their classmates say something. Ask questions and
teacher support and tell the students to turn to their partners to discuss and write things down together, each take a column, and then both
feedback. do the middle.
TSW: The students are expected to cooperate with their partners and share a Venn diagram paper. Raised hands are
participation is needed from the students to keep the lesson going. Each pair should take a side of the paper to write
on and work with their partner to come up with answers in addition to the ones discussed and wrote on the board.

Independent TTW: Begin by pulling up the premade PowerPoint that includes images of China and Egypt. Instruct students to
Practice have their boards ready and tell them that they must write whether the picture relates to China or Egypt on their white
Students independently boards. Give them time to hold the boards up and ask a student to share what they put down. Repeat for each picture
practice and apply the on the slideshow and after the students have put up their answers for each picture, advance the slide for the next
skills/strategies picture.
introduced in whole TSW: They will listen for instructions regarding the activity. When the pictures come up on the board, they will
group instruction. silently write the answers down and hold them up when told. They are expected to participate and not share their
answers with their classmates.
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Closure TTW: Release students back to their seats by table. Once they get there, tell them to put their slates away, take their
Summarize knowledge pencils out, and hand them out the exit ticket that asks what one thing they learned today was and a quick multiple
that relates back to the choice section about items that go under either China or Egypt.
Big Idea, Enduring TSW: The students should return to their seats and put away their slates and markers. They will listen to instructions
Understanding, and on how to complete the exit ticket. Once they are handed the paper, they will start on it and work quietly to complete
Essential Questions. it. Once they finish have them read a book and wait for everyone else to finish. Once everyone is done, have a
Reflect on learning student collect them.
target with students.
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