Wonders Groups Lesson

Teacher: Date:
Kristi Murakami November 13, 2015
Class: Level:
Language Arts Third Grade
Purpose: [Reason for teaching this lesson.]
The purpose of this lesson is to engage students in finding author’s point of view and
demonstrate understanding of a text, referring explicitly to the text.
Objectives: [What are the expected student outcomes?]
Students will be able to…
 Read an expository text and determine what the author’s point of view is using clear
evidence from the reading
 Better understand prefixes

Common Core Standards: [What are the Common Core Standards to be addressed?]
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.

3.RI.6 Distinguish their own point of view from that of the author of a text.

GLO’s: [List the relevant General Learner Outcomes addressed]

GLO 1: Self-directed Learner
GLO 2: Community Contributor
GLO 4: Quality Producer
GLO 5: Effective Communicator

Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard 1: Learner Development
Standard 2: Learning Differences
Standard 3: Learning Environment
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 6: Assessment
Standard 7: Planning for Instruction
Standard 8: Instructional Strategies

Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]

Wonders Assessment: Unit 2: Week 3

(See Attached)

Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Wonders Reading/Writing Workshop Textbook
2. Student Group Work Packet
 3. Station Information Sheet
4. Simile Cards
5. Pencil

Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]

Wonders Groups will consist of two days. In one day, students will complete two stations.
There are a total of four stations. One of the four stations will be a teacher-guided group.

Prior to starting the lesson:

 Set up all four stations
1. Station 1: Author’s Point of View Graphic Organizer (Teacher – Guided)
o Wonders Reading/Writing Workshop Textbook (6 total)
2. Station 2: Powerful Prefixes
o Instruction Sheet
3. Station 3: Wonders Express Yourself (From Wonders Practice Book Pg. 73 –
75)
o Instruction Sheet
4. Station 4: Connect Me Similes
o Instruction Sheet
o Similes Card

a. Introduction (5 – 10 minutes)
Let students know that we are going to be doing groups for wonders. Inform them that you will
excuse them to the carpet area in their groups. Call groups to the carpet area (Groups go from
A - D. Once all the students are on the carpet area, go over the 4 stations there will be going to.

Inform the students where each group is going for the first round (After each round, inform
them of their next station) Remember: Each round is 20 minutes each.

Teacher- Connect Me Express Powerful

Gr. A
Guided Simile Yourself Prefixes
Powerful Teacher- Connect Me Express
Gr. B
Prefixes Guided Simile Yourself
Express Powerful Teacher- Connect Me
Gr. C
Yourself Prefixes Guided Simile
Connect Me Express Powerful Teacher-
Gr. D
Simile Yourself Prefixes Guided

b. Developmental (45 minutes)

Station 1: Author’s Point of View Graphic Organizer (Teacher – Guided) Students will be
filling out an author’s point of view graphic organizer for the reading Every Vote Counts. The
teacher will ask guided questions about the text to get the students to identify the main details.
Once they have completed filling out the three main details, the students will identify the
author’s point of view.

Below is how the chart should be filled out:

Station 2: Powerful Prefixes
Students will work with partners (or groups of three) to understand prefixes and find them
within texts.

Extension to this station if students finish the first part before 20 minutes is up:

Station 3: Wonders Express Yourself (From Wonders Practice Book Pg. 73 – 75)
Students will do page 73 – 75 independently in their Wonders Practice Book.

Extension: Answer the following questions: 1. Write a paragraph about what you learned in
Express Yourself. 2. How will I use what I learned to help make the government work?

Station 4: Connect Me Similes

Complete the sentences with the given simile phrases. You must also draw a picture to
illustrate your simile.
The phrases are the following:

c. Concluding
At the end of each day (after two cycles), you will remind the students that they must complete
their stations if they were not able to finish it during the 20 minutes.

Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and

extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
Extensions:
For station 2:

For station 3:
Extension: Answer the following questions: 1. Write a paragraph about what you learned in
Express Yourself. 2. How will I use what I learned to help make the government work?

Management Considerations: [Include descriptions of planned actions to address behavioral

considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]

During this lesson, students will work as a whole class as well as independently. Behavior
monitoring will be enforced throughout this lesson:
  Whole Class Monitoring:
o Students know: No talking when teacher or another student is talking
(respect each other). Raise hand to answer a question.
o Letters on the board spell out: R E W A R D
 When class disrespects one another with talking out of turn, letters
are taken down. Class knows if all the letters are down at the end of
the day, they will receive a consequence. If all letters are up at the
end of the day, they will receive an award.
 Individual Monitoring:
o WORB (Working on Responsible Behaviors) Board: Class is continuously
working on responsible behaviors throughout the day.
 Student names are placed on the WORB board when they are not
demonstrating responsible behavior throughout the school day.
 If a student goes the whole week without their name being put on the
WORB board, they are considered a star student and receive a
reward the following week.
All students fill out a WORB report at the end of the week to get signed by their parent or
guardian

Other management strategies:

1. Silently wait for students to pay attention
2. Write names on the board if they are not paying attention (If a check goes by their
name, their name goes on the WORB board)
3. Call on students who are not paying attention

Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]

This was the second time doing small groups for Wonders. It was much more successful than
the first round of Wonders groups. In the first round, the students were doing the Wonders
groups for the first time. They were not familiar with the procedures. This second time of
doing Wonders groups, students were much more familiar with the expectations and the
procedures.

Although the procedures and expectations were more familiar to them, they still need a lot of
work on their teamwork skills. They have a hard time working effectively in a group. The best
way to improve the Wonders groups is giving them more and more opportunities to practice
and build on their teamwork skills. I will need to continue emphasizing how to collaborate
effectively, how to compromise when ideas are not all in sync, and how to avoid or solve
problems when they occur. This will also help each station in the lesson be more effective.