Reading: Chinese New Year Fiction – Literary Elements

Teacher: Mrs. Elizabeth Martin, taught in Mrs. Aimee Porco’s Vernfield Elementary Class

Grade Level: 1st grade

Taught: Thursday, February 22, 2018

Reading:

I. Content and Standards: PA Standards Aligned System - Standard - CC.1.3.1.A

Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
II. Prerequisites:
a. Students had a lesson on “Readers can learn life lessons in a text” on Tuesday
of this week so we will be continuing our focus on this literary element.
b. Students began a unit on Chinese New Year yesterday and used non-fiction
texts to learn about the holiday, including the lucky money.
c. Students were introduced to the inner/outer circle cooperative learning technique
this morning during morning meeting so that they are used to this process and
how to make it function well within the group.
III. Instructional Objective:

Students will be able to find a life lesson within the text.

IV. Instructional Procedures:

Schedule:

i. “I” – I will read the book Sam and the Lucky Money by Karen Chinn
to the class.
ii. “We” – We will do an inner/outer engagement circle
iii. “You” – As students move into independent reading time, they will
bring an exit ticket to their spot. What was the life lesson in this
book?
iv. Closing at the carpet

a. “I”: To open the lesson, I read the book Sam and the Lucky Money to the class.
The objective of the lesson will be stated and mirrored: I can learn a lesson
from a text. Before reading the book, I tell the students that their job as I read is
to think about the literary elements we have been discussing for the past few
weeks – character, setting, BME, problem/solution – and to think about what
lesson the author may be trying to convey in this text.
Commented [EM1]: Domain 3a – clear directions;
objective is clearly stated, written and mirrored by students.
Commented [EM2]: Domain 3a – Students know exactly
what their job will be while I read; prior knowledge is
revisited and practiced, which shows how the content is
well-known.
 b. “We”: After we finish reading, I will set up the students in an inner and an outer
circle and ask them comprehension questions about the book. These questions
refer to the literary elements within a text and have them have a discussion with
their partners about what certain parts of the story are trying to teach us. They
will shift around and be faced with a new partner for each question.
c. “You”: I will tell the students that as they go into self read, I am going to give
each of them an exit ticket, where they should write what the lesson was that
they learned in the text. They will hand in their exit ticket and go into
independent read.
d. Close: To close the lesson, we will talk about how we felt that we met our target
for the day - I can learn a lesson from a text. We will regroup onto the carpet
and using Think/Share/Pair, we will discuss what lesson was learned from this
text with our partners and then as a whole class.
V. Materials and Equipment:
a. Sam and the Lucky Money by Karen Chinn
b. Exit tickets
VI. Assessment/Evaluation:
a. Summative assessment will be performed during the independent written exit
ticket activity, noting if students are correctly identifying the life lesson from the
text.
b. Formative assessment can be heard as students discuss the text in the
inner/outer circle method.
VII. Differentiation: Individualized Activities:
a. The student with Learning Support can benefit from support from his Instructional
Assistant as he pairs with his peers. She will also be present to help aid the
discussion between him and his peers.
Commented [EM3]: Domain 3a, Domain 3b, Domain 3c,
Domain 3d, Domain 3e
Students are engaged in an activity that was practiced during
Morning Meeting to get used to the structure. Higher order
thinking skills are elicited, which is a formative assessment
of learning.
Commented [EM4]: Domain 3b, Domain 3c
Cooperative learning with partners is used to ensure total
participation. Students are continuously engaged in learning.
Commented [EM5]: Domain 3d – exit ticket assessment.
Commented [EM6]: Domain 3a, Domain 3b, Domain 3c,
Domain 3d, Domain 3e
Students are actively engaged through Think/Pair/Share.
Higher level questioning is used to elicit student-led
learning. This is a formative assessment of learning. Any
teachable moment can be seized upon as lesson ideas are
shared.
Commented [EM7]: Domain 3d -formative and
summative assessments that measure the objective and if it
was met.
Commented [EM8]: Domain 3c, Domain 3b, Domain 3d
Differentiation of activities ensure student participation and
meets the student at his Zone of Proximal Development
while still participating in the whole-class activity.