Instructional Goal and
Learning Objectives
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Instructional Approach
The type of learning will be varied. At first, learning will be teacher led and then it will transition to student centered with small group practice. Finally students will show their knowledge individually. The goal for the varied approaches of instruction is to improve writing using graphic organizers. The key to helping third graders write is to teach them to use organizers for planning writing and then give them opportunities to practice the skill. Graphic organizers are a pre-writing tool used to produce effective writing. Proper instruction of using organizers helps learners classify ideas and communicate more effectively. The only way to build fluency in writing is to practice writing and by using graphic organizers across all subject areas it gives students the tools to master content faster and more effectively. Allowing students an opportunity to practice writing in segments boosts confidence, motivation, and success.
Module Lesson Plan Outline
Introduction
The teacher will introduce the lesson as a continuation of the previous lessons using the class read aloud, Captain Underpants, and will explain that the focus will be identifying the main idea and supporting details on each chapter read aloud daily.
Activate Prior Knowledge
The teacher will review the previous lessons that compared and contrasted the characters of the read aloud, Captain Underpants, with the use of a Venn Diagram. Students will use prior knowledge to think critically about story characters while learning to determine the main idea and supporting characters in the daily read aloud.
The teacher will introduce the lesson as a continuation of the previous lessons using the class read aloud, Captain Underpants, and will explain that the focus will be identifying the main idea and supporting details on each chapter read aloud daily.
Activate Prior Knowledge
The teacher will review the previous lessons that compared and contrasted the characters of the read aloud, Captain Underpants, with the use of a Venn Diagram. Students will use prior knowledge to think critically about story characters while learning to determine the main idea and supporting characters in the daily read aloud.
Instructional Activities
Day one-The teacher will read the next chapter in the read aloud, Captain Underpants. After the reading, teacher will lead a discussion comparing and contrasting the characters (previous lesson). Then the teacher will discuss with the students how to determine the main idea and supporting details of the chapter. The teacher will then verbally give the summary of the chapter.
Day two-The teacher will read the following chapter in the read aloud, Captain Underpants. After the reading, the teacher will model identifying the main idea and supporting details using a graphic organizer on the classroom interactive white-board. Next, the teacher will model creating a summary of the chapter using Office 365.
Day one-The teacher will read the next chapter in the read aloud, Captain Underpants. After the reading, teacher will lead a discussion comparing and contrasting the characters (previous lesson). Then the teacher will discuss with the students how to determine the main idea and supporting details of the chapter. The teacher will then verbally give the summary of the chapter.
Day two-The teacher will read the following chapter in the read aloud, Captain Underpants. After the reading, the teacher will model identifying the main idea and supporting details using a graphic organizer on the classroom interactive white-board. Next, the teacher will model creating a summary of the chapter using Office 365.
Day three-The teacher will read the following chapter in the read aloud, Captain Underpants. After the reading, the teacher will place the students in small groups of heterogeneous grouping. Each group will be assigned to work together to determine the main idea and supporting details of the chapter. Together they will complete the graphic organizer using the Seesaw App on an IPad. Next, together they will write a summary of the chapter using Word in Office 365. Students will be given the assessment rubric to use as reference to self-reflect as they complete the assignment. If time permits, groups will share their final summary.
Day four-The teacher will read the following chapter in the read aloud, Captain Underpants. After the reading, the student will work individually to complete the interactive graphic organizer and use that tool to write a summary of the chapter using Office 365. They will be encouraged to use the assessment rubric as they work to create the summary. At the end of the assignment, students will complete a google survey to let the teacher know their feelings about using the graphic organizer to write about the main idea.
Day four-The teacher will read the following chapter in the read aloud, Captain Underpants. After the reading, the student will work individually to complete the interactive graphic organizer and use that tool to write a summary of the chapter using Office 365. They will be encouraged to use the assessment rubric as they work to create the summary. At the end of the assignment, students will complete a google survey to let the teacher know their feelings about using the graphic organizer to write about the main idea.
Analysis
Teacher judgement based on continuous discussions and teacher observation will be the primary forms of assessment during instruction. The group graphic organizers and summaries written on day 3 will be reviewed to determine if re-teaching needs to take place. Also, the student survey will let the teacher know how students feel about their performance. Final assessment of the skill will be following the completion of the lesson on Day 4. The intention is for the students to continue to use these skills in upcoming instruction.
Teacher judgement based on continuous discussions and teacher observation will be the primary forms of assessment during instruction. The group graphic organizers and summaries written on day 3 will be reviewed to determine if re-teaching needs to take place. Also, the student survey will let the teacher know how students feel about their performance. Final assessment of the skill will be following the completion of the lesson on Day 4. The intention is for the students to continue to use these skills in upcoming instruction.
Assessment Activities
Assessment Activity
A rubric will be given to the students to use when writing summaries as a group on Day 3. The same rubric will be used for final assessment after Day 4 of the lesson.
A rubric will be given to the students to use when writing summaries as a group on Day 3. The same rubric will be used for final assessment after Day 4 of the lesson.