2030: A Day in the Life of Tomorrow's Kids
- Author: Amy
Zuckerman and James Daly
- Topic: Realistic
Fiction
- Grade Level: 3
- Common Core
Standard(s): CCSS.ELA-LITERACY.RL.3.3
- Describe
characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
- Lesson Objective:
Students will be able to identify characters and how they contribute to
the events (plot, climax, and conclusion) in a story through diagrams and
writing.
- Lesson Materials:
·
Computer
with internet
·
ELMO
·
Projector
·
Smart
board
·
Copy of
book for every student
·
Sequence
Chain sheet
·
Anchor
chart (vocabulary: technology and inventors)
Instructional
Lesson Methods and Assessment
Anticipatory
Set
1. I will pull up the picture of the book and
ask the children if we can predict what the story is about.
2. I will ask the students if they know what
technology is. The students should be able to come back with examples such as
phones, internet, computers, etc. I will then write on the vocabulary anchor
chart what technology is.
3. **If the students are stumped on examples
for technology I will play this video**
4. Once the students have done this I will
uncover the second word and ask them if they know what an inventor is. They
should respond with someone who makes new technology or things we can use. I
will ask them to give me examples. While they’re responding to these questions
I will write their answers on the anchor chart as well.
5. I will ask them if they have ever read a
book about inventors or technology. I will write the examples they give if they
have any on the anchor chart as well.
6. Then I will begin reading the story with the
children.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.1
Customize the display of information
The
children will see bullet points on the anchor chart, the students will have
their personal copy of the book, and the students will be able to see it on
the smart board. If it is too small on the smart board I will make sure it
can be zoomed in as much as possible. I will have a large print book
available for the children as well.
1.2 Provide
alternatives for auditory information
The
students will hear me read the story, they will have a chance to listen to
their classmates read, and also we will have an audio/computer voice that
will read parts.
1.3 Provide alternatives for visual
information
The children will be have a copy of the story and
they will be able to see it projected on the screen in bigger font.
2.1 Define vocabulary and symbols
The students will be introduced to “technology”
and “inventors” before we start the story. Any technology in the examples the
children bring up we will discuss so all the children are starting on the
same level.
3.1
Provide or activate background knowledge
I will ask the children what they know about technology and allow them to give examples. I will also provide the video of specific examples and definitions if they do not have the prior knowledge. |
4.1 Provide varied ways to respond
I will allow the children who don’t like to speak
in front of the class during the discussion to come up to the board and write
examples of technology that they know. I will also allow them to get out
their white board and expo marker or pencil and paper and write it down if
they don’t like to come up in front of the class.
5.1
Allow choices of media for communication
Students will be able to speak, write on the anchor paper, and write on their white boards if they would rather. |
Introduce
and Model New Knowledge
7. The students and I will be reading the story
together up until page 10 in class. The words that the children have questions
about we will stop and give them definitions. (if it gets excessive they can
highlight the word or write it down and we'll come back to it)
8. The children will popcorn read, I will read
some, and then I will play audio of the story.
9. After we have read the ten pages I will ask
the children to tell me the characters.
10. The children will stand up and read a
sentence of dialogue of the character they choose to tell the class about.
11. I will write the character names on the
board.
12. I will ask the children what events have
happened in the story. I will write the events that the children say on the
board as well.
13. We will discuss how these two things
(characters and events) are related.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.3
Decode text and mathematical notation
There will be an audio recording of the text. The children will have this available to them and it will be part of the way the students hear the text. |
5.2
Provide appropriate tools for composition and problem solving
The children will be able to experience text to speech software and an outlining tool of events (sequence chain) that happened in the story. |
7.2
Optimize relevance, value, and authenticity
The children will be able to relate to a young child with a skateboard and a dog. Many children in today’s time have these things. The children will be able to connect with the main character and things he finds. |
2.4
Promote cross-linguistic understanding
ESL and ASL students will have digital translators and dictionaries available to them.
2.5
Illustrate key concepts non-linguistically
The children who need visuals will have the diagram of characters and events. This allows them to see it in a different way. We will also have a list on the board for children who need to see it lined out. |
7.3
Reduce threats and distractions
The children who don’t like to speak in front of the class or be the center of attention will have the opportunity to write down their answers when necessary. |
Guided
Practice
14. I will then pass out the Sequence Chain sheet and ask the children what
they think is going to happen with the paper.
15. We will go over the character part of the
worksheet together. Once we all have the first character and we've discussed
how they contributed to the events in the story, I will ask the children to
fill in the event blanks. If the children would like another sheet so they have
paper per character I will give them one.
16. The children will begin buddy work.
17. The students will work together to find all the
characters in the story and figure out what even they helped contribute to.
18. As the children are doing this I will be walking
around the classroom doing informal observations to make sure the students are
understanding the concepts.
19. Once the students have gotten all the characters we've discussed and their events we will separate and go back to our individual
desks.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.2
Clarify Syntax and Structure
The children will learn the transition points of the diagram. We will discuss that each event leads to another. |
5.3
Provide ways to scaffold practice and performance
The children will be able to work alone, with a buddy, or maybe with a group depending on their level of comprehension. |
8.2
Vary levels of challenge and support
Some children will work in pairs, alone, or in groups depending on their level of support needed. |
3.2
Highlight patterns, critical features, big ideas, and relationships
The children will use the graphic organizer to see the relationships and key ideas.
3.3
Guide information processing
Sequential steps of instructions will be given along with a set specific set of steps for them to follow in order to answer the questions correctly. |
8.3
Foster collaboration and communication
This group time allows the children to mix their ideas and see what really the important events are caused by the main character. |
Independent
Practice
20. At their desks I will ask the children to pick one
character we've discussed.
21. I will then ask the children to get out two blank
sheets of paper.
22. On one I want them to write a list of traits of their
character with the corresponding page numbers.
23. The next sheet of paper I want them to answer why they
think their character did what they did to contribute to the event they caused.
24. I will write the questions on the board in a short,
yet explained wording so the children don’t feel as if they have to remember
everything.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.4 Support memory and transfer
The students will have the answers on their diagram sheet and they will just have to transfer that into cohesive sentences. |
6.2
Support planning and strategy development
The children will use one sheet of paper to line out the character traits and think through the details. This allows the children to have a break in the long-term goal of the writing. |
7.1
Increase individual choice and autonomy
The children have the ability to set up their papers however they choose. They can make the list the way it makes the most sense to them. |
8.1
Heighten salience of goals and objectives
Children will restate the initial goal of describing the characters and the contribution they have to the story. They will not be learning anything new by this point. |
Wrap-up
25. Once the children have finished their
rough draft of these two papers, I will ask them who wants to publish this work
and who wants to be finished.
26. The children that want to publish their
work will be given an opportunity to type up their work, draw a picture of
their character, and publish their work.
27. To wrap up I will ask the children to
present their findings to the class. If they don't want to present then they
may fill out their writer’s checklist and on the bottom write 1-3 sentences on
how they feel they did on this.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
6.1
Guide effective goal setting
The students will have the Writer’s Checklist to know what their work is supposed to look like and can set their goals accordingly. |
9.1
Promote expectations and beliefs that optimize motivation
The children will have the rubric and the writer’s checklist at their disposal to make their writing the best it can be. |
|
6.3
Facilitate managing information and resources
The checklist allows the children to utilize their resources and use them for the best possible writing they can achieve.
6.4 Enhance
capacity for monitoring progress
The wrap up involves the children standing up and presenting the information they have gathered in a comprehensive way. The children who don’t want to present need to self-evaluate on the bottom of the writer’s checklist. |
Assessment
Formative
(Informal – must be a written assessment)
28. I will grade the
children’s two sheets of paper that they turn in based off the rubric
|
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