OFFICIAL WSU LESSON PLAN FORMAT WINTER 2011 This is a detailed explanation of what your lesson plan should

include.

The following 3 points need to be thought about before you create your lesson plan. a. Important Facts: Needed are knowledge of the beginning, middle and end and sequence of events in the story The Three Little Pigs by James Marshall. b. Key Concepts: The concept of Truth is hinted at but not directly taught in the lesson. The concept of the lesson is to retell in sequence the story elements of grade-level narrative text. c. Skills students need for lesson and skills taught: Students need to be able to fluently read the story The Three Little Pigs and know the concepts of beginning, middle, and end of a story. I. Demographic Information: The following should be given: a. Student Teachers Name: Jessica Martin b. Grade Level: 3rd c. Subject: Language Arts d. School: Wayne State University e. District: Detroit f. Lesson Plan Title: The Three Little Pigs g. Physical Setting: Classroom/Computer Lab II. Objectives: SWBAT Participate on the concepts of beginning, middle, and end of the story the three little pigs Complete the Making Inferences graphic organizer from the text. Participate in the Fact vs. Fiction hunt in computer lab.

III.

GLCE R.IT.03-05.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.MT.03-05.01 self-monitor comprehension when reading or listening to texts by 3 - automatically applying strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and summarizing. IV. Teacher Procedure/Lesson Development: Describe in sequence of the lesson. Provide adequate detail so that the any observer can see how your lesson will develop. a. Introduction 1. Anticipatory Set: a. Students will be motivated and introduced to lesson by answering teacher guided questions, What do you think would happen to each pig? and What do you think happens to the wolf? b. Student attention will be gained by a picture walk throughout the book making inferences. c. This lesson is connected to the past experience by asking the students Do you think the wolf wills different techniques to take down the houses than yesterdays book? The teacher connecting the two books together. Learning Resources and Materials The Book classroom set: The Three Little Pigs by James Marshall Pencils White board Inferences graphic organizer Making Inferences graphic organizer overhead transparency Exit Ticket Crayons Computer lab Beginning, Middle and End graphic organizer Beginning, Middle and End graphic organizer overhead transparency Glue Construction Paper Scissors Tape Methods/Procedures (Lesson Development) 1. Essential Question: Can the students retell in sequence the story elements of the grade-level narrative text ? 2. Lesson Described in Detail Step-by-Step (This will be lengthy): I. Prepare all materials needed for implementation of the lesson.

2.

c.

II. Next, make your worksheet and activities III. Exit ticket with 4-5 sentences on what was to be learned during this lesson. ACTIVITY ONE I. Begin by gathering all students attention a) Boy and Girls, can any here tell describe what bricks are? b) Allow what students to respond c) Teacher will have a concrete example. d) Allow students 5 minutes to examine; touch and see what a brick feels like. e) Allow 5 minutes for a grand discussion. II. Next, introduce the book and allow for a second picture walk. Explaining to the students that the story is told from the pigs point of view. What do you think might happen to the wolf in this story? III. Ask the students to break up into their groups for book reading club (pre-arranged by teacher). IV. Teacher will pass out the book V. Students will read the book with group for about 10 minutes VI. Students will be able to complete their graphic organizer on inferences allowing about 12 minutes VII. Students who finish early will re-read story. VIII. Teacher will walk around with checklist as seen in appendix. TRANSITION I. The groups will verbally share their inferences II. Students will keep their inference worksheet as a reference for later use. ACTIVITY TWO I. Teacher will play the audio set that correlate with the book the three little pigs as the students silently follow along. II. Teacher will have a grand discussion on the concepts of beginning, middle, and end of the story and model next activity III. Students will independently then write in graphic organizer the concepts of beginning, middle, and end of the story the three little pigs IV. The students will cut out the three events and glue on to construction paper with an illustration allowing 30 minutes to complete. V. Volunteer students will then share their art work.

TRANSITION I. Student work will be displayed on bulletin board for whole class. II. Students will able to clean up any materials left out. III. Students will then gather materials needed for computer lab. ACTIVITY THREE I. Students will be reminded of what is acceptable behavior in computer lab. II. Students will sit in assigned seats in computer lab. III. Next, the teacher will model on smart board how to use the internet to explore factual information on pigs and wolves. IV. Students will then complete worksheet on facts about pigs and wolves. V. Allow students 20 minutes to find facts on pigs and wolves. VI. Students will then share their findings with the class in a grand discussion. VII. Teacher will walk around computer lab with checklist. VIII. The students will turn in fact sheet for grading. TRANSITION I. Students will complete exit ticket before heading back to the assigned classroom. One fact about pigs and One fact about wolves they learned today II. Please make sure all students turned in class work for grading. III. Verbalize the final book of the three little fish and the big bad shark by Ken Geist in unit will read tomorrow. 3. Type(s) of Teaching Described: a. Direct Teaching: Is seen in the lesson from teacher modeling before each activity begins. b. Inductive/Inquiry Teaching: Is seen in the lesson activities by allowing the students to make inferences. c. Cooperative Group Teaching: is utilized during most of the lessons activities. Activity one making Inferences and reading allows students work in small groups to complete the activities. 4. Strategy/ies Listed and Explained (Best Practices) such as: a. The first strategy used in this lesson is making inferences using a graphic organizer. b. The second strategy used is beginning, middle and end organizer. c. The third strategy is factual vs. fiction

5. Method of Practice: a. Guided Practice students will complete a fill in the graphic organizer worksheets to practice identifying beginning, middle, and end. To be completed in class with teacher proximity for help and support. b. Independent PracticeStudent will complete a Fact vs. Fiction worksheet. 6. Your RoleDescribe your role: a. Modeling: Teacher modeling will be done before all activities are asked to be completed. b. Facilitating: through teacher proximity to the students and by walking around the room during the activities and visually monitoring students using a checklist. 7. How Will You Implement Varying Perspectives? Varying perspectives are implemented during this lesson during the first activity and the conclusion when students share and discuss their inferences. Each student will come up with group inferences on what will happen in the story found in the text. 8. How Will You Integrate Across the Curriculum? Science can be integrated into this lesson by using given materials; string, cheese, marshmallows, etc. to try to build a stable house for a pig to live in without falling down. 9. Closure a. Students will complete exit ticket If you were a character in the story three little pigs what materials would you use to build your house from invaders like the wolf? b. The different learning levels of the students will be addressed by using visual-bricks, audio-tapes, guided modeling, group and independent learning throughout the activities. Accommodations/Adaptations 1. How will you monitor learning? a. Learning is monitored through observation checklist and questioning. 2. How you will give feedbackis it writtenis it verbal? a. Verbal: verbal feedback will be given during guided and grand grand discussions. b. Written: written feedback will be given in the form of a checklist rubric with comments on student work. 3. Does your evaluation match your objectives? a. Yes the evaluation matches the objectives because students are evaluated only on what is stated in the objectives.
V.

Teacher Reflectiondone AFTER teaching the lesson

Appendix

Displayed: Exit Ticket Worksheet Fact vs. Fiction Worksheet beginning, middle, and end Checklist

EXIT TICKET: Explain one fact about a pig or a wolf? _______________________________________ _______________________________________ _______________________________________ _______________ Written by:

Directions: Fill in the chart below about what is true about a pig compared to what is not true about a pig. Also, fill in what is true about a wolf and what is not true about a wolf. Compare this activity to the book we read in class the three little pigs

NAME:_____________________________

DATE:_____________

TRUE (Fact) Fact #1 Website Address: Fact #2 Website Address: Fact #3 Website Address:

NOT TRUE (Fiction) Fiction # 1 Page # Fiction #2 Page # Fiction #3 Page #

TRUE (Fact) Fact #1 Website Address: Fact #2 Website Address: Fact #3 Website Address:

NOT TRUE (Fiction) Fiction # 1 Page # Fiction #2 Page # Fiction #3 Page #

Directions: State what happens in each box as you read the story the three little pigs. Then with scissors cut each piece and glue onto construction paper with a detailed illustration to match each statement.

State what happens beginning of story.

Beginning

State what happens in middle of story.

Middle

State what happens in end of story.

End

Student Name:_______________________________ Date:___________ Checklist Student demonstrated listening skills Student demonstrated comprehension skills Student demonstrated respect during lesson Student completed worksheet-Fact vs. Fiction Student completed Exit Ticket Students completed worksheet beginning, middle, and end

Assessment: 3=Good; student completely understood activity 2= Satisfactory; student partial understanding of activity 1= Needs Improvement: student did not understand activity 0= Unsatisfactory; student did not complete any part of activity

Rubric: Did student participate throughout activities? 0, 1, 2, 3 comment________________________ Did student follow directions? 0, 1, 2, 3 comment_____________________

Did student complete exit ticket? 0, 1, 2, 3 comment______________________ Did student complete worksheets? 0, 1, 2, 3 comment_____________________

Did student show concept understanding? 0, 1, 2, 3 comment_________________ ADDITIONAL COMMENTS:

Teacher signature:_____________________________________________ Date:_____________