Day 1 Grade: 3 Subject: Language Arts Standard: Key Ideas and Details Objective: Determine central ideas or themes

of a text and analyze their development; summarize the key supporting details and ideas. Teacher: Kara Norris TIME
Introduction to lesson/Transition Pre Assessment: 9:00 a.m. 9:05 a.m. Modeling 9:05 9:10 Reading/Group/Individual/Teacher lead Lesson continuedIndividual iPad/website learning game Transition Post Assessment Differentiated Instruction

PLANS:
Read the following poem to the class: Wynken, Blynken, and Nod by Eugene Field, 1889. This poem is hard to understand, and it will be read quickly, without pausing for questions. After I have read the difficult poem I will ask the students if they can tell me anything they may have understood about the poem. I will gather their answers on the board. I will read back through the poem slower, discussing each lines meaning, modeling comprehension by dissecting each line. Students will now have the opportunity to through the poem individually to break each line down so the meanings we discussed will register. Kids will have 15 minutes to use their iPads to learn more about poetry here: http://www.poetry4kids.com/modules.php?name=Games&op=display_game&game=WordBalloon While students are working on their iPads, I will work with students who have written down in their learning journals questions they have during the lesson. After 15 minutes I will ask the students to put away their iPads and return to their desks and get out their learning journals. As a group we will create a numbered list of five things we learned about poetry, deciphering meaning from written works, or about Wynken, Blynken, and Nod. Students will jot down questions they have about the poem, reading, or lesson in their learning journal. I will work with them on questions during the iPad interactive time, and they will have free time at the end of the day to bring their journals up to speak with me about their questions for help. Students will be asked to come up with a poem that is three to five lines and has hidden meaning.

Home Assignments

Grade: 3 Subject: Language Arts Standard: Craft and Structure Objective: Assess how point of view or purpose shapes the content and style of a text. Teacher: Kara Norris TIME
Introduction to lesson/Transition

Day 2

PLANS:
I will read a poem that I have written to the class and ask them to answer the question at the end. Poem: I leave my warm surroundings as winter bites my ear. I see the golden harvest end, and snow will soon be here. To go as far as I will go would tire out many a man. But I will soar above the trees and return when they begin to tan. Question to my class: What/Who am? As a group we will discuss each line to find the meaning. Who/what am I? Together we will find the answer; A bird migrating south for the winter. I will discuss how each line of my poem could have a different meaning. I will come up with meanings that were not discussed. Example: Line 1: I leave my warm surroundings, as winter bites my ear. What else could this mean? Teacher answer; the first line of the poem could be referencing a snow tire that has been sitting on the shelf of a warm garage all summer, and now will be called upon for use. Students will gather in groups of two. They will take ten minutes to read each others poems that were written the night before as a home assignment. They will write in their learning journals to

Pre Assessment: Modeling

Reading/Group/Individual/Teacher lead

Lesson continuedIndividual iPad/website learning game Group Discussion

Post Assessment

Differentiated Instruction Home Assignments

give their personal meanings of each of their partners poems, writing the meanings they come up with line by line. Students will visit the website: www.funbrian.com. They will click on and play the game, mad lib. They will need to take their learning journals to write down three new verbs, adjectives, nouns, and pronouns for use in their home assignment, to better enhance and enrich their poems. We will gather together as a group to discuss the group assignment done with partners previously in the lesson. I will ask for volunteer partners to read their poems, and the other to read the list of the meanings they came up with. We will discuss each meaning as a group, and work together to come up with alternative meanings from volunteers. Then the partner who originally wrote the poem will reveal the true meaning of their poem. I will ask the students to get out a piece of paper and take out their learning journals. They will each take one word from the list they gathered on their interactive game and write two complete sentences that have different meanings, using the word. For example: The word Hollow can be an adjective, noun, or verb. Students will have the opportunity during iPad game time, or at the end of the day bring their learning journals to me for questions and one-on-one time. Take the word list that was gathered from playing the iPad Mad Lib game and choose five words from it. Write two different poems using the same five words, but that are completely different, and have different meanings.

Day 3 Grade: 3 Subject: Language Arts Standard: Integration of Knowledge and Ideas Objective: Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.

Teacher: Kara Norris TIME

Introduction to lesson/Transition

PLANS:
I will introduce this lesson by discussing how sometimes there are two sides to every story. Science has different theories that can be tested, and sometimes proven one way or another. Sometimes we read a story or poem and it has different meanings for different people. History often is not left up to interpretation because it is recorded; however, sometimes even history has different meanings for different people. Can anyone think of an example of a book, scientific theory, or historical even that may have different meanings for different people? We will discuss some of the answers given to the introduction question. If there are differentiating opinions on subjects that are brought up by the students I will ask each to take a minute to discuss their sides. I will discuss with the class the story, Puss and Boots. I will tell them that when I was young I thought the moral of the story was to treat all animals with respect, because I loved cats when I was young. I will read this short story to the class and explain that as I got older and read the story again, I saw the deeper meaning, which to me was that not everything we are given or own is useless, and people should not quickly discount everything that we might, at first, deem useless. I will ask students to read back through Puss and Boots in small groups of three. I will ask the groups to work together to come up with three good morals of the book, and three things they think were not a good moral to learn. For example; a moral might be to not envy our siblings. A part of the story that would not be a good moral, or lesson to learn, would be to lie, like Puss does to the people by telling them they need to tell the king that his master owns the land. Students will use their iPads and go to: http://pbskids.org/lions/stories/ They will choose from one of the 13 stories. After reading through the short stories they will use their learning journals to create an alternative ending to the story that changes the meaning/moral of the story. For example; The Little Red Hen alternative ending could be that the hen forgives her friends for not being helpful and they all share the bread she baked. I will ask for a few volunteers to read their alternative endings. We will discuss as a class the implications of the endings. For example, if the little red hen had given her bread to her friends, even though they did not help her make the bread, would her friends learn a lesson of friendship and forgiveness, or would they still not be willing to help next time and expect bread? Group discussion will be the post assessment for this lesson. Students will have the opportunity to write things in their learning journal that they do not understand or have questions on. They will have an opportunity at the end of the day, or during iPad activities to come to me one-on-one for help. Students will be given the book; The Civil War for Kids by Herbert, J,(1999). They will be asked to begin reading this book with an adult for 30 minutes that evening.

Pre Assessment: . Modeling

Reading/Group/Individual/Teacher lead

Lesson continuedIndividual iPad/website learning game

Group Discussion

Post Assessment Differentiated Instruction Home Assignments

Day 4 Grade: 3 Subject: Language Arts Standard: Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity Objective: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. By the end of the year, read and comprehend literature, including stories, dramas, and Poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Teacher: Kara Norris TIME

Introduction to lesson/Transition

PLANS:
I will put a blue paper and a gray paper on opposite ends of the room and ask the students to go stand beside the color that appeals to them most. After they have chosen blue or gray, I will inform them that if they chose gray they are the south, and fit hey chose gray they are the north for the duration of the book we will be reading at home and school, The Civil War for Kids, Herbert, J.(1999). I will explain to them that they should listen to this book as we read, they read, or it is read to them, and think about their characters from the side they are on. The book tells both sides of the story from different characters perspectives, and they are to Get into character, and try to put themselves in the position of their chosen sides. We will discuss the 30 minutes of reading they did last night. I will ask the students to give me a summary of what they read. If there are already different views on how events took place, who was at fault for the first battles, etc. we will make a chart of the board labeled, North and South and list their summaries in bullet list format. I will read an introductory paragraph to the days reading, based on my own summary of the book. I will do this first from the perspective of the south, then the north. We will begin the reading. Because this book is long and we are pressed for time to complete it, I will read the book to the class, reminding them to pay attention to their own sides of the stories. I will provide a premade hand out with a graphic organizer designed for each of their sides to take notes on. Students will have an opportunity to visit the following website for more research: http://www.civilwar.org/education/students/kidswebsites.html During this time I will work with anyone who has written follow up questions in their learning journals, or who needs one-on-one assistance. No group discussion today. Students will write a letter home to their loved ones, in the character of the side they are on, gray or blue. They will summarize in a few lines the events of the war they have been involved in so far. Students will have the opportunity to work one-on-one with me for help with their letters, or answers to their questions. Students will be asked to read with an adult at home for 30 minutes. They will read the book we are reading in class, The Civil War for Kids, Herbert, J. (1999).

Pre Assessment:

Modeling 9:05 9:10 Reading/Group/Individual/Teacher lead Lesson continuedIndividual iPad/website learning game

Group Discussion Post Assessment Differentiated Instruction Home Assignments

Day 5 Grade: 3 Subject: Language Arts Standard: ion of Knowledge and Ideas
Range of Reading and Level of Text Complexity Objective: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. By the end of the year, read and comprehend literature, including stories, dramas, and Poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Teacher: Kara Norris TIME

Introduction to lesson/Transition

PLANS:
I will read the beginning paragraph from a letter written by a brother, James Campbell, a Union soldier during the Civil War, to his brother, Alexander Campbell, who was a Confederate soldier.

Pre Assessment: Modeling Reading/Group/Individual/Teacher lead Lesson continuedIndividual iPad/website learning game Group Discussion

The letter was written by James after both brothers fought each other in the Battle of Secessionville Students will take the time now to write a short reply to James from Alexander. Students are free to write what they chose, and can work together if they desire. I will read my own short reply letter to the class, which I had previously written. In the letter I will discuss how the war means different things to both of us, but that we are brothers who look forward to the day we will be reunited as one country, and a family. We will finish the book we have been reading. I will read the book to the class to start, then I will assign different students to read a part of a character in which they chose on the first day of the reading, gray or blue. Students will go to the website to view virtual tours of homes during the civil war, government houses, mansions of the times, and civil war relics. http://www.teachingushistory.org/tours/VirtualTours.htm We will break into our two different sides, with a line in the middle. I will call this our last battle. Each side will elect a representative to come forward and end the war by taking turns to discuss their sides, using five key points each. For example, the representative from the north might say, We want our country to be a union again, and we want all men/women to be free. The south might say, We want all men/women to be free as well, and we are ready for peace. Students will take a ten question test that covers the names of two battles discussed in The Civil War for Kids, Herbert, J. (1999). The test will ask the name of the President during the Civil War. The test will ask the students will be asked to write a short paragraph at the end of the test to describe what it felt like to be opposing some of the class during this reading. Students who need help with this test can take a verbal test while classmates are visiting the virtual website. Finish the reading on your own if you did not get through it.

Post Assessment

Differentiated Instruction Home Assignments