EDU234 Lesson Plan Template Explicit Model 2013-2014 Name: Taurice Scott Date: 4/24/2014 Grade Level: 3rd

Class Period: Present day 10 Subject: Social Studies & Language Arts Lesson # & Title: Movie Day, Pocahontas Big Idea/Lesson Focus: Not all Indian Tribes are the Same Essential Question: Why are Native Americans different throughout the United States? Context for Learning:

3rd grade classroom at Knox elementary, 24 students. There are14 boys and 10 girls, four students are on IEPs and one student is an ELL.

Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice

Review Remediation/Re-teaching

Content Standards: CC.3.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the themes, settings, and plots of stories After completing the lesson, students will be able to use compare and contrast to name 2 new facts about Indian tribes.

Learning Objectives:

Academic Language (Academic Language Demands and/or Academic Language Objectives): Compare/Contrast; Fiction/Non-fiction; T-Chart

Instructional Materials and Support:

Movie Pocahontas, Indian Pictures, Paper, Writing Instrument, TV or Smart board with VHS, DVD, or other media player.

Prior Knowledge: Students are familiar with the terms same and different, but dont know how to compare and contrast.

Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons

Assessment(s) during the lesson: Only assess what was taught Describe your formative assessment process. 1. Students will use the method fist to five to assess how they are gaining the new knowledge being taught during the lesson, fist meaning they do not understand the terms at all and five fingers meaning they know exactly what is happening. Assessment(s) at the end of the lesson: Clear up misconceptions Describe your summative assessment process. 1. Students will participate a second time to the fist to five method to see if they began to understand after time. If there are students still confused at this point of the lesson, I will attempt another demonstration that they can relate to see if that route works better for those students.

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Before leaving for lunch every student will receive a unit checklist that goes in heir satchel. Students will check off all of the things that they have done during this unit and choose one piece of work that they liked the most. Once they have chosen their work hey will write a paragraph on why the picked it and why it is the best work in their satchel.

Post-Assessment for the unit: Assess all that was taught in the unit

Strategies & Learning Tasks Introduction/Opening: 1. I will start off the class with two 30-second clips on Indians, one will be in cartoon form and the other will be an actual real Indian clip. 2. After the clips are finished I will ask what was the same and what was different about the videos. 3. The kids will give out multiple answers and thats is when I will begin to talk about the new terms that we will be learning today. 4. Today we are going to learn and practice new terms, Compare & Contrast and Fiction & Non-Fiction. Explicit Presentation: 1. I will hang the 2 different Indian pictures on the board and tell the students to compare and contrast these 2 pictures. The kids will then say what is that and that is when I will begin to teach them the terms. I will tell the kids that compare means same and the term contrast means different. 2. I will ask the kids to point out something that is the same on each which will be comparing and then ask them to find something different which mean contrast. 3. After the kids get the hang of those word I will introduce the pictures again and I want them to tell me if they are fiction or non-fiction. 4. I will begin to ask the students if they know these terms are, and if they do I will ask them to tell me what they think it is. If the students dont know I will then begin to tell them that fiction is not real and non -fiction is real. I will hold up a cartoon picture of an Indian and ask which is this fiction or non-fiction and do the same with the real Indian picture. Check for Understanding: 1. Before I begin to teach the kids about a T-Chart I will check to see if they are getting the information by using the Fist to Five method. I will continue to go over the terms compare means same and contrast means different and fiction is not real and non-fiction means real until every student knows what is going on and has 5 fingers in the air. Guided Practice: 1. I will introduce the students to the T-Chart and how one side is compare (same) and the other is contrast (different). 2. Before we start the movie I will make my own T-Chart on the board and put example on it to show the kids what is expected from them when watching the movie. 3. When the students understand by putting 5 fingers up I will start the movie and let them watch it. After 30 minutes into the movie I will give them a chance to write in their T-Charts to put information in that they found. 4. After the first 30 minute stop the kids will watch the rest of the movie to continue to find more things that were new to them. Closure: 1. After the movie to get dismissed for lunch the students will have to write 2 facts down that they learned today whether if it was in the movie or if it was some terms that they learned. 2. Once the students are done writing the facts that they have found, I will give a brief summary about the terms that we learned today (COMPARE AND CONTRAST) and what they mean. 3. When I am done with the summary I will give all the students a chance to exit to the lunch room for the feast. The students will have to turn in their 2 facts or tell me 2 new facts that they learned throughout the lesson. Differentiation, Individualized Instruction, and Assessment: Students will be able to draw their responses if they cannot write in the language on the T-Chart. Students will have the option to tell me the 2 facts if they cant write for the exit slip. I will be using visuals throughout the lesson for the ELL and students with disabilities so they can grasp what the others are learning about.

Research and Theory: Dewy: He believe it helps kids develop better if they were interested and had a say in the work that was being assigned. He also believed that students performed better when involved in active experiences, so instead of just creating a chart and telling the kids to copy what I do and write different words on a T-Chart. I am giving them the chance to choose what they want to compare and contrast from the pictures they see. This will give the kids the feeling of independence and help them believe that they are in control of what they can do, and how they are learning.