edrl 442 fall 13 unit plan day3 cape breanna

8/13/2019 EDRL 442 Fall 13 Unit Plan Day3 CAPE Breanna

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Assignment #3: Collaborative Planning

Submitted By: Breanna Cape, LaQuisha Johnson

EDRL 442: Teaching Literacy 1

Nevada State College - Fall 2013

Instructor: Karen Powell


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Lesson Title: Story map Submitted By: Breanna Cape

TrophiesTeacher Edition: Lead the Way- Theme 4 T.Ed Pages: 422C, 430, 437N

TrophiesStory: The Case of Pablos Nose CCSS: RL.4.3

EDRL 442 - Fall 2013 Assignment #3 Page 2

A. Summary of the Lesson Plan:Students will answer the Question of the Day: How does bragging affect both Pablo and

Desmoana?. After students will create a story map for the story The Case of Pablos

Nose.

B. Student Population: Grade Level: 4thgrade Skill Level: all levels Groupings: individual (writing prompt, story map), small groups (sharing writing

prompts), and whole group (question of the day discussion, writing prompt discussion)

C. Materials: Trophies Teachers Edition Lead the Way- Theme 4 Story map (pg. 437N) Question of the day (pg. 422C- day 2) Trophies story The Case of Pablos Nose (pgs. 422-437)

D. Objectives:Common Core State Standard

RL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on

specific details in the text (e.g., a characters thoughts, words, or actions).

Learning Targets

Knowledge Targets: Students must know an event can be described based on the

characters, action, impact on other events, and location within the chronological

sequence of a story or drama.

Reasoning Targets: Students must describe an event, drawing on specific details in the

text regarding the action and sequence of the story.

Vocabulary

setting characters problem event important solution

drama interaction physical attribute

Student-Friendly Learning Targets


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Student Knowledge Targets: I know an event can be described based on the

characters, action, impact on other events, and the location within the timeline of a

story or drama.

Student Reasoning Targets: I can describe an event using specific details from the textregarding the action and sequence of the story.

Student-Friendly Vocabulary

setting characters problem event important solution

drama interaction physical attribute

E. Procedure:1. The question of the day how does bragging affect both Pablo and Desmoana? will

be written on the white board. As a whole group we will discuss what the words

bragging and affect mean. Students will write these definitions on their definition sheet

they created on Monday.

2. Students will write a response independently to the prompt, after they finish writing theywill share their responses in groups of four. Each student will share their responses with

their group.

3. After each group has finished sharing their responses we will discuss the writing promptas a whole group. One person from each group will stand up and tell the class whattheir groups responses were.

4. Next I will explain to the whole class that today we are creating a story map based onthe story The Case of Pablos Nose. Students are familiar with story maps but I will

briefly review what the words: setting, characters, problem, important events, and

solution mean.

5. Students will then be instructed to use the stories to create their story mapsindependently. Once everyone is finished they will share their story maps with their

small groups.

F. Closure:As a whole group we will discuss each part of the story map for this story. We will discuss

the importance of certain events, the problem and solution. We will close with students

sharing what they learned from reading this story.

G. Assessment:Assessment Tool


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Informal- I will informally assess the students by walking around listening to them sharing

amongst their small groups. I will also asses their understand by having them turn in their

story maps and grading them.

What Is Being Assessed?

The studentsability to describe characters, events and settings of a story is being

assessed.

H. Reflection& Thoughts:Which part of the lesson do you think will be the easiest to teach?

The easiest part of the lesson to teach will be the story map portion. Students are familiar

with story maps and know how to find the information in the story.

Which part of the lesson do you think will be the most challenging to teach?

The most challenging part of teaching this lesson will be the question of the day portion. I

think students might have trouble with answering the question, using evidence from the

text.

What lesson or concept should be taught prior to this lesson?

Prior to this lesson students should be taught how to use a story map, how to use the story

to fill in a story map and vocabulary terms used in the story maps and story.

How will you follow up or extend this lesson?

The follow up of this lesson will be a writing prompt that reinforces the concepts learned in

this story.

What will you do for students who dont grasp the concepts?

For students who dont grasp the concept I will pull them into small groups while the rest of

the class is working independently and help them create their story maps.

Which part of the lesson, if any, do you think might need to change?

I may need to change the amount of group discussion. The group discussions may take

too long. I may change it to have the students share as a whole group to help decrease

the amount of time the lesson takes.

When you were writing this lesson plan, what was the most difficult part?

The most difficult part of writing this lesson was typing it. I felt as though there was a lot of

information to type on this particular lesson.


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edrl 442 fall 13 unit plan day3 cape breanna

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