Lesson Template for Grades 3, 4, 5 Standards RL.1, RL.2, RL.3. Step 1: Identify complexity of the standard. Knowledge Level.

Transcription

1 Lesson Template for Grades 3, 4, 5 Standards RL.1, RL.2, RL.3 Step 1: Identify complexity of the standard Standard Depth of Knowledge Level Standard Depth of Knowledge Level Standard Depth of Knowledge Level RL.3.1 1(Recall) RL.4.1 2(Skill/Concept) RL.5.1 1(Recall) RL.3.2 2(Skill/Concept) RL.4.2 2(Skill/Concept) RL.5.2 2(Skill/Concept RL.3.3 2(Skill/Concept) RL.4.3 1(Recall) RL.5.3 3(Strategic Thinking)

2 Step 2: Link the complexity of the standard to the Webb s chart and create lesson design RL.3.1 Recall Level 1 : The Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. -linked verbs/actions RL3.2 Who, What, When, Where, Why, How Identify. Recall. Use. Tell. Skill/Concept Level 2 Page 2 Identify the who, what, when, where, why and how about the main ideas during a discussion or written response after reading the text. Identify what the author is suggesting by using the information from the text and what is already known about the content. Tell how the stories are the same? Tell how they are different. The Standard: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. -linked verbs Explain. Show Determine Relate. Infer. What lesson is this story teaching you? Show where you linked your thinking to the text. Determine the moral of the story. Relate the level of loyalty between Damon and Pythias to the central message of the myth. Explain how the events of the story changed the character s way of thinking.

3 RL.3.3 Page 3 Skill/Concept Level 2 The Standard: Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. -linked verbs Describe Summarize Cause/Effect Construct Distinguish Summarize the traits of the main character from the beginning, middle, and end of the story. Describe three actions of the main character of your story. What was the result? What was the influence on the problem? Construct a character analysis. Determine his/her strengths and weaknesses in listening, facing challenges, solving problems, being creative, demonstrating patience, getting along with others, etc. Explain why he/she was strong or weak in these areas. RL4.1 Skill/Concept Level 2 The Standard: Refer to details and examples in a text when explaining what the text say explicitly and when drawing inferences from the text. -linked verbs Infer Summarize Explain Compare Use Using the text, highlight or identify two problems that arose. Use details from the text that show. Summarize the story from beginning to end in a few sentences.

4 RL4.2 Page 4 Skill/Concept Level 2 The Standard: Determine a theme of a story, drama, or poem from details in the text; summarize the text. -linked verbs Describe Summarize Cause/Effect Construct Distinguish Summarize the outcome of the story. Was it good or bad? Explain why. Describe the lesson the main character learns. Construct a story map that includes setting, characters, problem, sequence of events, outcome, and theme. RL. 4.3 Recall Level 1 The Standard: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). -linked verbs Draw Quote Identify Explain Give examples Identify story elements as they appear in the text. Identify what the dialogue reveals about each character. Give examples of specific traits that the main character possesses.

5 RL.5.1 Page 5 Recall Level 1 The Standard: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. -linked verbs State Quote Name Who, What, When, Where, Why, How Identify Write a paragraph that explains the meaning of the last sentence found in the story: And even now, many years later, I still have the feeling that my last conversation with her has happened only a few days before. Be sure to discuss the memories the boy described and use specific quotes from the story to support your ideas. What words and phrases does the author use to help you see? What did mean when he said? Use this phrase and illustrations to describe feelings and behavior at this time. RL.5.2 Skill/Concept Level 2 The Standard: Determine a theme of a story, drama, or poem from details in a text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. -linked verbs Identify Summarize Use Find Show Identify details from the text that made the main character. Use a story frame form that includes the turning point, the resolution, and the author s moral or purpose including details from the text. Find three quotes that are especially significant to how the main character responded to different challenges in the story selection. How do they relate to the theme of the story?

6 RL.5.3 Page 6 Strategic Thinking Level 3 The Standard: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) -linked verbs Compare Contrast Cite evidence Identify Support Compare and contrast the two main characters using specific details in the text. What does learn in the story that makes him/her change as a person? Cite evidence from the text. Compare and contrast the settings of the story. How do the different settings affect the character? Support your answer from the text.

7 Step 3: Teach the Key Instructional Habit for This Standard Important Common Core Habits for Standards RL.1-3: Recall is the first step! Students should as a habit, know to recall the who/what/when/where/why/how the first time they read through the text. This happens during the first read as part of the close read process. Students should also develop the habit of conversations and written responses connecting back to the page or text. Page 7

8 Step 4: Link the lesson design and complexity of the Standard to the Explicit Teaching format Sample Lesson Template 1 Text: Because of Winn-Dixie by Kate DiCamillo Teach Model Practice Apply Introduce the passage and have students read independently. Students, today we are going to read a piece of narrative text called Because of Winn Dixie. We will recall how the three main characters all became friends. Note: Other than giving the brief definitions offered to words students would likely not be able to define from context (underlined in the text), avoid giving any background context or instructional guidance at the outset of the lesson while students are reading the text silently. This close reading approach forces students to rely exclusively on the text instead of privileging background knowledge and levels the playing field for all students as they seek to comprehend DiCamillo s story. It is critical to cultivating independence and creating a culture of close reading that students initially grapple with rich texts like DiCamillo s without the aid of prefatory material, extensive notes, or even teacher explanations. That being said two initial readings provide much support, but all coming from the text rather than outside of it. Read the passage out loud to the class as students follow along in the text. I am going to have us read the text together and then I am going to model how to use the text to answer questions. Note: (Asking students to listen to Because of Winn- Dixie exposes students a second time to the rhythms and meaning of her language before they begin their own close reading of the passage.) Model and ask the class to answer a small set of textdependent guided questions and perform targeted tasks about the passage, with answers in the form of notes, annotations to the text, or more formal responses as appropriate. Q1) Why was Miss Franny so scared by Winn-Dixie? Why was she acting all embarrassed? Answer: Miss Franny thought Winn-Dixie was a bear. When she realized he was a dog, she was embarrassed because she thought Opal would think she was a silly old lady, mistaking a dog for a bear. We are going to practice answering and discussing more questions. The question we will discuss as a class is this: Opal and Miss Franny have three very important things in common - What are these? Answer: 1. As noted in prior questions modeled, both characters are lonely. It was the same way I felt... friendless In the very first sentence of the passage, Opal says, I spent a lot of time that summer at the Herman W. Block Memorial Library. Therefore, it is a reasonable inference that Opal likes books. Similarly, Miss Franny said, When I was a little girl I loved to read. And when told that she could have anything she wanted for her birthday, she replied,... I would most certainly love to have a library. 3. Opal, of course, likes Winn-Dixie, and there is evidence that Miss Franny does as well: Well now look at that... That dog is smiling at me. Also,... she smiled back at Winn- Dixie. Teacher says, I want you to I would like you to write a paragraph that answers this question: The title of this selection is Because of Winn-Dixie. Using your answers from the previous questions and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer. We will use our rubric to assess our paragraphs during our discussion. Page 8

9 use your notebook to jot down three details from the text and then get ready to share your ideas. Sample Lesson Template 2 Teach Model Practice Apply Objective: Students will learn the cooperative comprehension routine and use it to read, understand, and summarize what they have read. Two students model the process together. Teacher says, Today we re going to learn a process called cooperative comprehension. In this process, two students work together to help each other read, understand, and remember. This process uses a script. The script will help you remember exactly what steps you need to follow. We re going to use the story we have already read. You will work in pairs reading and comprehending stories. Together you will come up with better answers than either one of you can alone. There are two roles: a recaller and a listener. They both take notes while the story is being read aloud or later while each one is reading the story silently. When the story has been read, the recaller has to tell some details from the story without looking at his or her notes. The listener uses his or her notes to add any details that the recaller forgot or to correct any I will model this process with a volunteer. I m going to read the story aloud, and I m going to play the part of the recaller. So, if you volunteer, you will be the listener. You will take notes while I m reading the story. Then I ll recall some of the things I remember from reading the story. I won t get to take notes, but since I m reading, I think I ll be OK. Then, the listener will look at the notes he or she took and tell me if I left anything out. Then we ll talk with each other to figure out what the answer to the question is. I m going to read aloud a couple of pages from our selection that we read yesterday. Teacher gives volunteer a notes page or uses a notebook. Name of student volunteer, the question you and I have to answer after we finish reading, taking notes, and talking about what we read is this, What is goal in this part of the story? Class, you can pretend you are doing this and jot down some notes to help you remember what I read aloud. If we leave anything out, you can remind us. I ll read the story again, but this time the question will be different. The question is, What are the advantages and disadvantages of? Class, now it s your turn to try out cooperative comprehension. This time, I want each pair to take turns reading sentences in the story selection. You should sail through the reading since we ve been through it several times. The person whose first name comes first in the alphabet will be the recaller. The other person will be the listener. Next time, we ll trade. You ll be working with the same partner for about two weeks and then we ll switch partners. The question for our first read-through is this. Page 9

10 errors that the recaller might have made. Then together you talk about what you think is the best answer to that question. Teacher reads the story while the volunteer student takes notes. After reading the story, the teacher who is the recaller lists several details from the story, leaving out one or two important details that she should have included. The student volunteer gets to use her notes to remind the teacher of what she might have forgotten. The teacher asks the class if they have any additional ideas and two people add more details. Then the volunteer and the teacher talk about what they think s goal is. The teacher tells students what a goal is and asks the volunteer if she has any ideas. Page 10

11 Step 5: Assessing this Standard Sample Short Answer Prompts/s 1. What language tells us is the narrator? Use evidence from the text to support your answer. 2. Compare to. 3. What phrase did the author use to describe? Explain in your own words what that phrase means. Sample Performance s Summarize the major events in the story. What did we learn about friendship from the way Rugby and Rosie behaved in the story? Refer to the story to find your answers. Compare and contrast specific details from the text that highlight the friendships in Because of Winn- Dixie and Rugby and Rosie. Step 6: Mini-rubric for Teaching and Assessing this Standard Scoring Guide 0 points 1 point 2 points I can answer questions using 0 details from the text 1 detail pulled from the text 2 details using evidence specific details from the text from the text and show a clear understanding of the progression of events Scoring Guide 6 points 4 points 2 points Reading Retell Characters Characters Characters Describes all main and Identifies all main Names some secondary characters characters characters Describes traits of main Describes some Plot characters character traits Limited summary Plot Plot Limited Relates a message that Includes a description understanding of demonstrates of key events in order author s message understanding of world Includes main idea, Problem/Solution issues beginning, middle, end Limited or missing Setting of story Includes specific details Setting about place and time Accurate information Problem/Solution Describes about time and place Problem/Solution problem/solution Can identify problem Designates climax and resolution May evaluate tension level Page 11