- I can organize my writing from the module and my trading card into an eye-catching information book. (W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)
These are the CCS Standards addressed in this lesson:
- W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
- W.3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
- W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
- W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Daily Learning Targets
Ongoing Assessment
- Complete Freaky Frog book and trading card (W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Completing Trading Card (15 minutes) B. Organizing Information into Freaky Frog Books (30 minutes) 3. Closing and Assessment A. Small Groups: Trading Card Game (10 minutes) 4. Homework A. None |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment Guidance:
Down the road:
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In Advance
- Prepare End of Unit 3 Assessments with feedback to be returned to students in this lesson.
- Students will need to staple their books together. Ensure that the classroom is equipped with a stapler and an adequate supply of staples. See the Performance Task Overview for how the books should be stapled and how to make a pocket for the trading card.
- Post: Learning targets.
Tech and Multimedia
- Work Time A: Students could use an online trading card creator to create their trading cards--for example, ReadWriteThink.
- Work Time B: Students could organize their work into an online book using sites such as My Storybook or flipsnack.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.8, 3.I.C.10, 3.I.C.12, 3.II.C.7.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to celebrate their hard work. Congratulate them! Not only did they create informative pieces of writing, but they did so in English. Students continue to adapt their language choices to various contexts as they create bullet points to demonstrate their learning.
- ELLs may find it challenging to complete and compile their work with the time given. Emphasize to these students and to the rest of the class that everybody is working hard and that everyone works at a different pace. Because students may feel overwhelmed by the volume of revisions remaining, strategize with them as to how they can maximize the remainder of their time. To build confidence, prioritize aspects in feedback that are already well developed but can be strengthened even more. Examples: revise the focus statement in the introduction and/or conclusion; choose five critical words to revise for word choice.
Levels of support
For lighter support:
- Invite students to analyze a model bullet point and develop a short list of criteria for what makes a well-written bullet point. Example: bullet points are (1) short (2) may include the predicate and omit the subject of the sentence, or vice versa. Suggest that they share the criteria with students who need heavier support.
For heavier support:
- Review the rules of the Freaky Frog game as necessary. The rules might be too complex for some students to fully understand without practice playing the game or experience playing similar games. Consider using the Fishbowl protocol to play a round of the game for the entire class before students play together in their small groups.
- Since this lesson is focused on celebration and presentation of their work, remind students that their audience is grade 2 and grade 3 students. Remind them that the purpose of the day's work is to put all of their hard work together into something beautiful and interesting. Show examples of more informational texts and ask them to imagine how they would like their books to look on the library shelf.
Universal Design for Learning
- Multiple Means of Representation (MMR): In order to facilitate effective learning during this lesson, ensure that all students have access to the directions in each activity, and feel comfortable with the expectations. Vary the ways in which you convey expectations for each activity or task. Consider engaging in a clarifying discussion about the directions, or creating an outline of the steps for each activity.
- Multiple Means of Action and Expression (MMAE): Some students may still be confused about how to play the Freaky Frog game. Consider using the Fishbowl protocol to play a round of the game for the entire class before students play together in their small groups.
- Multiple Means of Engagement (MME): Meet with any students who have a significant amount of revision to do in advance of the lesson. Help these students prioritize and focus their work. Allow for extra time in advance so that they do not miss out on the chance to play with their classmates during the lesson.
Vocabulary
N/A
Materials
- Simple, Compound, and Complex Sentences homework practice (answers, for teacher reference)
- Performance Task anchor chart (from Unit 1, Lesson 1)
- Trading cards (from Lesson 12; one per student)
- Trading Card Planning graphic organizer (from Lesson 12; one per student)
- Final draft of Informative Essay about a Freaky Frog (from Lesson 11; returned in this lesson with teacher feedback; one per student)
- Freaky Frog trading card game directions (one per student and one to display; see Performance Task Overview)
- Freaky Frog book assembly suggestions (for teacher reference; see Performance Task Overview)
- Paper (two pieces per student)
- Stapler (one per group of four students)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Target (5 minutes)
"I can organize my writing from the module and my trading card into an eye-catching information book."
"What does eye-catching mean? Does it mean a book that will somehow hurt your eye?" (something that people will see on the shelf and want to pick up to read) "Why does your Freaky Frog book need to be eye-catching?" (to make students in grades 2 and 3 want to pick it up to read it and learn more about frogs)
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Work Time
Work Time | Meeting Students' Needs |
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A. Completing Trading Card (15 minutes)
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B. Organizing Information into Freaky Frog Books (30 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Small Groups: Trading Card Game (10 minutes)
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Homework
Homework |
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A. None. |
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