- I can recognize the differences between written and spoken English. (L.3.3b)
- I can follow discussion norms to participate in a productive discussion about my opinion of Peter Pan in Kensington Gardens. (SL.3.1)
- I can prepare for a text-based discussion by forming an opinion and identifying reasons and evidence. (RL.3.1, SL.3.1)
These are the CCS Standards addressed in this lesson:
- RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
- SL.3.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- SL.3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- SL.3.1d: Explain their own ideas and understanding in light of the discussion.
- L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L.3.3b: Recognize and observe differences between the conventions of spoken and written standard English.
Daily Learning Targets
Ongoing Assessment
- Discussion Notes (SL.3.1)
- Preparing for a Text-Based Discussion: Peter Pan note-catcher (RL.3.1, SL.3.1)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Participating in a Text-Based Discussion: Peter Pan in Kensington Gardens (30 minutes) B. Reflecting on Discussion (10 minutes) 3. Closing and Assessment A. Preparing for a Text-Based Discussion: Peter Pan (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Strategically group students in heterogeneous groups of four or five for the discussions. Try to get an even number of groups so the groups can be paired off to observe each other during the discussion and provide feedback.
- Prepare:
- T-chart for each group to stick their stars and steps sticky notes.
- Copies of student book reviews for them to use in this lesson while you are providing feedback on the original book reviews.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-2 to create anchor charts to share with families, to record students as they participate in discussions and protocols to review with students later and to share with families, and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.A.1, 3.I.A.3, 5.I.A.4, 3.I.B.5, 3.I.C.13
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to demonstrate their content and language knowledge in a text-based discussion about Peter Pan in Kensington Gardens and to prepare for and practice the necessary skills for the text-based discussion about Peter Pan during the end of unit assessment.
- ELLs may find the text-based discussion challenging, depending on their comfort level with being observed while speaking. Assure them that the learning they've done in previous lessons prepares them for the discussion and remind them to rely on the language tools provided during this and previous lessons.
Levels of support
For lighter support:
- Challenge students to create sentence frames to bolster participation during the text-based discussion. Invite students who need heavier support to use the frames. (Example: "I would/would not recommend Peter Pan in Kensington Gardens to a friend because _________. One reason is __________, and an example in the text is __________. Another reason is __________.")
For heavier support:
- To build confidence and prepare for the text-based discussion, encourage students to review their Preparing for a Text-Based Discussion: Peter Pan in Kensington Gardens note-catcher before the lesson. Invite them to review their opinion, reasons, and evidence and to share it aloud with a supportive partner.
- Invite students to use the sentence frames created by students with greater language proficiency during the text-based discussion.
Universal Design for Learning
- Multiple Means of Representation (MMR): To set themselves up for success in preparing for the text-based discussion, students need to generalize the skills that they learned from the previous lessons. Activate their prior knowledge by recalling the learning targets from the previous interactions with the text and discussions about opinion based on textual evidence. Additionally, facilitate comprehension by displaying a numbered sequence of the steps in this lesson.
- Multiple Means of Action and Expression (MMAE): In this lesson, students write notes in preparation for a text-based discussion. Continue to support a range of fine motor abilities and writing need by offering students options for writing utensils. Also consider supporting students' expressive skills by offering partial dictation of student responses. Recall that varying tools for construction and composition supports students' ability to express knowledge without barriers to communicating their thinking.
- Multiple Means of Engagement (MME): Invite students to reflect on their learning from previous lessons with Peter Pan in Kensington Gardens. This supports students in understanding the value and relevance of the activities in this lesson. Provide support for those who may need additional guidance in peer interactions and collaboration by offering prompts or sentence frames.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- text-based discussion (L)
Materials
- End of Unit 2 Assessment, Part I Prompt (from Lesson 12; one per student)
- Discussion Norms anchor chart (begun in Module 1)
- Spoken Compared to Written English (one per student and one for display)
- Discussion Notes (one per student)
- Sticky notes (two colors; one of each per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Preparing for a Text-Based Discussion: Peter Pan in Kensington Gardens note-catcher (from Lesson 12; one per student)
- T-chart anchor chart (one per group)
- Preparing for a Text-Based Discussion: Peter Pan note-catcher (one per student)
- Copies of book reviews (completed in Lesson 12; one per student)
Materials from Previous Lessons
New Materials
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 Targets (5 minutes)
"I can recognize the differences between written and spoken English." "I can follow discussion norms to participate in a productive discussion about my opinion of Peter Pan in Kensington Gardens." "I can prepare for a text-based discussion by forming an opinion and identifying reasons and evidence."
"What do you think the differences are between spoken and written English? Why?" (student responses may vary, but could include that written English is usually in full sentences, while spoken English doesn't always have to be)
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Work Time
Work Time | Meeting Students' Needs |
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A. Participating in a Text-Based Discussion: Peter Pan in Kensington Gardens (30 minutes)
"I can recognize the differences between written and spoken English."
"Why might these habits of character be important to keep in mind during a collaborative discussion like this?" (Responses will vary, but may include: Some students may find it challenging to discuss their ideas with a group, so we need to have empathy and be respectful and compassionate to help them through it. Collaborative discussions involve students asking each other questions, so they should be asked and answered respectfully. Students observing should be respectful and observe quietly without interrupting the discussion.)
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B. Reflecting on Discussion (10 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Preparing for a Text-Based Discussion: Peter Pan (15 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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