- I can identify evidence from My Librarian Is a Camel to respond to questions in a discussion. (SL.3.1a)
- I can effectively participate in a Jigsaw about accessing books around the world. (SL.3.1, SL.3.6)
These are the CCS Standards addressed in this lesson:
- 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.
- SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Daily Learning Targets
Ongoing Assessment
- Participation in Jigsaw (SL.3.1, SL.3.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Research Reading Share (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Preparing for the Jigsaw Protocol (15 minutes) B. Jigsaw: Small Group Discussions (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 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 where students may need additional support:
Assessment guidance:
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In Advance
- Predetermine groups of three for Work Time B. To the extent possible, ensure that each group has one student from each expert group.
- Prepare a research reading share using the Independent Reading: Sample Plans document (on the Tools page) or your own independent reading routine.
- Prepare the Discussion Norms handout. Use the Discussion Norms anchor chart to create handout.
- Review the Jigsaw and Red Light, Green Light protocols and gather red, yellow, and green objects. (Refer to the Classroom Protocols document for the full version of the protocol.)
- Post: Learning targets, Working to Become Ethical People anchor chart, and Discussion Norms anchor chart.
Tech and Multimedia
- Work Time B: Audio critique: Students record their partners' ideas in audio through free software or apps such as Audacity or GarageBand.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.A.1, 3.I.A.3, and 3.I.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to practice using oral language in a structured and supportive environment. It also helps students synthesize their learning and review texts they have studied throughout the unit. Using English to express familiar content knowledge will facilitate language development and reinforce academic vocabulary.
- ELLs may find it challenging to participate in a self-facilitated discussion. Circulate to support students and encourage them to speak up. Introduce students to an outline that can be followed to provide a predictable structure to the discussion, such as the agenda suggested in the Meeting Students' Needs column.
Levels of support
For lighter support:
- Before providing sentence frames or additional modeling throughout the lesson, observe student interaction and allow them to grapple. Provide supportive frames and demonstrations only after students have grappled with the task. Observe the areas in which they have trouble to target appropriate support for future instruction.
For heavier support:
- Students who take longer to process spoken language may have trouble keeping up with the conversation. Teach students phrases such as, "I didn't hear your comment the first time. Can you please repeat it?" to empower them to control the pace of the conversation.
- Assign students roles such as Students A, B, and C for their discussion. Create a script with sentence frames for students to fill out as they review their notes during Work Time A. They can follow along using their script during the discussion.
Universal Design for Learning
- Multiple Means of Representation: Students who may need additional support with expressive language may need some scaffolds to help them participate in the Jigsaw activity. Consider multiple ways of representing appropriate discussion techniques (e.g., generate a list with the class of appropriate responses or provide sentence frames that give students sentence starters to help them organize their thoughts). Additionally, consider conferencing with students before the Jigsaw to help them generate ideas for what they plan to say.
- Multiple Means of Action and Expression: Help minimize the risk of public speaking by providing supports before the Jigsaw that will help students organize their thoughts and access their memory during the activity (e.g., sticky notes, graphic organizers, etc.). Also consider labeling students yourself so you can put those who may need additional support with expressive language in groups B and C so they can watch their peer models before participating.
- Multiple Means of Engagement: Build excitement about the Jigsaw protocol by emphasizing how much growth the students have made over this unit. Tell them that they have now become experts on different countries, and today they get to share that knowledge with each other.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- effectively participate (L)
Materials
- Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2)
- Independent Reading: Sample Plans (see Tools page; for teacher reference)
- Discussion Norms anchor chart (begun in Unit 1, Lesson 2)
- Facsimiles of pages 18-19 from My Librarian Is a Camel (from Lesson 1; one per student)
- Facsimiles of expert group pages from My Librarian Is a Camel (from Lesson 4; one per student)
- Close Read Note-catcher: My Librarian Is a Camel, Pages 18-19 (from Lesson 2; one per student)
- Close Read Note-catcher: Expert Group My Librarian Is a Camel (from Lesson 5; one per student)
- Informative paragraph draft (begun in Lesson 8)
- Lined paper (several pieces per student)
- Sticky notes (several per student)
- My Librarian Is a Camel (book; from Lesson 1; one to display; for teacher read-aloud)
- Red, yellow, and green objects (one of each per student)
- Discussion Norms handout (one per student)
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. Research Reading Share (15 minutes)
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B. Reviewing Learning Targets (5 minutes)
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"What is something somebody who is showing respect might do?" (Listen to my friends' ideas when they speak.) (MMR) |
Work Time
Work Time | Meeting Students' Needs |
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A. Preparing for the Jigsaw Protocol (15 minutes)
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B. Jigsaw: Small Group Discussions (20 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 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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