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    Lesson 3

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    This lesson focuses on reading comprehension, vocabulary development, and writing skills. Students read the story "Nothing But White" and practiced identifying the main idea, details, and character traits. They created vocabulary maps and had guided reading discussions. For writing, students planned stories about experiences in the snow by making webs of setting, characters, and events and then wrote rough drafts. Formative and summative assessments showed students comprehended the reading and improved in identifying character traits, while guided reading groups and writing conferences helped develop their skills. The teacher reflected that reading fluency and understanding of the writing process improved during this lesson.

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    Lesson 3

    Uploaded by

    api-319996513
    31 views4 pages
    This lesson focuses on reading comprehension, vocabulary development, and writing skills. Students read the story "Nothing But White" and practiced identifying the main idea, details, and character traits. They created vocabulary maps and had guided reading discussions. For writing, students planned stories about experiences in the snow by making webs of setting, characters, and events and then wrote rough drafts. Formative and summative assessments showed students comprehended the reading and improved in identifying character traits, while guided reading groups and writing conferences helped develop their skills. The teacher reflected that reading fluency and understanding of the writing process improved during this lesson.

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    lesson 3

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    This lesson focuses on reading comprehension, vocabulary development, and writing skills. Students read the story "Nothing But White" and practiced identifying the main idea, details, and character traits. They created vocabulary maps and had guided reading discussions. For writing, students planned stories about experiences in the snow by making webs of setting, characters, and events and then wrote rough drafts. Formative and summative assessments showed students comprehended the reading and improved in identifying character traits, while guided reading groups and writing conferences helped develop their skills. The teacher reflected that reading fluency and understanding of the writing process improved during this lesson.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    31 views4 pages

    Lesson 3

    Uploaded by

    api-319996513
    This lesson focuses on reading comprehension, vocabulary development, and writing skills. Students read the story "Nothing But White" and practiced identifying the main idea, details, and character traits. They created vocabulary maps and had guided reading discussions. For writing, students planned stories about experiences in the snow by making webs of setting, characters, and events and then wrote rough drafts. Formative and summative assessments showed students comprehended the reading and improved in identifying character traits, while guided reading groups and writing conferences helped develop their skills. The teacher reflected that reading fluency and understanding of the writing process improved during this lesson.

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    © All Rights Reserved
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    Lesson 3

    Strategy Focus: Background Knowledge, Vocabulary, Preview, Prediction, Main idea,


    Details, Writing a Story and Character Analysis
    Common Core State Standards:
    Reading Standards for Literature Grade 9-10
    CCSS 3: Analyze how complex characters (e.g., those with multiple or conflicting
    motivations) develop over the course of a text, interact with other characters, and advance
    the plot or develop the theme.
    Writing Standards Grade 9-10
    CCSS 3: Write narratives to develop real or imagined experiences or events using
    effective technique, well-chosen details, and well-structured event sequences.
    CCSS 5: Develop and strengthen writing as needed by planning, revising, editing,
    rewriting, or trying a new approach, focusing on addressing what is most significant for a
    specific purpose and audience.
    CCSS 6: Use technology, including the Internet, to produce, publish, and update
    individual or shared writing products, taking advantage of technologys capacity to link
    to other information and to display information flexibly and dynamically.
    CCSS 9: Draw evidence from literary or informational texts to support analysis,
    reflection, and research.
    Speaking and Listening Standards Grade 9-10
    CCSS 1: Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
    issues, building on others ideas and expressing their own clearly and persuasively
    CCSS 2: Adapt speech to a variety of contexts and tasks, demonstrating command of
    formal English when indicated or appropriate.
    Language Standards Grade 9-10
    CCSS 1: Demonstrate command of the conventions of standard English grammar and
    usage when writing or speaking.
    CCSS 2: Demonstrate command of the conventions of standard English capitalization,
    punctuation, and spelling when writing.
    CCSS 3: Apply knowledge of language to understand how language functions in
    different contexts, to make effective choices for meaning or style, and to comprehend
    more fully when reading or listening.
    CCSS 4: Determine or clarify the meaning of unknown and multiple-meaning words and
    phrases based on grades 910 reading and content, choosing flexibly from a range of
    strategies.
    CCSS 6: Acquire and use accurately general academic and domain-specific words and
    phrases, sufficient for reading, writing, speaking, and listening at the college and career
    readiness level; demonstrate independence in gathering vocabulary knowledge when
    considering a word or phrase important to comprehension or expression.

    Student Learning Objective


    I can read and comprehend text in English.

    I can determine the characters of a story and words to describe personality.


    I can write a story with characters, setting, and events.
    I can clarify the meaning of unknown English vocabulary and use the words in my
    writing.

    Materials
    Nothing But White by Susan Rose Simms (Lexile Level BR)
    Vocabulary Collector
    What is in a Name? Character Analysis Graphic Organizer (From the Emerge Teachers
    Guide)
    Comprehension Quiz
    Writing a Story Graphic Organizer: A Day in the Snow
    Story Rubric
    Lesson Description (Reading Period)
    Warm Up Review the reading strategies chart created in last weeks lesson. Have
    students explain preview. Partners then preview Nothing But White by Susan
    Rose Simms together, and and answer the question What do you think will
    happen in the story by looking at the pictures?. Student pairs will write 1 to 3
    sentences about what they think will happen in the story.
    Modeling On the chart paper labeled Reading Strategies from the previous
    lesson, review the word predict under the before reading column. Explain that
    predicting is making a guess about the future events of the story. Display Nothing
    But White by Susan Rose Simms using the document camera and projector while
    students look at their own copies of the book. Together preview the text and
    discuss the title, pictures and pointing out new vocabulary. Create a class list of
    predictions and share.
    Guided Practice Students use the vocabulary collector to create vocabulary
    semantic maps for the new words in the new text. While students work on finding
    new vocabulary, the teacher works with small guided reading groups to practice
    reading the text for fluency, pronunciation, and to clarify meaning. Also provide
    groups with support on the vocabulary collector and discuss character traits of
    Wyatt using What is in a Name? Character Analysis Graphic Organizer. As a
    whole group review and discuss new vocabulary sharing students definitions,
    synonyms, and illustrations.
    Independent Practice Students practice reading Nothing But White by Susan
    Rose Simms aloud with a partner. Partners work together to discuss and clarify
    the text and practice identifying the main idea and 3 to 5 important details.
    Differentiation Guided reading groups allow the teacher to assess student needs
    abilities, and address the individual need of each student.
    Lesson Description (Writing Period)

    Warm Up Display Writing a Story Graphic Organizer: A Day in the Snow the
    white board using the document camera and projector while students use
    individual copies of the graphic organizer. Create a class list of snow vocabulary.
    Students share their experiences with snow, and activities they enjoy doing in the
    snow. Explain that the setting of the story Nothing But White by Susan Rose
    Simms is in the snow. The main character, Wyatt, is skiing on a mountain.
    Modeling Review the writing process, and explain that they are working on their
    prewriting for a story (personal narrative) they will write about a time they were
    in the snow. Model making a web of ideas and events that will be included in the
    story, using a personal experience of the teacher. Include new snow vocabulary
    from the class list. Make bubbles on the web for setting, characters, and 3 to 5
    events.
    Guided Practice Students create their own web on the graphic organizer to help
    them think about their own snow story. The teacher will circulate the room
    ensuring that students are including new snow vocabulary, setting, characters, and
    3 to 5 events. After students have completed their webs, model how to use the
    web to write a rough draft paragraph.
    Independent Practice Students use their webs to write their own rough drafts.
    They will also have writing conferences with the teacher for the revise and edit
    process. Finally, they will publish their final copies on Google Classroom.
    Differentiation Individual writing conferences allow the teacher to address the
    individual needs of each students and work with them to improve their writing
    skills.
    Assessment of Student Learning (Did students meet the learning objectives?)Students
    are formatively assessed on their comprehension of the text using observations during
    guided reading groups. The teacher took specific observations on student ability to
    articulate character traits for Wyatt. Students were summatively assessed using a
    comprehension quiz. Students are also formatively assessed on their writing during
    conferencing and summatively assessed using a rubric with their final copies of writing a
    story about a day in the snow.
    Teacher Reflection (What went well? What Changes should I make?) Students did well
    on their assessments, showing that they comprehended the text after several readings.
    Students were able to identify the main idea of the story easily. Students need more
    practice identifying character traits. Guided reading groups were successful at
    encouraging discussion about the text among small groups of students, and clarifying
    events and concepts. This lesson there was more focus on fluency and pronunciation, and
    formative observations show improvement in this area. Students also showed more
    understanding of the writing process. They were able to use their knowledge of summary

    writing and transfer it to writing their own stories including characters, setting, and 3 to 5
    important events.

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