A.3.3+Lesson+Plan+Template

Scenario: First grade teacher Ashley Barr contracts librarian Rebecca Neighbors for collaborative lesson. Rebecca has collaborated with Ashley and her team last year. Ashley expresses needing help with upcoming fairy tale unit in reading. Ashley is wanting to find a new way to present this information to her students, because they already have a lot of background knowledge about fairy tales. The students know the fairy tales that are part of the district curriculum. Ashley wants help in developing a lesson that takes their knowledge further than the district curriculum. The lessons will take place in the library. The Three Little Wolves and the Big Bad Pig By Eugene Trivizas The Three Little Javelinas By Susan Lowell Books collected by Mrs. Barr.
 * || ** Template for Collaborative Lesson Plan – A. 4.2 ** Ashley Barr (Cooper) Rebecca Neighbors
 * Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. ||
 * **Planning**
 * **Reading Comprehension Strategy**
 * Assessing and Building Background Knowledge
 * **Reading Development Level**
 * Emerging
 * **Instructional Strategies**
 * Identifying similarities and differences
 * Summarizing
 * Cooperative learning
 * **Lesson Length**
 * 50 minutes
 * **Purpose**
 * The purpose of this lessons is to compare and contrast a known fairy tale with story variants and to have students create a new story variation.
 * **Objectives**
 * Students will define elements of fairy tales.
 * Compare and contrast orginal fairy tales with story variants using a venn diagram.
 * Students write their own story variant.
 * **Resources, Materials, and Equipment**
 * Children’s or Young Adult Literature (fiction and informational books)**

-Animated video of The Three Little Pigs on youtube. [] -Original version of The Three Little Pigs on the web. [|http://math-www.uni-paderborn.de/~odenbach/pigs/pigs.html] Websites located and bookmarked by Mrs. Neighbors.
 * Websites (including pathfinders)**

[|Venn Diagram] [|Story Train] Graphic organizers located and printed by Mrs. Barr. rubric Interactive Whiteboard >> (A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and (B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning. 1.1.6 Read, view and listen for information presented in any format (for example textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding.
 * Graphic Organizers**
 * Materials**
 * Equipment**
 * **Collaboration**
 * Ms. Neighbors and Ms. Barr will work together to ensure full use of technology and full participation from students. Each teacher will answer questions from students and encourage creativity and enthusiasm in the culminating project.
 * **Assessment**
 * Students will actively participate in completing their Venn Diagrams using their rubrics as self-assessment tools.
 * **Standards (from the TEKS or other state standards)**
 * **Reading**
 * 2.4 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
 * 2.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
 * **Writing**
 * 2.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting a word, phrase, or sentence; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. I will have to change due to cutting out the story
 * 2.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:(A) write brief stories that include a beginning, middle, and end;
 * **Listening and speaking**
 * 2.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of actions.
 * 2.28 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
 * 2.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
 * Information literacy (from the AASL Standards)**

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills. 2.1.2 Organize knowledge so that it is useful.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

Standard 4: Pursue personal and aesthetic growth. 4.1 Skills. 4.1.8 Use creative and artistic formats to express personal learning.


 * Educational technology**
 * Video sharing site (YouTube.com) used for educational purposes.
 * Interactive White Board


 * Implementation**
 * WHAT GOES HERE??? I dont think antyhing goes here it was just the heading for this section. **
 * **Process**
 * **Motivation**
 * Explain to students that they hear conflicting stories all the time. They hear them on the playground, they hear them from siblings and on television. They need to know how to effectively analyze stories in order to discover any hidden messages or motivation behind the stories**.** We will start to do this today.


 * Student-friendly Objectives**
 * Watch video and listen to story.
 * Identify the story elements of The Three Little Pigs.
 * Identify the story elements of story variant.

Mrs. Neighbors will play video of The Little Pigs from YouTube. Then Mrs. Barr will read the book online. Once the story is over the Mrs. Neighbors will show the students the story elements graphic organizer on the interactive whiteboard. Mrs. Barr will call on students to fill in the information in the graphic organizer. The class will be divided in half. Mrs. Neighbors will read The Three Little Wolves and the Big Bad Pig to half while Mrs. Barr reads The Three Little Javelinas to the other half. Each educator will fill in the graphic organizer with the information from the story variant. Then the students will switch to the other educator and complete the same process.
 * Presentation**

Students will work with a partner to fill in the venn diagram comparing one of the variants to the original story. Both educators will check in with the groups as they work to make check for understanding and teamwork. Educators will call on volunteers who would like to share information collected on the venn diagram.
 * Student Participation Procedures**
 * Raise hands to add ideas to the graphic organizer.
 * Student Practice Procedures**
 * Compare and contrast one of the variants with the orginal fairy tale using a venn diagram
 * Guided Practice**
 * Closure**

Students will evaluate their venn diagrams with a rubric given to them at the time they started the lesson. Students write their own story variant of the Three Little Pigs.
 * Reflection**
 * **Extensions**(Moreillon 15)

Moreillon, J. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: ALA Editions, 2007. ||