R. A. C. Swainsboro Elementary School Instructional Framework Lesson Plan Tiger Time R. A. C. E. Sample Lesson Plan Grade 3 Passage: The First Thanksgiving/a thanksgiving Dinner (poem) Date: November 9-18, 2015



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R.A.C.

Swainsboro Elementary School Instructional Framework Lesson Plan

Tiger Time R. A. C. E. Sample Lesson Plan

Grade 3

Passage: The First Thanksgiving/A Thanksgiving Dinner (poem)

Date: November 9-18, 2015



OPENING


Standard(s)/Elements:
FOCUS STANDARDS





ELAGSE3RI9: Compare and contrast the most important points and key details

presented in two texts on the same topic.






ELAGSE3SL1: 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.




ELAGSE3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic and group related information together

  2. Develop the topic with facts, definitions, and details.












I can statement…”



See lesson plans below…..


Activator/

Vocabulary

The teacher will introduce the following vocabulary words:
celebration companionship

Tiger Time/Work Session



R. A. C. E. Template
Monday:

Guide the students in a close read with The First Thanksgiving.

I can engage effectively in a paired passage by reading the text 3-4 times and looking for unknown words; phrases; as well as ask questions about the text.



Steps in a Close Read:

First Read: Ready, Set, Predict!

Second Read: Reread to Clarify!

  • Read the text again and mark (circle) tricky phrases/ideas

Third Read: Reread to Question!

  • Reread the text again.

  • Stop and ask questions.

Questions you want to think aloud:

  1. Why were there more Native Americans at celebration than Pilgrims?

  2. Seafood? We did the Pilgrims have seafood to eat?

  3. Why were their fruits dry?

  • Share questions with a partner.

  • Use text evidence to ask and answer questions.

Fourth Read: Reread to Summarize and Respond (I did not model this part. I added it in case you want to try it)

  • Read the text again.

  • Mark parts of the text to show what you are thinking.


+ main idea # cool idea  favorite part * details


Tuesday:

Guide the students in a close read with A Thanksgiving Dinner

I can engage effectively in a paired passage by reading the text 3-4 times and looking for unknown words; phrases; as well as ask questions about the text.



Steps in a Close Read:

First Read: Ready, Set, Predict!

  • Skim over the text and visuals

  • Predict what the text is about

  • Talk to a partner

  • Students read the text once independently.

  • Students listen to the teacher read the text.

  • Mark words you want to know (have students underline unknown words)

Second Read: Reread to Clarify!

  • Read the text again and mark (circle) tricky phrases/ideas

Third Read: Reread to Question!

  • Reread the text again.

  • Stop and ask questions.

  • Share questions with a partner.

  • Use text evidence to ask and answer questions.

Fourth Read: Reread to Summarize and Respond (I did not model this part. I added it in case you want to try it)

  • Read the text again.

  • Mark parts of the text to show what you are thinking.


+ main idea # cool idea  favorite part * details

  • Share the maid idea/details with a partner


Wednesday

Review/Summarize both passages. (Please spend time again immersing them in both passages. You don’t necessarily have to do another close read, but make sure they truly understand them.)



Introduce the Writing Prompt: A Thanksgiving Dinner describes foods that are eaten today, and The First Thanksgiving describes foods that were eaten at the first Thanksgiving. Compare and contrast the foods discussed in both passages.

I can restate the writing prompt by locating key words that introduce the writing topic based on the passage.

Restate the Writing Prompt: The Pilgrims and Native Americans ate some foods that are different from what Americans eat today for Thanksgiving, but they ate a lot of the same vegetables.

Thursday:

I can answer the writing prompt by including all parts of the question.
Answer the Writing Prompt: I think the Pilgrims and Native Americans ate different meats than we do today, because they had to hunt for their own food. However, they did plant some of the same crops we eat today.
Friday: Venn Diagram 1:
I can compare and contrast The First Thanksgiving and A Thanksgiving Dinner by creating a venn diagram to show how both passages are alike and different.

Create a VD while contrasting how the foods were different/same (squash).

________________________________________________________________________

Monday, November 16:
Cite evidence from text:

I can cite evidence from the passage by writing about what led me to my thoughts and ideas; I can give supporting evidence by paraphrasing the text.
From the reading of The First Thanksgiving, I know that the Pilgrims and Native Americans ate goose, duck, and seafood. They also ate corn, cabbage, onions, and squash.
Tuesday, November 17 and Wednesday, November 18

I can cite evidence from the passage by writing about what led me to my thoughts and ideas; I can give supporting evidence by paraphrasing the text.
Cite evidence from text: (Tuesday)The poem describes eating turkey, turnips, squash, potatoes, cranberries, pickles, and pumpkin pie. Some of these foods are different from the foods eaten at the first Thanksgiving. (Wednesday) For example, The First Thanksgiving explains that no one knows for sure if the Pilgrims and Native Americans even ate turkey! However, squash, corn, cabbage, and onions are some of the same foods we enjoy today.







Ticket-Out-The-Door



Target Students/

Interventions:





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