j. helton’s reading lesson plans. reading common core standard by the end of the week, the...

J. Helton’s Reading Lesson J. Helton’s Reading Lesson PlansPlans

Reading Common Core Standard

• By the end of the week, the students will be able to compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

The Purpose:

• The purpose of this lesson is for students to analyze the characters, setting, and the different points of view of the stories (The Truth about the Three Little Pigs and the traditional story The Three Little Pigs).

CONNECTION TO BIG GOAL

• Students need to know how to compare and contrast.

Today’s Objective

• TSW: be able to compare and contrast story elements across 3 stories.

• TSW: listen to the traditional story The Three Little Pigs, identify the setting of the story, and create their own setting of the The Three Little Pigs in order to understand how setting can have an effect on the plot of the story.

I Can Statement:

Vocabulary:Vocabulary:

• Straw: a bunch of grain, used as bedding and food for animals

• Brick: A hard block of clay used to build buildings

• Sticks: A long slender piece of wood•

Prior Knowledge

• How many of you have heard of the story The Three Little Pigs? What do you know about the story?

Background Info. To Aid in Comp. of Story

• As you read the title and author and illustrator of the book, point out to the children the language "retold by" instead of "written by".

• Point out that stories like The Three Little Pigs are folk tales and that means they've been told many, many times.

Do Now:

• Draw a Venn-diagram or pass out a Venn-diagram to students and have them compare and contrast themselves with another classmate in groups of 3.

Connections:

• This morning we looked at each other against some of our classmates. When you were looking at you and them you were figuring out differences and similarities between each other.

Connections:

• When we do this as readers among texts we begin to look for a deeper understanding of our text. We take time to think about what is alike and similar within texts which helps us zone in on the bigger issues and understandings a text can present.

Teach/Model:

• Explain and define similarities and differences

• Similarities: things that are in common, they are the same

• Differences: things that are different, and noticeable different

Teach/Model:

• Today we are going to look at theses to things in a story. There are many types of ways we can look at and identify similarities and differences in different ways. Sometimes we can do it in Venn diagrams sometimes we can also put things in tables.

• Today we are going to look at how we can compare and contrast using a table.

Teach/Model:

• Draw a table on the board where you can compare three stories against 3 drivers. Today when we compare and contrast

• stories we are going to be very specific with our comparing and contrasting by focusing it on characters, settings, and problems, and solutions.

• Make a chart just like the resource students will be using.

Teach/Model:

• Give examples of how you can compare and contrast characters setting and problems and solutions across three stories.

• Make sure you are stating direct evidence and providing detailed information so students are aware of your high expectations when you assign them to go complete it on their own.

Discussion Points in the book

• Why was the wolf able to blow down the first two pigs' homes?

• Why couldn't the wolf blow down the third little pig's house?

• The wolf couldn't blow down the brick house, but the third little pig still had a problem. Who can tell us what that was?

• What did the third pig do to trick the wolf?•

Active Engagement:

• Turn and talk to their partner about a detail they can add to the comparing and contrasting organizer between the stories you have chosen to compare and contrast.

Independent Practice:

• Work in groups on a class novel or guided reading groups to fill out the chart, students can choose three books and work in a group, students can chose three books and work on their own.

Ending Discussion Questions

• How would the story be different if the wolf was not a 'hungry' wolf?

• How would the story be different if all the little pigs had taken the time to build a brick house?

Compare and Contrast:

Comparing and

Contrast

Story Title:Author:

Story Title:Author:

Story Title:Author:

Characters:

Setting:

Problems / Solutions:

Read Aloud

• SWBAT to identify the (non-human) characters in the story

• SWBAT to verbally list three characteristics of each character in the story

• : SWBAT to describe the character using an adjective and give three reasons why they described the character with this adjective

J. Helton’s Types of Sentences J. Helton’s Types of Sentences Lesson PlansLesson Plans

Language Standard:

Today’s Objective:

• SWBAT determine the sentence type in multiple choice questions by thinking about what each sentence type is.

AGENDA

with times for each item (on board before class starts): N/A

• Do Now 2 min • I show You 3 min• We 3 min • You 10 min • Exit Slip 2 min

MATERIALS:

• Worksheets • Visual Anchor of the sentence types and

what they look like in a sentence. • Whiteboards • Markers

Hook / Interesting Idea

• Review Game: Have four sentences on the board. Have their sentence type covered up somewhere next to each sentence.

• Ask scholars to Turn and Talk to a partner to figure out each sentence type. After about two minutes. Share out and reveal the answers.

Types of Sentences:

• Declarative sentence—• Imperative sentence—• Exclamatory sentence—• Interrogative sentence--

Sentences:

• Have you made a decision yet? • The Bulldog won the game in the last

three minutes! • Give me a piece of pizza. • The girl in the white jacket is lost.

Mini-Lesson / Modeling (“I” or “I/We”)

• Scholars we have been learning about the four sentence types. Remember earlier this week…we said a real grammar wizard could answer the same question type any way it asked. Today we are going to be given sentences…..and like true detectives we are going to have to figure out what sentence type is the correct answer

• The only way we are going to be able to do that correctly is if we know what each sentence type means and looks like in a sentence

Mini-Lesson / Modeling (“I” or “I/We”)

• Go over visual anchor of the types and what they look like in a sentence

• Watch me while I: Do the I problem Think aloud reading the sentence and going through each answer choice and rationalizing why you are eliminating the wrong answer choice. Choose the best answer and rationale why you know this answer is correct….i.e. I know this sentence is correct because I know an imperative sentence is a statement.

Guided Practice (“We”)

• Paper and pencils already prepped on desks• Do We Problems • Have scholars write the correct letter choice

for the answer and the word on their paper • Always ask scholars to tell you how they know

the answer choice they chose is correct

Guided Practice (“We”)

• Where is my science book?A. Declarative sentence

Key questions to check for understanding during GP:

• Ask scholars to tell you how they know the answer choice they chose is correct

• Asking scholars what each sentence type is• Ask scholars to give an example of the

sentence type

Check for Understanding before Independent Practice

• Please come with me to the movies.____________________________

• I made a perfect score on this test!_______________________________

• Why is John late for our date?______________________________

• Open your locker immediately.______________________________

Independent (or pair / small group) Practice (“You”):

• Scholars do you problems and I circulate.

HOMEWORK assignment

Punctuation/Types of Sentences Quiz

•Write the correct punctuation mark. (?.!)


• I got to go to the zoo yesterday and pet the giraffes__________

• I am a second grade scholar at Peak Preparatory. ____________

• Do you know what time we are going to dinner tonight__________

• There are ten questions on the spelling test this week. __________

• How old are you_______________


• I Write an E for exclamatory, I for interrogative and D for declarative.


• Are you going to do your homework this week____________________

• Ms. Roberts is a second grade teacher at Peak____________________

• I am so excited to go see the Justin Bieber concert tonight__________

• How old do you have to be to drive a car________________________

• Baylor University is a college in Texas______________________

Exit Slip / Final Assessment of FIRM MASTERY

• Scholars will answer four multiple choice questions in which they will have to determine the sentence type of a given sentence.

Lesson Reflection

• What percentage of students mastered the aims: _____

• Did at least 85% of students master the aim? If not, why not? What are the common errors students are making?

Ms. J. Helton’s Writing Lesson

Today’s Objective:

• SWBAT recognize and utilize the steps of the writing process.

CONNECTION TO BIG GOAL

• Students need to know the steps of the writing process in order to complete their writing project.

OPENING

• Do Now – Brainstorming (5 minutes):• Pretend I told you that you had to write a

report on the National Zoo. Explain to me what you would do. You will have five minutes to complete this. When you are done push your paper to the left corner of your desk, place your pencil in your desk and re-set STAR.

OPENING

• Using the writing process helps writers do their best work! There are five steps in the writing process. Let's take a look at them!

I DO

• The first step is prewriting. This is the planning step. During this step the writer should:

• Choose a subject• Gather details about the subject using a

graphic organizer• Decide what you want to tell your audience

I DO

• The second step is writing a first draft. This is a time to get your ideas down. During this step the writer should:

• Write all of your ideas down on paper• Don’t stop to check spelling or mechanics just

yet, but do spell the best that you can. Circle words that you are unsure of so that you can find the correct spelling during the editing

• step.

I DO

• The third step is revisiting. This is a time to improve your writing. During this step the writer should.

• -Read and review your first draft.• -Share (Conference) your draft with another

person; get ideas on how to improve your writing.

• -Make changes to improve your writing piece..

I DO

• The fourth step is editing and proofreading.• Make sure that your writing makes sense.• Edit (check) your spelling, capital letters, and

punctuation. Use editing marks.• Write a neat final copy of your work• Reread and recheck for errors one last time.

I DO

• The fifth and last step is to publish your work.• Illustrate your writing.• Share your writing.• Display your writing in the classroom.

WE DO

• Students will pretend they are writing a essay on the topic “My First Grade Year” and we will discuss what needs to happen from beginning to end.

YOU DO

• Scholars will complete the 5 Steps of the Writing Process handout with their elbow partner.

CLOSING

• What did we learn today? When will we need to use this?

• Remember, using the writing process helps a writer write better. There are five steps in the writing process:

CLOSING

• 1. Prewriting• 2. Writing a Draft• 3. Revising• 4. Editing• 5. Publishing

EXIT TICKET:

• Describe the process for writing a paper

j. helton’s reading lesson plans. reading common core standard by the end of the week, the...

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