Lesson+Planning+Form+Page

Lesson Planning Form Page
**Supplement 1A―Collaborative Planning Sheet, Sample 1**

Shari Blount & Sheila DeLattre-Carter Comparing story variants of //Little Red Riding Hood//
 * Teacher**
 * Topic**


 * Dates/Times**: December 3 - 4, 2009/ 1:00-1:50 p.m.

//English Language Arts & Reading, Grade 3 TEKS// (b) Knowledge and skills (9) Reading Comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (G) Identify similarities and differences across texts such as in topics, characters, and themes (3); (I) Represent text information in different ways, including story maps, graphs, and charts (2-3). (10) Reading/literary responses. The student responds to various texts. The student is expected to: (D) Connect ideas and themes across texts (1-3). (11) Reading/text structures/literary concepts. The students analyzes characteristics of various types of text. The student is expected to: (D) Compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8). On which reading comprehension strategy does your lesson focus? Activating background knowledge? Is there a TEKS that addresses this specifically?
 * Content Standards and Information Literacy**

//AASL Standards for the 21st-Century Learner//

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. 2.1.4 Use technology and other information tools to analyze and organize information. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.2 Dispositions in Action 3.2.3 Demonstrate teamwork by working productively with others. 4. Pursue personal and aesthetic growth. 4.4 Self-Assessment Strategies 4.4.4 Interpret new information based on cultural and social context.

Identifying similarities and differences Cooperative learning Questions, cues, and advance organizers **
 * Instructional Strategies

Students will utilize background knowledge as a reading comprehension strategy to make text-to-text connections between different story variants. Students will use a category matrix to organize details between the two stories. Students will use a Web 2.0 technology tool for this lesson. **
 * Performance Objectives

Students have already been introduced to and have utilized //using background knowledge// as a reading comprehension strategy. Students have participated in filling in a //category matrix// in class and small group settings. Students have been introduced and exposed to a variety of //Web 2.0 tools// to assist with projects and assignments.
 * Prior Knowledge**

Continuous observations by teacher and teacher-librarian Continuous questioning and cueing by teacher and teacher-librarian Assessment Rubric created by Blount and Carter for both student self-assessment and educator assessment.
 * Assessment Tools**

"When children begin to notice commonalities between texts situated both inside and outside of school, they may begin to find more relevance in their school-based learning experiences" (Moreillon 23). Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007.
 * Relevance to Students' Lives**

Okay, so how will students connect with this? What texts could they be comparing in the current outside of school life? What movies have recently been in the theater (that are appropriate for 3rd-grade viewers) that students may have read in book format first? These are the kinds of connections you can use in the motivation section of your lesson plan.

Review skills presented in using background knowledge as a way to make text-to-text connections: //Blount// Demonstration of story elements category matrix to make text-to-text connections: //both educators// show this collaborative process to be implemented by students Demonstration and integration of Web 2.0 tools to be used for comparing and contrasting story elements for this lesson: //Carter// Assessment rubric: //both educators// will create and evaluate finished student products
 * Learning Tasks and Educator Responsible**

Reflection from Blount and Carter on this initial collaborative experience. Assessment rubric: Blount and Carter will use this rubric to evaluate this project.
 * Lesson Evaluation/Comments**

//Little Red Riding Hood// by Beni Montresor -gathered by Carter //Lon Po Po: A Red Riding Hood Story from China// by Ed Young - gathered by Carter Category Matrix consumables- modified by Blount Butcher paper - gathered by Blount Art Supplies (markers, tape) - gathered by Blount Computer Lab setting- Carter Assessment Rubric created by Blount and Carter From J. Moreillon, //Collaborative Strategies for Teaching Reading Comprehension// (Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: [].
 * Resources and Materials**