Lesson+Plan+Template+Page

//Planning//
Reading Comprehension Using Background Knowledge - Please see my notes below about the reading comprehension strategy used in this particular lesson.

Reading Development Level Advancing - Third Grade Students

Instructional Strategies Identifying similarities and differences Cooperative Learning Questions, cues, and graphic organizers

Lesson Length Three 50 minute sessions

Purpose The purpose of this unit is to increase students' reading comprehension skills by analyzing and evaluating different texts. It will encompass three days to ensure a strong understanding of the stated objectives. The first day will include a motivation aspect as well as a guided activity in which two texts are compared and contrasted. On the second day, students will be given an opportunity to explore with and use Web 2.0 tools (grapic organizers) to demonstrate concepts learned. The unit will culminate with the final day on which the students will take the information from their constructed graphic organizers and write a paragraph summarizing their findings.

This is an excellent way to integrate Web 2.0 tools. Rather than waiting until the final product, you have involved students in using tools as true productivity tools. Great strategy - for motivation, engagement, and relevance.

Objectives 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. Students will write a paragraph summarizing the similarities and differences between the two texts. 
 * // Resources, Materials, and Equipment //**

Children's Literature // Little Red Riding Hood // by Beni Montresor - seven copies gathered by Carter // Lon Po Po: A Red Riding Hood Story from China // by Ed Young - gathered by Carter  Websites // ReadWriteThink // []

Graphic Organizers Supplement 3E - //Five Ws and How Category Matrix// [] Interactive Story Map from ReadWriteThink [] Interactive Venn Diagram from ReadWriteThink []

Appropriate and effective choice of graphic organizers to meet learning objectives These organizers can be used with greater and greater sophistication as students develop. I have used the RWT Interactive Story Map - with 8th-grade students - with excellent results.

Materials Butcher paper - gathered by Blount Art supplies (markers, tape) - gathered by Blount  Equipment Computer Lab setting - Carter

While Sheila reads __Lon Po Po__, Shari directs the completion of the category matrix detailing the story elements. As the story is read, both educators model the process of determining each component by asking questions that are relevant to the selected category. The class is then divided into small groups of two or three, depending on the number of students in the class and are given a copy of Montresor's __Little Red Riding Hood__. Each group will record information about this text on their category matrix chart. Both educators will observe and be available to assist students as they complete their chart.
 * //Collaboration//**

Excellent use of two educators. In this lesson, however, determining main ideas seems to be the more relevant reading comprehension strategy.

Assessment Continuous observations, questioning and cueing to assess student use of background knowledge by teacher and teacher-librarian Continuous observation and monitoring of category matrix contributions by teacher and teacher-librarian Rubric modified by Blount and Carter for student self-assessment of all objectives Student Self-Assessment Rubric Supplement 3F - Text-to-Text Connections Rubric [|http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon09294.cfm] Rubric modified by Blount and Carter for educator assessment of Web 2.0 implementation and written paragraph Evaluator Assessment Rubric //RubiStar// - []

Brava for your modifications and attention to the specific objectives you are setting out to measure. Your Evaluator Assessment Rubric is especially excellent. Your work shows leadership in instruction.

Standards // **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: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (G) Identify similarities and differences across texts such as 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 student 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).

Information Literacy 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.
 * AASL Standards for the 21st-Century Learner**

//**Process -**// Motivation One of the most well-loved and well-known books is __Where the Wild Things Are__ by Maurice Sendak. We previously read this book as a complement to our Halloween unit. Knowing the movie was going to be available soon for purchase, we decided to show the movie to the students as a reward for meeting their Accelerated Reading goals for the six-weeks. As a motivation for this lesson, discuss with the children their favorite parts of the book and also their favorite parts of the movie. Engage them in a discussion of which one they liked better and why. Explain to them that today they will learn to make other text-to-text connections, this time between two variants of a story.
 * // Implementation - Day 1 //**

Although I haven't seen it, I've read/heard that the film is not for kids! Have you seen it? I think this is something we have to be careful about in the 21st century... Filmmakers are taking more "liberties" with classics.

Film content aside, this is an appropriate, relevant, and engaging motivation.

1. Listen attentively to reading of text. 2. Categorize story elements. 3. Round-robin read second text in group. 4. Complete category matrix with new ideas.
 * // Student-friendly Objectives //**

Presentation Before reading the story, review story elements and the graphic organizer used to categorize these elements. Read __Lon Po Po__. While one educator reads the story, the other educator adds information to a class-sized category matrix on the wall. Both educators cue students by asking pertinent questions about each category. Divide the class into small groups.Distribute a copy of __Little Red Riding Hood__ and a consumable category matrix to each group. Instruct each group to take turns reading the story, recording information in the correct category of the matrix.

This is the challenge for this lesson. You have stated text-to-text connections are the focus, yet you are asking students to ask questions (rather than making text-to-text connections). Of course, they will make those connections when they use the Venn to compare these texts.

Instead of asking questions, perhaps your plan should reflect what the students are doing here; they are recording the main ideas - because when they compare they will be comparing the main ideas between the texts. (I know. I know. Determining main ideas is another reading comprehension strategy - but in my thinking, these main ideas - 5Ws and How - are relevant to making text-to-text connections. Asking questions is another concept all together...)

Student Participation Procedures Raise your hand to contribute information to the category matrix chart. Provide at least one contribution to the category matrix chart. Offer only positive feedback to classmates during the contribution phase of the category matrix. :-)

Guided Practice Since the purpose of this segment of the lesson is for each individual student to add information to the category matrix, one educator will write the students' names beside each contribution, while the other educator reads the story. This action models to the students exactly how the procedure should be accomplished.

Closure Students will be allowed and encouraged to share connections made from the category matrix. Students will use the rubric to self-assess progress of the lesson. Educators will use the rubric to assess progress of the lesson.

Reflection // **Student Reflections** // Did the category matrix help identify the main story elements between the two stories? What is the purpose of the category matrix? What were two similarities between the two stories? What were two differences between the two stories? Tell which story was your favorite and why? //**Educator Reflections**// Were the students successful in understanding and filling in the category matrix chart? Did the students understand the purpose for the category matrix? List strengths of this lesson. What made these a success for the lesson? List weaknesses of this lesson. How can these weaknesses be improved to accommodate future collaboration lessons? //**Administrator Reflections**// - Brilliant! How will this positively impact the students? Based on your observations, what were strengths of this lesson? Based on your observations, what were weaknesses of this lesson? What improvements would you suggest for this lesson from the planning, teaching, and conclusion phases? How was your role vital to this collaboration process? Extensions Students can generate a list of other books that could be compared on a category matrix and explain the reasons for their choices. They can work in pairs to fill in a category matrix based on their selection. Encourage the students to go beyond story variants of fairy tales by tapping into other subjects or themes. Excellent - and you will want to facilitate this in a future lesson. For more sophistication, comparisons can be made between single story elements, such as characterization only.

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact.// Chicago: ALA Editions, 2007.