LESSON 3 of  4

Date: October 23, 2013 (Wednesday)

Grade: 3rd

Number of students: 28/block

Course/Subject: Literacy/Social Studies

Unit/Theme:

• Comprehension Strategy – making predictions

Period/Time 5th  Block

Estimated duration: 35 minutes

Where in the unit does this lesson occur?

  Beginning of the unit

  Middle of the unit

  End of the unit

Structure(s) or group for the lesson (Check any that apply

     Whole class

      Small group

      One-to-one

      Other (specify)

Big idea or Concept Being Taught

Detailing Predictions to Bring out Personalities.

 As readers we can deepen our predictions by making movies in our minds and draw on our personal knowledge and similar experiences of how our stories might unfold. This lesson serves as the third lesson of the learning segment. In order to build on the foundation of the academic vocabulary word “prediction” to students, two examples will be provided where the process of making predictions will be modeled and practiced.  Predictions will be made by chunking chapters at appropriate points so that opportunities will be given for multiple predictions.

Rationale/Context

(Why this lesson at this time; how does it connect to previous or succeeding lessons?)

Name of Unit: Comprehension Strategies – Making Predictions

 The students began learning about a South American Country (i.e., Brazil) in social studies. While at the said time focusing on the comprehension strategy making predictions. The interdisciplinary crossover of this Social Studies unit with literacy has allowed the topic to be taught with greater depth of subject matter knowledge.  Teaching predictions is a challenge in that students always state what will happen but does not use text evidence to support their predictions.  Therefore it is important for the teacher to tell children that based on what was read, what evidence did you used to make your predictions?

During this lesson students are exposed to making predictions from the Read Aloud of The Great Kapok Tree by looking at Title, illustration and listening to the text of a story to predict what it is really about.  Making predictions through illustrations, text and title will guide students to deepen their skill of predicting.  

This lesson is the third of four lessons designated to explicitly model the process of making predictions.

Prior Knowledge and Conceptions

(What knowledge, skills and/or academic language must students already know to be successful with this lesson?)

Prior Knowledge

• Students know what is envisioning or visualization
• Students know to identify the characters in a story
• Students know what are character traits

Prior Skills

        Students have the skill of making visual/mental pictures of characters when reading.

        Students have artistic and writing skills from stop and jot, practicing comprehension strategies such as recounting and writing sentences for my thoughts section of their writing workshop.

   Prior Academic Language

• character
• envision/visualize
• recount/retell

Students Learning Goal(s)/ Objective(s)

(Identify1 or 2 goals for students; below your goals state how you will communicate the goals to students.)

Students will understand that good predictors often make movies in their minds of not only who is doing what but also how the character does that thing.

• Students Version: students will predict not just what will happen but how it will happen by using background knowledge of characters.

Standards

(List the standards that are most relevant to your goals)

Common Core:

ü  Standard 1 ELA: Students will read, write, listen and speak for information and understanding.

ü  RL. 7 Explain how specific aspects of a text illustrations contribute to what is conveyed by the words in a story(e.g,. create mood, emphasize aspects of a character or setting)

Academic Language Demands

(Identify academic language, particular words/phrases that are essential to understanding the content of this lesson.)

Making Prediction: A prediction is a guess as to what will happen next in the story.

1. 2.      How will you know and documents the extent to which students make progress towards or meet your goals?

Evidence and assessment of student learning

(How will you know whether students are making progress toward your learning goal(s), and /or how will assess the extent to which they have met your goal[s]?)

• Student’s use of key details or clues from the text the author gives about the character actions to conclude how the story will end.
• Voluntary participation
• Graphic organizer

The informal assessment of student’s performance will occur during the whole class activity (jot what you are picturing). And the completion of the graphic organizer/worksheet at the conclusion of the lesson.

Expectations for Students Learning

(What are your expectations for performance?  Specifically, describe expectation for each of the following types of performance: exceeds expectations, meets expectations, and below expectations performance.)

Exceeds expectations: Challenge student to write more than one prediction when working independently. Uses clues or more than two supporting details from the story and also how the character will act to tell what will happen.

Meet expectations: Participates during the class exercise, identify at least one supporting detail from the story to tell what will happen and how it will happen.

Below expectations: A zero scored on the rubric. Student fails to participate (unable to write a prediction). Cannot identify any clue or supporting details from the story in order to make a prediction

Students Feedback

(How will you provide students with feedback?)

Students will receive oral feedback when teacher interjects after making observation of student’s writing.  

Example of oral probing feedback.

• Remember to predict not only what a character will do, but also how the character will do that.
• How many of you though about the animals speeches and a similar experience and let that influence your prediction?

1. How will you support students to meet their goals?

Launch/Hook

(How will you get the lesson started? What questions, texts inquiry, modeling, and/or other techniques will you use to engage students?)

Display chart with pictures of animals found in the tropical rainforest (jaguar, toucan, frog etc.)– In this activity, students will predict what the reading/story for today will be about.

• Next I will show students the title and illustration of the text.
• Think about what you believe will happen in this story based on the title and pictures that appear.
• Turn and talk with a partner about your prediction.

The activity you just went through required you to make a guess as to what will happen next in the story. Today I want to tell you that to deepen your prediction it helps to imagine not only what the character will do but how he or she will do it.

Explore

(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan

Note: For math lesson plans, please write or attach every task/ problem students will solve during the lesson.)

Students will listen to the story being read.  Look back at what they learn.

Pausing in carefully selected places to prompt students in several ways to make a prediction, including “Jot what you are picturing.” The process of making a prediction is modeled by the teacher once and then practiced by the students from that point forward.

• Book – title, cover illustration and text.

Making predictions:

• Predictions can be made from titles and illustration/pictures, chapter books and from performances (the way people act).
• Remember to predict is to make a guess as to what will happen next in the story.  (definition revisited)
• Read aloud of chapter 1 of The Great Kapok Tree.
• Question: How do you think the animals in the story felt, when they saw a human who was bigger and stronger than them came to chop down their tree?
• Why was the man going to chop down the Kapok Tree?
• Giving students a thirty seconds to jot their predictions
• Which animal do you think made the biggest impression on the man?

Closure

(How will you bring closure to the lesson?)

Guide students in a conversation to process the lesson

• Have students use their own experiences to predict and to write an ending for the story.

Differentiation/ Extension

How will you provide successful access to the key concepts by all of the students at their ability levels?

The 8 Multiple Intelligences – Gardner (1985)

Interpersonal: Working together as a whole class

Intrapersonal: working independently to make prediction.

Visual/Spatial: Using active imagination, internal imagery, visualizing and using their minds eyes; Seeing pictures and story on Smart Board and graphic organizer.

Audio: Hearing peer responses when sharing what they did to make their predictions good.

How the classroom environment supports student learning:

• Working as a whole class to make movies in their minds during the read aloud, then jot a prediction of what they think will happen.
• Hearing the discussion of peers in heterogeneous groups.

Challenging Above Average Students:

• Challenge: have students learn that reading involves bringing one’s own words, one’s own meaning, to the text and make a conclusion of the story.
• Extension: have students draw conclusion not only on the immediate text but also relevant details from previous parts of the story to speculate about the upcoming story line.

What Ifs

Be proactive: Consider what might not go as planned with the lesson; what will you do about it?

What if students have trouble making predictions

• Guide students to discover that predictions can be made from both reading and life experiences
• Explain to students that prediction, envision, and inference are related, they all refer to making a movie in your mind.
• Point out that by guessing the next color of the traffic light is simply making a prediction.

What if students cannot relate inference and prediction as being the same?

• Explicitly defining both concepts for students and providing examples

Resources and Materials

Pictorial Chart

Students journal

Graphic organizer

Text – The Great Kapok Tree by Lynne Cherry

Rubric

Dimension

Emerging (0)

Competent(2)

Exemplary(4)

Score

Students will write predictions about a story.

Student did not write any predictions about the story

Student wrote at least one prediction about the story.

Students wrote two or more predictions about the story.

Students identify supporting details to determine predictions confirmed or contradicted.

Student did not identify any supporting details

Student identify at least one supporting details from the story.

Students identified two or more supporting details from the story.