PPAT Task 3: Artifact #1 Shared Reading The Little Yellow Chickens House Spring 2014

Mathews Elementary Skipper (CT) Hardin (LU)

Gregorie

Teacher Candidate: Gabrielle Gregorie Subject/Grade: ELA/Grade 1 Learning Objectives TSWBAT:

Lesson #: 3 Date and Time of Lesson: March 25th - 9:00 a.m.

Describe the characters, setting problem and solution in The Little Yellow Chickens House (TLYCH). Compare and contrast the adventures and experiences of the characters in TLYCH.

Alignment with Standards: Common Core Standards English Language Arts:

CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Developmental Appropriateness or Cross-curricular connections:

Students have read about Little Red Hen, LYCs grandmother, and are familiar with the characters and enjoy their stories. Students are familiar with the format of their daily seatwork and the organizers used for shared reading assignments. Students will complete work on their own to determine what they know without guidance or prompting throughout the lesson.

Assessment(s) of the Objectives:

Lesson Objectives TSWBAT:
Describe the characters, setting problem and solution in TLYCH (RL 1.3). Compare and contrast the adventures and experiences of the characters in TLYCH (RL 1.9).

Assessment of the Objectives

Pre: On the day prior to the lesson, students read the story The Little Yellow Chickens House. Before reading the students made up motions for too hot, go away, and come again another day. Students read along and acted out their motions when it appeared in the text. After reading, students independently filled out a fictional text story organizer: title, characters, setting, problem, and the solution of the story. The students completed organizers will be used to determine student learning Day 1 th (Mon. 24 ) - Shared Reading: The Little Yellow Chickens House prior to the Day 2 lesson. During: Anecdotal notes and comments will be recorded on the Lesson Assessment Checklist to determine student learning during the shared reading Day 2 lesson. Post: Students completed shared reading seatwork assignments from Days 2, 3, and 4, Readers

Use of Formative Assessment

The assessment data on the Shared Reading lesson plans th th March 24 28 will be used to guide the planning for Shared Reading the following week. It will allow me to determine which standards/topics need to be focused on and reviewed, and what concepts the students have mastered.

Artifact #1: Lesson Plan Whole Class

pg. 1

PPAT Task 3: Artifact #1 Shared Reading The Little Yellow Chickens House Spring 2014
Mathews Elementary Skipper (CT) Hardin (LU)

Gregorie

Theater performances on Friday, and written reflections and illustration will be used to determine the overall student learning for shared reading March th th 24 28 of The Little Yellow Chickens House.

Materials:
Big Book The Little Yellow Chickens House by Joy Cowley Assessments: Pre- Fictional Text Story Organizer (completed individually during seatwork Mon. March 24th) During- anecdotal notes and assessment during story and turn-and talks to assess student learning during the Day 2 shared reading lesson. Post- Day 3 and 4 shared reading seat work assignments, Friday Readers Theater performances, and written reflection on TLYCH Lesson Assessment Checklist Blank Smart Board Notebook to create Venn diagram comparing/contrasting characters from TLYCH

Procedures:
1. After reviewing morning work, spelling and word work, and any other daily chores, begin the Shared Reading lesson for Tuesday (Day 2) The Little Yellow Chickens House. 2. Review motions from Day 1 for too hot, go away, and come again another day. Ask students to mak e sure they have a turn-and-talk partner, and be ready to learn and listen. 3. Read TLYCH. Encourage students to perform motions when they appear in the texts. Turn and Talk: What do you think LYCs grandmother, LRH, would say about his friends? What would your grandmother/mother say? Do you agree with LYCs decision to not let his friends in the house? Why or why not? 4. After the lesson, draw a Venn diagram on a blank Smart Board notebook. Open discussion for students to share ways the characters and their experiences are different, and ways they are the same? What do they both need? Are they the same in any way? How are they different? Students will complete Day 2 shared reading seatwork individually, and turn it in with other daily assignments. Students participation during the lesson and completed work will be used to determine student learning.

Activity Analysis:
Independent seatwork: Independent work completed after the shared reading lesson each day is an activity used to assess the overall student learning. The story organizers allow students to express their opinion, beliefs and reflection of the text after each days lesson. The students completed work will show their individual understanding of TLYCH after the shared reading. Smart Board Venn diagram: The interactive whole group completion of the Venn diagram allows us to talk collaboratively about the similarities and differences of the characters, their experiences and adventures. It models the way to construct a graphic organizer to brainstorm ideas before writing. Students will then turn this class Venn diagram into writing on the RL 1.9 Sharing Experiences Activity that they will complete during independent seatwork after the lesson (Artifacts #4, 5, and 6).
References: Common Core State Standards Cowley, J. (1999). The Little Yellow Chickens House. Wright Group. st *Worksheets from Leighann Knight 1 Grade Mathews Elementary

Artifact #1: Lesson Plan Whole Class

pg. 2