AMERICAS CHAMPION SWIMMER LESSON PLAN Cayuga Heights Elementary Reed Schall 2/16/11 10:40 AM 3rd Grade Whole

Group: 18 Students, 40min I. Instructional Goal To develop an understanding of how it might feel, and what type of person it takes, to be the first to accomplish something.

II. Performance Objective After an initiating strategy which will assess prior knowledge of the main character, and a re-read of the selection, students will be able to analyze the text by answering one question each on construction paper and then presenting to the class. III. NYS Standards 2: Language for Literary Response and Expression Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation. 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

IV. Materials Crayons, pencils, worksheet, construction paper with questions Americas Champion Swimmer: Gertrude Ederle by David A. Adler. Scott Foresman Reading Street. p. 90-105.

V. Physical Space We will be seated on the carpet in front of the Smartboard for the re-read of

the story, then when students are put into groups, they will be spread out throughout the classroom. VI. Instructional Procedures A. Initiating Strategy: I will initiate by bringing students to the rug, in front of the PowerPoint and asking a question Tell me one thing you remember about the story. After 5-6 students have volunteered answers I will read a few facts from the PowerPoint and then go to the next slide where students will tell me a few of Gertrudes character traits. If they have difficulty I will tell them to think about what kind of person she was and to think of our vocabulary words. B. Teaching Procedure: After activating prior knowledge we will commence reading of the selection. As students read the text yesterday, I will read it aloud to them today. I will remind students to be following along with me and that if I see someone not following along I might call them to read. During reading I will ask questions as we go along, such as what vocabulary word did I just read, how it might feel to be in that situation, etc. After reading, I will pull popsicle sticks to create groups of three, then hand out the questions on construction paper that they must answer. As groups finish their questions, they can decorate their paper as they will be presenting it to the class. During the presenting portion, the students at their seats will fill in the answers on their worksheet, and once everyone has finished, glue them into their reading notebook. C. Closure: Closure for this lesson comes from each student presenting their question and the rest of the class writing the answer on their paper. **If there is extra time students will be given the character trait T-Shirt graphic organizer.**

VII. Assessment A. Student Performance: Students will be assessed with the selection test from the Scott Foresman manual on Thursday. B. Teacher/Self-Evaluation: I will complete a lesson reflection rubric and evaluate myself with a written reflection. The cooperating teacher will also evaluate me with a rubric.