Lesson: Prediction of a Character's Future Actions

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Lesson Objective

AIMS for the class (on the board before class starts): SWBAT predict whether the character will do something differently in the future. (Did they learn from the lesson?)

Lesson Plan

* * Lesson plan also uploaded here as a .doc

Achievement First Lesson Planning Template (2-pager)          

                                                                                                                                   

Teacher:  Strattner

Date:  

Subject: Reading Comp

Class:  Louisville

AIMS for the class (on the board before class starts):

 

SWBAT predict whether the character will do something differently in the future. (Did they learn from the lesson?)

EXIT SLIP / Assessment of FIRM MASTERY of the Aims:

 

Checklist: SW predict whether they think the characters will do something differently in the future.

 

AGENDA with times for each item (on board before class starts):

 

Intro: 2 min

I: 8 min

We: 10 min

You: 5 min

 

MATERIALS:

1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes 

1)  Who can remind the scholars what we worked on yesterday? (SW raise hands to provide answer: yesterday we worked on finding the lesson that the characters learned.)

2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute

3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes

 

·         Scholars yesterday we talked about the lesson that the characters learned from the outcome or resolution of the story. Today we are going to focus on predicting whether the characters will act differently in the future.

·         Who can remind the group what a prediction is? (SW raise hands to provide answer: a prediction is when we make a smart guess about what is going to happen based on information that we already know.)

·         Today we’ll use information we know about the frogs to help us make smart predictions.

 

Key Vocabulary 0-5 minutes, interwoven

 

 

 

 

 

 

 

 

 

 

 

 

4) Guided Practice (“We”) 5-20 minutes

 

·         First, let’s think about what we know about the frogs.

·         SW TPS & TW select 2-3 scholars to share out about the frogs.

·         We know that in the beginning of the story the frogs were selfish, greedy etc. At the end of the story though, they realize they don’t own anything, everything is for everybody and they learn to care about each other.

·         I want you to think about all of this information and turn to a partner and tell them whether you think the frogs will do something differently.

·         Let’s pretend the frogs meet a new frog, Jerome. Jerome is really selfish and greedy and wants to fight with Milton, Rupert and Lydia over the air, the water, the rocks etc. What do you think the three frogs will do? Will they fight/argue back? Why/Why Not?  

Key questions to check for understanding during GP: (Level 1 and Level 2)

 

 

 

 

 

 

 

 

 

 

5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters)

Turn to a neighbor and remind them what we are going to be working on at our desks. ( SW raise hands and provide answer: we will be working on making predictions about what the frogs would do in the new situation.

6) Independent (or pair / small group) Practice (“You”):

15-25 minutes

 

·         TW circulate and ask Ss to explain their predictions: “I predict…” etc.

 

 

7) Cumulative Review

 

T should ask Ss to explain if a character will act differently in the future in books they read. 

8) Homework

 

Have scholars explain how the characters will change/act differently in books they’ve read at home.

 

9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim:  1-5 minutes

SW explain how a character will act differently in the future.         

Lesson Reflection

What went well?

 

Scholars were successful because they had already learned what the resolution was.

What would you change?

 

Have scholars explain the resolution as the lesson and then think about what that teaches the character and how they will act differently in the future.

What needs explanation?

 

Make sure scholars understand that the resolution can be the lesson learned and that if a character learns a lesson it will change the way they act in the future.

 

               

Lesson Resources

Prediction to a Character's Future Actions LP 4   Lesson Plan
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