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of anEffectiveLesson
HQSI-12
Components
Clements
byAndrew
Grade/Reading UnitThemeFrindle
Date:March16,2015 2no
Standards:
- Askandanswer
why,andhowtodemonstrate
when,
where,
aswho,what,
suchquestions
R1.2,1
ina text.
ofkeydetails
understanding
- Describe
andchallenges.
tomajorevents
ina storyrespond
howcharacters
RL.2.2
gather
- Askandanswer
comprehension,
questions
saysinordertoclarify
whata speaker
about
51.2.3
ofa topicor issue.
understanding
ordeepen
information,
additional
to
ways,
listening
gaining
(e.g.,
thefloorinrespectful
fordiscussions
rules
agreed-upon
Follow
S1.2.1.Adiscussion).
andtextsunder
thetopics
oneata timeabout
withcare,speaking
others
.

grade
andtextswith
2 topics
partners
about
withdiverse
conversations
incollaborative
Participate
S1.2.1groups.
peers
insmallandlarger
andadults
a
toanswer
sources
fromprovided
information
orgather
fromexperiences
information
Recall
.W.2.8ouestion.
SWBAT...
Objective(s):
Content
fromFnndle
andformquestions
to makepredictions
1, useinformation
inthesection
themainevents
2. summarize
eventfromthestory
3. drawanimportant
reading
sections
across
comparisons
4. make

r- s: a Gutierrez
' . ' = : - c Csa n d Ma n a g e me ni nt T e aching
)erod'.L

LanguageObjective(s):
SWBAT...
1 Writedescribing
words
forcharacters
inthebookof Frindle
2. Orally
explain
inorderofsequence
ofevents
whatwasgoing
on
3. Respond
questions
toandaskappropriate

KeyVocabulary:
what,when,
purpose,
where,
gather,
who,why,how,moral,
recount,
recall,
experiences,
sequence
ofevents
Supplementary
Materials:
Eachstudentwillhavetheirownnotebook
thatthevwillwrite/draw
in
paper,
Pencil,
eraser,
etc.
Frindle
byAndrew
Clements
pencils,
(colored
crayons,
markers,
etc.)
Who,what,
when,
where,
why,andhowchart
*****Sl0P
Features*****
Preparation
Scaffolding
Grouping
Options
. Links
. Whole
toPastLearning o Guided
Practice
Class
. Links
.
.
.
Background
to
Comprehensible
Input
Independent
Integration
of Process
. Writing
. Speaking
. Listening

Application
Assessment
. Linked
o Written
toObjectives
. Promotes
o Oral
Engagement

lntroduction
: (5minutes)
Students
willshare
whattheydrewfromtheprevious
section
ofthebookthattheylistened
toandexplain
a
littlebitabout
theirdrawing
(what
picture,
it means
whytheychoose
tothem,
todrawthatparticular
etc,)

PriscillaGutierrez
Methodsand Management
in Teaching
Period 1/a

DailyReview:
(3-5minutes)
.

Restating
previous
majorevents,
(Thisisalsoa formof
or introduction
ofnewcharacters.
assessment)

Asking
questions
thestudents
like:
o
.
o
o

"What
happened
thelasttimewereadthebook?"
"Whydida certain
eventoccur?"
"What
happened
andhowdidit happen?"
"What
doyouthinkwillhappen
next?"

DailyObjectives:
1.
2.
3.
4.
5.

SWBAT
useinformation
tomakepredictions
andformquestions
fromFindle
SWBAT
summarize
themainevents
inthesection
SWBAT
drawanimportant
event
fromthestory
SWBAT
make
previously
comparisons
across
readsections
SWBAT
writea sentence
underneath
theirdrawing
thatexplains
whattheydrew

Concept:
Development
ofListening
Skills
andability
toidentify
mainpoints
ina storyincluding:
./
'/
./
{
,/
./

Who?
What?
When?
Where?
why?
How?

Content
InsidetheCurriculum:
Students
willunderstand
whatthemainevents
areinthestoryaccording
tothesection
readthatdayinthe
bookFrinile(who,
what,when,where,
why,how)

Content
Outside
theCurriculum:
Students
willbeabletoapply
theirlistening
skills
tofuture
reading
bytheircomprehension
on:
r' Whothecharacte(s)
inthestoryis/are

Priscilla
Gutierrez
in Teaching
Methodsand Management
Period'/o
./
/
./
./
./

were
themainevents
aredoing/what
Whatthecharacters
happened
whensomething
bydetermining
sequence
ofevents
Understanding
(setting)
happened
Where
events
(whatleduptothis?)
happened
Whytheevents
Howdidit happen?

(10minutes)
Practice:
Guided
1 obviously)
withChapter
Chapter
6 and7 (theunitstarts
indicated:
Teacher
willreadthesection
inmind),
why,andhow?Questions
(withthe.who,what,
where,
when,
tofollow
discussion
Classroom
withfilling
organizer.
outofgraphic
along
Grouping:
group.
willbealltogether
asa whole
Classroom
seats
theywillbeintheirassigned
drawings,
While
thestudents
aremaking
(5minutes)
lndependent:
witha hand
readthatday,along
inthesection
animportant
event
thatdescribes
Workontheirsentence
and
picture.
drawing
eachstudent's
although
andhelpeachotherarefreetodiscuss
Students
drawn
mustbetheirownwork.
sentence
LongTermReview:
./ Dailyreview
withnewsections
tocompare
sections
ofprevious
,/ During
howthe
ofthestoryastoexplain
willmakereferences
tobeginning
discussions
classroom
storygottowhereit is now
(3-5minutes)
Closure:
./ Daily
journal
thequestion:
answering
notebook
writing
inthestudents
itsnew
youchoose
"lfyoucould
andwhatwould
whatwould
ofa certain
thing,
thename
change
namebe?"
Homework:
day
drawing
toclassthefollowing
Finish
tobring
Assessment:
anyquestions
forunderstanding
andanswering
checking
willwalkaround
theclassroom,
Teacher

PriscillaGutierrez
Methodsand Managementin Teaching
Periodlc
Therewillbea quizattheendofsection
(bookisbroken
upintothreesections)
andanoraltestattheend
ofthebooktoassess
overail
understanding
ofeachstudent

KeyDetails- AskQuestions
Who?

What?

When?

Where?

whv?

How?

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si><

Tlte Die lclect

THREETHINGS HAPPENEDlaterthat same
afternoon.
Nick and Janet Fisk had missed the bus
becauseof a schoolnewspapermeeting,so they
walked home together. They were seeingwho
could walk along the curb without falling. It
took a lot of concentration, and when Janet
steppedoff into the street, Nick said, "That's
three points for me."
But Janet said, "I didn't fall. I saw somethittg. . . . Look." She bent down and picked rp
a gold ballpoint pen, the fancy kind.
That was the first thing-Janet ffnding the
pen.
They got back on the curb, and Nick
followed Janet, putting one foot carefully in
front of the other on the narrow concretecurb.

77

6" Iady.reachedright
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Framework
Nevada
EducatorPerformance
Tempfate
LessonPlanning

Whatwlll the studentsbe learnlng?

, Whatstrategies
willhelpstudents
makeconnedions
to
previousleaming?
. Howwill studentsknowthepurposeandrelevance
of the
lesson?
. Howwill studentsbuifdtheirannentknowledqe?

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How are studantssupportedIn achlevingthe learnlng

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in theleamingtasks?
lretsrvetr fa'tnc{trttorr
r!t.Y^,y:
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(1\4rienr,,
ryt.lJ
ryr.1J
oltnt)
. Howwill studentsbesupported
to experience
deeper
tu.'tl"'i,lecfrrrntunlt,l?at'rctWdvrstct
leaming?
' ,Howwilfstudentsbechallenged
[u\^dtrnetres (VES
.i,r,r,rss
to advancetheirthinking ll,,'JH*,,lkifi
,!t*.lg'31),,wiI
andskills?
Howwlll studentsengageIn fnteractlvedlalogueandor
Sfvtcieyfts wi Il aflSL,ler z,1U8srrtr-rns
dlscusslons?
C l S t r cb\ r i l r \ t d r v r c l 'i t h e r a i v t t e - - . "
. Howwill studentsdeveloptheirskillsin argumentation,
''"nc{&e 'i,,
cb,,'rlte.{lOr,r tc, +14
andcritique,risingtogic/evidence
explanation,
to support C\nd
r
6c)i n tu in *,1n(r voi ttnt
Evefi\
or refutea claimor position?
. Howwill studentsusemultiplerepresentatlons
. l clir'-rphlL
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of concepts t 1 \ 4 \ L N r '
ct
ugv
vt''it\
(i.e.,
graphic
in theirthinking?
organizers,
visuafs,
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conceptmaps,videos,simufations,
drawings,
data
formats)
. \Mratopportunities
willstudentshaveto usetheirpersonal
experiencesandknorvledge
to connectto the new
conceptsandskills?
. Howwill studentscollaborate
witheachother?
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Howwlll studentsreflecton thelr leamlngprogress

throughstructuredmetacognltlve
actlvltles?
. Howwill studentsknowthelearninggoals,the
performance
criteriaandpurposeof the lesson?
. Howwill studentssharetheirprogress?
' Howwill studentsbe supportedin revisingtheirlearning

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Howwllf studentprogresgbe assessed?

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. Howwere sfudentpre'assessments
or worksamplesused
h e i p t r , i it o T ' l q i rt v , r ( 1 ' t r : s c n ,
to planthislesson?
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Southern Nevada Regional ProfessionalDeveloprnentProgram

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