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Teacher: Mrs. Elizabeth Martin, taught in Mrs. Aimee Porco’s Vernfield Elementary Class
Reading:
Schedule:
i. “I” – I will read the book Sam and the Lucky Money by Karen Chinn
to the class.
ii. “We” – We will do an inner/outer engagement circle
iii. “You” – As students move into independent reading time, they will
bring an exit ticket to their spot. What was the life lesson in this
book?
iv. Closing at the carpet
a. “I”: To open the lesson, I read the book Sam and the Lucky Money to the class.
The objective of the lesson will be stated and mirrored: I can learn a lesson
from a text. Before reading the book, I tell the students that their job as I read is Commented [EM1]: Domain 3a – clear directions;
objective is clearly stated, written and mirrored by students.
to think about the literary elements we have been discussing for the past few
Commented [EM2]: Domain 3a – Students know exactly
weeks – character, setting, BME, problem/solution – and to think about what what their job will be while I read; prior knowledge is
revisited and practiced, which shows how the content is
lesson the author may be trying to convey in this text.
well-known.
b. “We”: After we finish reading, I will set up the students in an inner and an outer
circle and ask them comprehension questions about the book. These questions Commented [EM3]: Domain 3a, Domain 3b, Domain 3c,
refer to the literary elements within a text and have them have a discussion with Domain 3d, Domain 3e
Students are engaged in an activity that was practiced during
their partners about what certain parts of the story are trying to teach us. They Morning Meeting to get used to the structure. Higher order
thinking skills are elicited, which is a formative assessment
will shift around and be faced with a new partner for each question. of learning.
c. “You”: I will tell the students that as they go into self read, I am going to give Commented [EM4]: Domain 3b, Domain 3c
each of them an exit ticket, where they should write what the lesson was that Cooperative learning with partners is used to ensure total
participation. Students are continuously engaged in learning.
they learned in the text. They will hand in their exit ticket and go into
Commented [EM5]: Domain 3d – exit ticket assessment.
independent read.
d. Close: To close the lesson, we will talk about how we felt that we met our target
for the day - I can learn a lesson from a text. We will regroup onto the carpet Commented [EM6]: Domain 3a, Domain 3b, Domain 3c,
and using Think/Share/Pair, we will discuss what lesson was learned from this Domain 3d, Domain 3e
Students are actively engaged through Think/Pair/Share.
text with our partners and then as a whole class. Higher level questioning is used to elicit student-led
learning. This is a formative assessment of learning. Any
teachable moment can be seized upon as lesson ideas are
V. Materials and Equipment: shared.