WK 9 Assignment #3

Title: The Fire Station

Level Grade 3^rd

Time 45

Standards:

·         CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

·         CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

·         CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

·         CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

·         CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

·         CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

·          

·         Materials : 5 laptops/computers, smart board, chart paper, color pencils, journals

• http://asp.tumblebooks.com/library/asp/MyPlaylist.asp “The Fire Station”

Goal: Students will comprehend story sequencing by interpreting detailed events reading aloud-and by individual reading

 

Essential Questions:

Explain in detail what happened to Michael and Shelia in the story?

Whose idea was it to go into the fire station? Describe Shelia’s character.

Give detail accounts from beginning, middle and end of what happened to the children.

Can children really stay in a bath tub from 3 to 5 days?

Predict from your own point of view how long you stay in the bath tub and why?

What happens when there is a fire who should you call?

Students will:

Describe the characters in the story by explain the motivations of Shelia and Michael.

Explain detailed successive events of what order from beginning, middle and end.

Distinguish their own point of view from the authors by predicting the number of days a child can stay in a bath tub.

 

Students will be able to:

Give detailed account of main successive events in the story using details.

Describe the characters in the story and how each one played out.

Comprehend the main ideas in the story by determine important details.

Know that a literacy story has a beginning, middle and end.

Make prediction based on their own experience.

 

Performance task: Story map-graphic organizer org-character-describe.pdf

Student organized groups retelling the story in sequence

 

Other evidence: complete story maps-graphic organizers, from being, middle and end of the story giving detailed accounts

Properly predict how long a child can stay in the bath tub.

Students will reflect on their ideas sharing story maps by turn and talk,

Giving accountable talks of detailed events.

Who to call when there is a fire.

 

Learning Activities:

W-Connect students to prior knowledge and to the story-let student brainstorm with prompt questions, what they would do it there is a fire and who would they call first? Can a child really stay in a bath tub for 3 to 5 days?

 

H-Hook-let students turn and talk-and share out ideas of who they would call if there was a fire. Show the students a copy of the book’s cover (title, cover illustrations, author) let students make predicts of what the story is going to be about. Teacher can read-aloud from the smart board, pausing at the beginning, middle and end of the story. Probe with questions indicating the beginning, middle end. Ask students to note motivations and actions of the characters.

 

E-Give each student organized groups laptops/computers and web-site information of play list on tumble books. Go over safety use of computers. Let students read story on laptops/computer in groups. http://asp.tumblebooks.com/library/asp/MyPlaylist.asp “The Fire Station”

 

R-Student will organize details, sequence of main details from beginning, middle to end on a story map on chart paper in groups. Student groups will be given plenty of time to determine important details, check and repair ideas.

 

E-Student can revise story maps, and rethink story plots, main ideas, and character motivations in groups.

T-For differential instruction place low level students with higher level students-Give lower level/shy student plenty of time to form ideas, use prompt/probe question to probe for understanding. Walk around to groups and check for understanding-

 

O-students will share out story maps to rest of their peers-speaking of beginning, middle and end-including main character motivation and major events in the story. Student can receive further feedback from peers and teacher.