Kaila Hamdani Lesson: Thank You, Mr.

Falker Grade: 3rd Italics=Teacher Talk

1.1 Integration of Learning Outcomes

Students will be able to di dee!er into the stor" b" buildin connections between a characters actions and their traits.#$$SS.%&'(&iterac".)&.3.3, $$.*.3.3.$+ Students will be able to determine a trait their characters ha,e b" buildin connections in the te-t. #$$SS.%&'(&iterac".)&.3.3+ Students will be able to demonstrate the" understand their stor" b" discussin more about the characters in their stor". #$$SS.%&'(&iterac".)&.3..+ Students will be able to /ill out a 0$haracter Trait and $onnection $hart0 to demonstrate their understandin o/ Thank you, Mr. Falker. #$$SS.%&'(&iterac".)&.3..+

1.2 Standards
$$SS.%&'(&iterac".)&.3.3 1escribe characters in a stor" #e. ., their traits, moti,ations, or /eelin s+ and e-!lain how their actions contribute to the se2uence o/ e,ents $$SS.%&'(&iterac".)&.3.. %-!lain how s!eci/ic as!ects o/ a te-t3s illustrations contribute to what is con,e"ed b" the words in a stor" #e. ., create mood, em!hasi4e as!ects o/ a character or settin +

1.3 Anticipatory Set

Have you ever really wanted to learn to do something? How did you do it? 5as it eas" or di//icult6 *get answers* Yes, those are good answers/ Well today, we are going to read "Thank You, Mr. Falker 7 y !atri"ia !ola""o. #n this story, a young girl named Trisha is having trou le doing something and we$re going to read a out how she handled this and who hel%ed her along the way. While reading this story, we are going to use our &hara"ter Trait and &onne"tion &hart. #t is a good strategy to write down in'ormation and uild "onne"tions to the main "hara"ter in order to understand what we are reading and this "hart will hel% us do this.

1.4 Procedures
BE O!E *. Ha,e students brin worksheet, cli!board and !encil to ru . (. This worksheet will you hel% you as a "om%rehension strategy e"ause it will hel% you e aware o' whether or not you are understanding what is ha%%ening in your story. This "hart will also hel% you retell to your reading %artners and mysel' what is ha%%ening with the "hara"ters. ). *ets take a look at the "hart. #n the 'irst "olumn *%oint to it on +mart oard* you will write the name o' the "hara"ter you,re talking a out. #n the se"ond "olumn, *%oint to it on +mart oard* underneath "hara"ter trait, you will write an ad-e"tive a out what you noti"e a out the "hara"ter. #n the )rd "olumn *%oint to it on +mart oard*, under a"tion, you write

what the "hara"ter did to make you think they have that trait. .nd in the last "ommon *%oint to it on +mart oard*, you make any "onne"tions you may have whether they are te/t to te/t, te/t to s"hema, or te/t to world.

"#!I$G 0. 1ow, we will read the story. 2ut 'irst, we need to write the title o' the story at the to% o' the "hart. 8. )ead Thank You, Mr. Falker b" 9atricia 9olacco with the /ollowin sto!!in !oints 3. Sto! at ! 0In /irst rade, Trisha sat...0..Wow. Trisha must 'eel misera le that she doesn,t know how to read. # "an tell y seeing her li% %outing in the %i"ture. +o underneath "hara"ter # am going to write Trisha *write on "hart*. 3nderneath "hara"ter trait, # am going to write misera le *write on "hart*. # thought this e"ause in the %i"ture she is %outing her li%, also e"ause the te/t says "Trisha egan to 'eel di''erent.". # will write all o' this underneath a"tion. . te/t to sel' "onne"tion # have is that # don$t know how to ride a ike so when my 'riends talk a out riding ikes or # see them riding a ike # 'eel out o' %la"e and di''erent. :. $ontinue )eadin ;. Sto! at ! 7Trisha3s randma used to sa"<=+to% and 4ot something you noti"ed a out a "hara"ter so 'ar. 5walk around and look at what students ha,e and use !hrases like 0Yes, that is a ood character trait I noticed that as well0, 0That is a reat connection between the te-t and >>0...+ ?. $ontinue readin .. Sto! at ! 7@ut at the new school<= +to% and -ot what you have noti"ed a out Trisha so 'ar in the story. 5walk around and look at what students have6 Who wants to share what they wrote down? "all on student and while they$re talking hold u% their "hart 'or everyone to see6 Yes7 you did a great -o writing the in'ormation in the "orre"t "olumn and making "onne"tions in the te/t. A. $ontinue )eadin B. Sto! at ! 7That was the last<= 4ot down a "hara"ter trait o' Mr. Falker on your "hart. C i,e students time to writeC Turn and talk with your %artner a out what you wrote. 5Do around and listen to what rou!s are sa"in and i,e com!liments+ *E. $ontinue )eadin **. Sto! at ! 7Fow, almost e,er" da" a/ter<= 4ot down what you have noti"ed a out Trisha now. 5walk around and look at what students ha,e and use !hrases like 0Yes, that is a ood character trait I noticed that as well0, 0That is a reat connection between the te-t and >>0...+ 8oes anyone want to share what they have wrote down? *8. Finish stor" *3. 9emem er readers, writing down in'ormation a out the "hara"ters in your story is a good way to hel% you understand what is ha%%ening and e a le to retell the story. #t is also a good idea to make "onne"tions whether they are te/t to te/t, te/t to sel' or te/t to world.

A %E!

*. Students will recei,e a $haracter Trait and $onnections chart 8. Students will o to their readin s!ots and read /or 3Eminutes while the" Got in/ormation about the characters in their stor". 3. I will walk around the room and make sure students are writin in the correct column. I will also i,e com!liments on what the students are doin correctl" and incorrectl". :. 5e will then come back to the readin ru and students will share what the" wrote down. ;. I will remind students that his "hart will you hel% you as a "om%rehension strategy e"ause it will hel% you e aware o' whether or not you are understanding what is ha%%ening in your story. This "hart will also hel% you retell to your reading %artners and mysel' what is ha%%ening with the "hara"ters.

1.& "ifferentiation
M" a!!roaches met students readin and writin needs because durin the lesson, the" were listenin to the stor" and writin down in/ormation. This hel!s them because the" are !racticin their com!rehension skills and also de,elo!in their writin skills. The local en,ironment reatl" im!acts students ca!abilities to read and write. ItHs is a suburban area and there is an abundance o/ resources. The students ha,e access to a librar" in the classroom and an ama4in librar" /or the entire buildin to use. Since students ha,e access to a reat librar" their readin abilities are reall" able to /lourish. This en,ironment im!acted m" lesson because I was able to o to the buildin librar" to check out the book Thank You, Mr. Falker For students who are academicall" talented the" will use the same stor" /rame but will also ha,e to !ro,ide more e-am!les /or each section. For students who are learnin disabled, I will !ro,ide these students with certain books that ha,e characters with clear character traits and clear connections. 'nother wa" I will di//erentiate their lesson is b" !ro,idin them a chart with /ewer elements. For e-am!le, rather than ha,in them make connections I would Gust ha,e them /ind character traits and state what e,idence su!!orts this trait. M" materials di//erentiate on wa"s that ca!itali4e on di,ersit" because the stor" shows students o/ di//erent races in the illustrations and the main character learnin disabilit" and is o/ a di//erent ethnicit".

1.' ()osure
$losure /or the lesson will consist o/ us meetin back on the readin ru /or a rou! meetin . 't this meetin , we will re,iew what the chart consists o/ and how the chart can hel! them. ' /ew students will share somethin that the" wrote on their character chart durin inde!endent readin . I will once a ain remind students that this chart is a use/ul com!rehension strate " /or understandin and retellin the te-t. For homework, students will read their books /or 3Eminutes and will be told to ha,e at least 3 rows /illed out /or the ne-t da".

1.* ormati+e and Summati+e Assessment

I will be able to determine whether the students met the obGecti,es b" readin o,er their charts. 5hile lookin at their charts, I will be lookin /or the /ollowin : that the student /illed in the correct s!ots, the" !ut im!ortant in/ormation about the characters and that the" were able to make ,arious connections. This t"!e o/ assessment is /ormati,e because the oal is to et /eedback so that I can see i/ the" understand how to do those thin s. I/ I notice students are not able to make connections and !ut in/ormation in the correct s!ots, I will ha,e a small rou! con/erence with these students the ne-t da" durin inde!endent readin . I will also be walkin around durin the interacti,e read aloud to !a" attention to their res!onses with their turn and talk !artner. I will know the obGecti,es need to be adGusted i/ the child is not writin the correct in/ormation in the sections andIor the" are still ha,in trouble com!rehendin the stor" the" are readin . I/ maGorit" o/ students are still ha,in di//icult" with this lesson, I will ha,e ,arious minilessons !lanned /or the /ollowin da"s. These minilessons will include: how to /ind a character trait, how to make connections in the te-t and how to su!!ort what "ou think with actionsIillustrations in the stor".

1., -ateria)s
8 $haracter Trait and $onnections $hart #* !er student+

3 : ; ?

$li!board #* !er student+ 1rew, F. #8E*3+ 8igging 8ee%er: 8evelo%ing &om%rehension 3sing Thank You, Mr. Falker. Jntario: International )eadin 'ssociation #htt!:IIwww.readwritethink.or Iclassroom( resourcesIlesson(!lansIdi in (dee!er(de,elo!in (com!rehension(A8?.html6tab=:Ktabs + 9olacco,9. #*BBA+. Thank You, Mr. Falker. Few York: 9hilomel @ooks Smartboard worksheet with chart

1.. %ec/no)ogy
I will use the Smartboard /or technolo ". I will ha,e the $haracter Traits and $onnection $hart shown on the Smartboard and durin the 0@e/ore0 !art o/ our lesson, I will write on this chart. Jn this chart, I will !oint to the s!eci/ic columns when describin what needs to be written on the chart. I will also use the chart !roGected on the Smartboard to write what need to be written in each section. I will lea,e this !roGected while students are doin inde!endent readin to remind them what needs to be written in each section.

2.0 !ef)ection on P)anning

Some o/ the !ro/essional resource I used include readwritethink.or and the librar". This website is a reat source s!onsored b" the International )eadin 'ssociation. This resource !ro,ides hundreds o/ lesson ideas and books /or teachers to use to hel! !lan their lesson. From this website, I ot the idea to do a lesson on characters and makin dee!er connections. This is a website that !romotes a lobal learnin communit" because teachers e,er"where can share their

lessons and use the materials. The other !ro/essional resource I used is the school librar". I ha,e come to the librar" be/ore to et a stor" and the librarian was e-tremel" hel!/ul. The librar" is a reat resource that e,er"one should use.

M" antici!ator" set hel!ed students make connections to their e-!eriences and interests. 1urin m" antici!ator" set, I ask students i/ the" ha,e e,er had trouble doin somethin . 'skin this 2uestion acti,ates students back round knowled e because the" ha,e to think o/ an e-!erience the" ha,e that relates to this 2uestion. 'lso, students were makin connections on the chart to themsel,es, the te-t and the world. %ller" notes the im!ortance o/ /osterin the rowth o/ the whole child #8EEB+ 'cti,atin their back round knowled e and their interests hel!s to de,elo! the rowth o/ the whole child

I collaborated with other su!!ort sta// b" oin to the librarian to check out a book. I collaborated with m" coo!eratin teacher because !rior to doin the lesson, I asked her to recommend some ideas /or lessons. She mentioned makin connections and di in dee!er into the te-t. J,er the !ast /ew weeks, I noticed that when she teaches a lesson, she occasionall" has a corres!ondin chart or worksheet. @ecause o/ this, I thou ht it would be a ood idea to !rint a chart to hand to students.

M" teacher alread" uses the Smartboard in order to enhance her lessons, but in this lesson I am able to show her that it can also be used to write on word documents.

I selected these acti,ities b" usin the readwritethink.or website and also lookin throu h the te-tbooks. The needs I am meetin with this lesson is the im!ortance o/ makin dee!er connections in their te-t. @e/ore the students can o and use the chart on their own books, it was im!ortant to model and work as a class to !ractice usin the chart. 'lso, accordin to $alkins #8E**+, it is im!ortant to 7dee!en their readin work b" askin students to think more closel" about characters3 traits and /eelin s=. There/ore, selectin this acti,it" hel!s to de,elo! their need to read more com!rehensi,el". The method o/ m" teachin is alread" a /ormat m" teacher uses. It was ood /or me to use this method because the students are used to it and it hel!ed make m" instruction easier.

'lthou h I did not rou! students durin the acti,ities the" were workin as readin !artners. Their readin !artners are based o// !airin students who will be able to hold each other accountable. For e-am!le, i/ one student is ha,in trouble with conce!ts then the" are

!aired with a student who will be able to hel! them.

I !lan to establish a low(risk, res!ect/ul and !ositi,e en,ironment b" listenin to what e,er" student has to sa" and makin sure that e,er"one is bein an acti,e listener. @ein an acti,e listener entails the students ha,in their e"es on the !erson s!eakin and not talkin while the"3re talkin . This hel!s students be res!ect/ul and ha,e a lower risk o/ ha,in !roblems. ' !ositi,e en,ironment is created when I o around and i,e com!liments to the students while the" are turnin and talkin with their !artner and also when the"3re encoura in each other.

I !lan to model and teach learners about a!!ro!riate social interactions b" remindin them to be an acti,e listener whene,er the" seem to /all o// track. Students alread" know what an acti,e listener is and the" also ha,e a !oster han in on the wall near the readers ru . So whene,er the students are not !a"in attention to each other or are talkin when others are talkin , I will remind them to be acti,e listeners.

I !lan to show /air(mindedness b" not bein closed minded when I talk to teachers and !lan with them. 5e can all learn /rom each other and should re/lect on what we do there/ore I should not ha,e a closed mind. I show em!ath" b" demonstratin and understandin o/ where other !ro/essionals are comin /rom when the" ha,e somethin to sa". This ties into bein /air minded. I/ I am o!en to ideas, I am showin that I am willin to understand what the" ha,e to sa" and be res!ect/ul o/ what the" ha,e to brin to the table. %thical beha,ior is shown in the /act that I am not stealin an"one3s ideas and I am not bein rude to the other !ro/essionals. In m" o!inion, ethical beha,ior includes treatin others the wa" "ou want to be treated.

2.1 !ef)ection on Instruction

J,erall, I belie,e this lesson went well. Howe,er, there are alwa"s chan es that can be made which is wh" re/lectin on "our lesson is alwa"s im!ortant. Jne element I belie,e went well in the lesson is the /act that man" students were sharin what the" wrote down. This was reat because it showed that students were acti,el" en a ed and it was also a wa" to monitor how the lesson was oin . 'nother element that went well with this lesson is that the students were able to turn and talk with their !artner to et /eedback. This is im!ortant because students were ha,in

meanin /ul con,ersations in order to hel! each other understand the te-t. I ha,e ,arious /orms o/ e,idence to !ro,e that learnin occurred and the obGecti,es were met. Jne wa" I know the obGecti,es were met is because I was listenin to what the children had to sa" while discussin in/ormation with their readin !artners on the car!et. This was a si n that the lesson went well because students were e-chan in in/ormation, correctin each other and were also e-cited to share what the" discussed with their !artner. 9eading9o"kets.org notes that, !artner
readin 7!ro,ides direct o!!ortunities /or a teacher to circulate in the class, obser,e students, and o//er indi,idual remediation.= #8E*3+. @ein able to circulate the ru while students were talkin a,e me the

abilit" to directl" tell the students i/ the" were on the ri ht track. For e-am!le, one student was still unsure what to write under connections, so when it was time to turn and talk he was 2uiet. Since I was circulatin at the time, I brie/l" went o,er it with him and was then able to remind the whole class o/ what makin a connection in,ol,es be/ore I be an readin a ain. 1oin all o/ this met the obGecti,e o/ discussin the characters. 'nother reason I know the obGecti,es were met is because I had their charts to look o,er durin the lesson and a/ter. I was able to read o,er their charts and see i/ the" were makin connections and describin characters in their stor". Yes, I belie,e m" assessments were ade2uate and in/ormati,e. 'ccordin to %ller", 7There is not one ma ical assessment that will e,aluate the whole childL it is im!ortant to reco ni4e that di//erent learners learn best at di//erent times with di//erent contents and in di//erent conte-ts.= #8EEB+. I took %ller"3s ad,ice into account and not onl" did I ha,e a written assessment but I assessed children orall" as well. These /orms o/ assessment were ade2uate because b" the end o/ the interacti,e read aloud, I was able to determine who still needed /urther instruction and who understood the conce!t. @ased on m" assessments I reali4e se,eral inter,entions that will need to take !lace. Jne inter,ention man" o/ the students need is how to create connections. Man" o/ the students were lea,in the column 7$onnections= blank. 'lthou h, it has been discussed in !rior lessons, that connections can be te-t to

te-t, te-t to sel/ or te-t to world, students still seemed to ha,e trouble with this conce!t. 1urin class discussions, we learn that buildin connections hel!s students com!rehend the te-t and hel!s to acti,ate their back round knowled e. @ecause these are two e-tremel" im!ortant oals o/ readin , it is im!ortant /or me to o back and reteach how to build connections to the te-t. 'nother inter,ention that ma" be necessar" a/ter this lesson is a /ollow u! lesson on how the chart is a use/ul strate " to hel! retell the stor". This would be an im!ortant /ollow u! lesson because this would show the children the !ur!ose o/ the chart is not to Gust write down e,er"thin "ou notice about the character, but rather a wa" to di dee!er into the te-t and to hel! "ou o back and retell "our stor". In order to im!ro,e this lesson I would ha,e a shorter stor" with more characters, model more and !ro,ide a descri!tion o/ the chart o/ what to write in each section. It would be hel!/ul to ha,e a shorter stor" with more characters so students can use an arra" o/ di//erent character traits and build more connections. 5ith this stor", there were mainl" 8 characters, Trisha and Mr. Falker, that the students could write traits about. 'lthou h I did model /or the students in the be innin o/ readin the stor", I should ha,e modeled what should be written in each column a ,ariet" o/ times in the te-t. The third !oint I would im!ro,e in this lesson is to !ro,ideIremind students about what oes in each section. 'lthou h I ,erball" remind students e,er" time the" share what the" said durin turn and talk, I still should ha,e had it written on their chart or on the Smartboard. This would be hel!/ul /or i/ the" use the chart a ain. For e-am!le, i/ students use the chart /or homework the" ma" /or et what oes in each section. Teachin this lesson showed me I need to de,elo! m" skills in modelin more and earin m" /ocus. M" coo!eratin teacher /re2uentl" reminds me the im!ortance o/ modelin /or the students. I also want to /urther m" rowth in de,elo!in wa"s to et the student attention like cla!!in a beat in order to et them re/ocused. Some 2uestions and oals I ha,e include:

How do "ou hel! students make connections6 How do "ou make it easier to /ind a stor" that corres!onds with lesson6 ' oal I ha,e is to hel! students make connections /re2uentl" not onl" durin readin time but durin all lessons because it is im!ortant that the" are alwa"s makin connections I !lan to answer these 2uestions b" talkin more with the buildin librarian and m" coo!eratin teacher. These two !eo!le ha,e an abundance o/ resources and will be able to uide me the ri ht wa". Since m" teacher has alread" tau ht man" o/ these lessons, she alread" has resources that I would be able to use.

)e/erence &ist
$alkins, &. #8E**+ . &urri"ular !lan: The 9eading Worksho%. Few Ham!shire: Dreenwood 9ublishin Drou!, Inc. 1rew, F. #8E*3+ 8igging 8ee%er: 8evelo%ing &om%rehension 3sing Thank You, Mr. Falker. Jntario: International )eadin 'ssociation #htt!:IIwww.readwritethink.or Iclassroom( resourcesIlesson(!lansIdi in (dee!er(de,elo!in (com!rehension(A8?.html6tab=:Ktabs + %ller", M. #8EEB+ &reating +trategi" 9eaders: Te"hni;ues 'or 8evelo%ing &om%eten"y. 8nd %dition. 1elaware: International )eadin 'ssociation, Inc.