Subject: Reading Focus: Compare and Contrast



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Name/Team: 1st Grade Team

Subject: Reading

Focus: Compare and Contrast

Essential Question: How can making comparisons help you understand what you read? (LA.1.1.7.7)
Learning Goals: Students will be able to make comparisons to help them understand what they read.
Scale:

4-I will be able to teach my peers how to make comparisons as they read.

3-I will be able to explain how to make comparisons as I read.

2-I understand how to make comparisons as I read.

1-I can identify likenesses and differences as I read.

Lesson Segments Involving Routine Events

DQ1:

Elements

How are you providing evidence?

How will this contribute to the “Engaging” lesson?


Materials


What preparation will you need to do for this specific element?


Providing clear learning goals and scales.




Post learning goal so that all students can see it, teacher references the learning goal.
Teacher presents, posts, and references scale for learning goal.


Demonstrate enthusiasm

Notice students who are not engaged.

Lively pace


Learning Goal posted

Write up learning goal and scale.

Tracking student progress



Informal and formal observation using questioning

Maintain a lively pace

Manage response rate, using hand signals.









Celebrating Success



Teacher will acknowledge students who are making gains.

Motivation for students.






DQ6:

Elements

How are you providing evidence?


How will this contribute to the “Engaging” lesson?


Materials


What preparation will you need to do for this specific element?



Establishing classroom routines



Remind students of rules and procedures.











Lesson Segments Addressing Content

DQ2:

Elements

How are you providing evidence?

How will this contribute to the “Engaging” lesson?


Materials

What preparation will you need to do for this specific element?


Identifying critical information.



Teacher begins lesson by explaining why upcoming lesson is important-“It’s important to make comparisons as you read to better understand the story”
Level of excitement, tone of voice, body position.

Students are excited, interested to learn.






Chunking Content



Teacher stops at strategic points (similarities and differences).

Provide time to process and demonstrate knowledge.




Preview lesson to determine places to stop and chunk.

Elaborating new information.




Teacher uses guiding questions to elaborate on information.

Teacher asks students to explain and defend their inferences.












Recording and representing knowledge.



Student will summarize the information that they learned at end of lesson using their graphic organizer.










Lesson Segments Addressing Content

DQ3:

Elements

How are you providing evidence?

How will this contribute to the “Engaging” lesson?


Materials


What preparation will you need to do for this specific element?



Reviewing content



Teacher will review previous lessons about comparing and contrasting.










Organize students to practice and deepen knowledge.



Partner students to practice comparing and contrasting with graphic organizers and seeds.

Keeps students on track, collaboration,

Graphic organizers, seeds


















Examining errors in reasoning.


Teacher can use non-example so that students can examine faulty logic.




seeds




Practicing skills

Guided practice using class graphic organizer on flip chart.




Graphic organizer




Lesson Segments Enacted on the Spot

DQ5:

Elements

How are you providing evidence?

How will this contribute to the “Engaging” lesson?


Materials


What preparation will you need to do for this specific element?



Noticing when students are not engaged.



Teacher notices when students are not engaged, teacher takes action to re-engage students.

Students will be engaged.







Managing response rates.



Teacher will use hand gestures so students can distinguish between things that are the same and different.




Hand signals




Maintain lively pace


Teacher will alter pace appropriately.

Students will stay engaged.







Demonstrate intensity and enthusiasm.

Teacher signals excitement by using tone and physical gestures.


Students will stay engaged.







Providing opportunities for students to talk about themselves.


Teacher will use questions about student’s lives to practice similarities and differences (What have you ever planted?)










Lesson Segments Enacted on the Spot

DQ7:

Elements

How are you providing evidence?

How will this contribute to the “Engaging” lesson?


Materials


What preparation will you need to do for this specific element?



Demonstrate with it ness


Teacher scans room, physically occupies all quadrants of room.

Students will stay engaged.







Apply consequences for lack of adherence to rules


Teacher uses non-verbal and verbal signals.








Acknowledging adherence to rule and procedures.



Teacher thanks students for following a rule or procedure.









Lesson Segments Enacted on the Spot

DQ8:

Elements

How are you providing evidence?

How will this contribute to the “Engaging” lesson?


Materials


What preparation will you need to do for this specific element?



Understanding students’ interests and background.



Teacher builds student interests into lesson (What would you like to plant? Which of these vegetables have you eaten?)










Using verbal and non-verbal behaviors that indicate affection for students.


Thumbs up, smiles, nods at students when appropriate.

Keeps students interested and engaged.







Lesson Segments Enacted on the Spot

DQ9:

Elements

How are you providing evidence?

How will this contribute to the “Engaging” lesson?


Materials


What preparation will you need to do for this specific element?



Demonstrating value and respect for low expectancy students.

Teacher will use eye contact and close proximity to low expectancy students.










Asking questions of low expectancy students.



Teacher will ask questions of low expectancy students.

All students will be engaged.










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