Standard 3 Diversity
Standard 3 Diversity
Standard 3 Diversity
Grade Level: K
Date & Time of Lesson: April 11,
2016 at 9:30am
Topic (name) of Lesson: Comparing
# of Students: 18
Standards:
STAGE ONE
STAGE TWO
to.
STAGE THREE:
Opportunities for Learning
Your lesson Design
Introduction or hook:
Last week, Geoff Carroll visited our classroom and talked to us about how he raises
and trains his sled dogs here in Barrow. Today, we will read a book about how sled
dogs were raised and trained by our elders. As we read, we are going pay attention
to similarities and differences in how dogs are raised and trained.
Process and products
Include:
We will start by reviewing some
of the facts that we noted during
Geoff Carrolls visit. Then, I will
introduce Kamik: an Inuit Puppy
Story and explain how it tells the
story of how sled dogs were
raised and trained in the past.
We have used Venn Diagrams
before in class, and I will draw
one on the board for this lesson.
As we read, students will
contribute to the diagram.
Students will be paired with a
Think-Pair-Share partner with
whom they will share their
thinking at various spots during
the text. Using popsicle sticks two
or three students will be invited
to share their thinking. (Without
this method, every student would
share with every question, and
time management and attention
span become a factor.)
MymaingoalwiththeUDLcomponent
wastoemphasizetheculturalrelevanceof
thetexttomystudentsinordertoengage
themaslearners.
The students did a great job, for the most part working with
their partners and listening when it was someones turn to share with
the whole group. Since we were all seated on the carpet, I was able
to listen to all of the partner groups share with one another and help
out the partner groups that were having a difficult time, and every
student had an opportunity to share out to the whole group. The
process of discussing the text and focusing on what they noticed in
the illustrations allowed them engage more fully in the text using
details from the text and their own lives.
For example, theres a student in my class with severe health
issues, and he often misses large chunks of time for doctor visits in
Anchorage and Seattle. However, what he most often chooses to talk
about and write about is hunting with his dad. This student
occasionally uses a wheelchair when hes in more pain than usual,
but his stories and illustrations focus on hunting caribou, going
boating, shooting ducks, and going camping. During todays lesson,
he shared with his partner that his dad also raises dogs. Getting
some of his first hand experiences with stories and lessons from his
dad helped flesh-out our reading, and this quiet student may not
have shared these stories if he hadnt had so many opportunities to
Think-Pair-Share with his neighbor.
The whole first part of our lesson went really well, but I
overshot what I was hoping to accomplish in this lesson. Our picture
book is a relatively long story with a lot of narrative, and by the time
we finished our dialogic reading, the students had been sitting for 30
minutes, and they were maxed out. I started to write the Venn
Diagram on the board, and I saw them start wriggling around on the
carpet, and I knew that to try to push them more would be unfair. So,
instead, we got up to do our morning stretches, and I quietly let my
Vice Principal know that we were going to stop there and skip the
Venn Diagram. Good idea, she nodded. She has been in elementary
school long enough to know when students have reached their
saturation point. So, I feel like I should have either gone through the
story more quickly, or I should have anticipated that it would take 30
minutes and planned accordingly.
Another issue that weve had is absences. As I referred to
Geoffs visit last week, several of my students were confused
because they had been out sick. There have been a number of
stomach bugs and viruses going around, and Ive been missing
nearly 25% of my class each day for the past two or three weeks.
Some students had knowledge and experiences that the others didnt
because they missed the guest visitor. Now, I realize that one thing
that I could have done was copied the Power Point Presentation that
Geoff used onto my computer to share with absent students when
they returned.
Overall, I feel that the students were engaged with the text
thanks to the types of questioning and connections encouraged by a
dialogic reading. If I were to teach this lesson in the future, I would do
so with the understanding that the lesson needs to be chunked to
allow students time to process their ideas and learning as well as
move their bodies. I would also try to make sure that I provide some
of the background knowledge to students who were absent during
crucial lessons leading up to this reading. This could easily be done
quickly in a small group during end of the day centers or during
afternoon snack time.
Lesson 2:
School: Ipalook Elementary School
Grade Level: K
# of Students: 18
2016 at 11:45am
Content Area: ELA
Standards:
STAGE ONE
STAGE TWO
pieces of
information
that are
important to
raising sled
dogs.
STAGE THREE:
Opportunities for Learning
Your lesson Design
MymaingoalwiththeUDLcomponent
wastoemphasizetheculturalrelevanceof
thetexttomystudentsinordertoengage
themaslearners.