Grisel Weight EDRL 483

Components of an Effective Lesson Plan

Third Grade Lesson Plan, Reading and Language Arts Interviews from Little Red Riding Hood Stage: Speech Emergence/Intermediate Fluency
Students have read the story Little Red Riding Hood. As a whole group the class will discuss the story they read last night for homework, Little Red Riding Hood/Caperucita Roja. They will talk about the setting, characters, and the moral to the story. Teacher will do a review of the vocabulary words that the students saw in the story, by showing them the power point and visual props. Vocabulary: Pictures will also be available for these vocabulary words cloaka loose outer garment, such as a cape cottagea small, single-storied house, especially in the country settingthe place and time at which a play, novel, or film is represented as happening morala lesson scriptthe text of a play rolean actor's part in a play, movie, etc.

Introduction/Daily Review

Daily Objectives

Content: (These objectives are listed on the board and gone over with the students at the beginning of class) The learner will help construct interviews based on the characters point of view using what they have learned about them in Little Red Riding Hood, in order to demonstrate comprehension of the story. (Los estudiantes van a construir entrevistas basados en el punto de vista de los personajes en Caperucita Roja, para que demuestren comprensin de la historia.) The learner will develop peer conversation and cooperative learning skills, which are important skills that are needed in society. (Los estudiantes van a desarrollar conversacines entre ellos y habilidades cooperativas del aprendizaje porque son habilidades necesarias en la sociedad).

NV Standards

Language: The learner will listen to the teacher explain how to hold an interview. (Los estudiantes van a escuchar mientras que explica la maestra como se hace una entrevista). The learner will use their speaking skills, in order to lead a character/role in the story. (Cada estudiante va a usar sus habilidades de hablar para su papel en la obra). 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. RL.3.3.2: Describe character's physical and personality traits in text. W.3.3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Concept/Skill Development and Guided Practice

1. Tell students we will now read the story again, but as a play. (explain to students the difference between a story and play; define words such as script and role) (Decirle a los estudiantes que ahora vamos a leer la historia otra vez, pero est vez va a hacer leda como una obra. Explica las diferencias de una historia y una obra, y diles lo que quiere decir guion y papel en la obra.) 2. Each student will take an index card that has a character from the story (Little Red Riding Hood, Grandmother, The Big, Bad Wolf, Mother, and Hunter) and read that character's lines. Teacher will act as narrator. (Cada estudiante va a tomar una tarjeta que tiene unos de los nombres de los personajes de la historia. La mestra va a hacer la narradora). 3. Ask students what questions they would ask if they could interview the characters. Make a list of your questions that the students brainstorm. (La maestra les va a preguntar a los estudiantes de cuales preguntas les gustara preguntar a los personajes en la historia. La maestra va a notar est informacin en forma de una lista). 4. Tell students that they are going to interview the characters in Little Red Riding Hood. I will review how an interview takes place by showing this video

and discussing it with them: (http://www.schooltube.com/video/036334dc781869f5c96f/ Student%20Patrol%20Interview%20with%20Natalie (Dile a los estudiantes que ellos van a entrevistar a un personaje de la historia. Revisa como se hace una entrevista con enseandoles a los estudiantes el video. Discusalo con ellos.) 5. Each student will have a partner they will interview. When they are being interviewed, students must answer the questions as if they were the character in the play or book. (Point of view) (Cada estudiante va a tener una pareja que van a entrevistar. Cuando hagan respuestas, los estudiantes tienen que responder del punto de vista del personaje que sean). 6. Ex: Travis will ask Cassandra (the wolf) what it feels like to be the wolf. Cassandra would give an answer that the wolf would give. Then Cassandra would ask Travis (Red Riding Hood) why she was in the woods by herself. (Ejemplo: Travis le pregunta a Cassandra (el lobo) como se siente ser el lobo. Cassandra le va a dar una respuesta a Travis del punto de vista del lobo se siente magnifco, puedo intimidar a las personas, y siempre como cosas bien grandes que me llenen. Luego, Cassandra le pregunta a Travis (Caperucita Roja) por qu estaba ella sola en el bosque. Travis puede decirle que su madre le di un recado de ir a la casa de su abuela.) 7. Explain to students they will each get an interview page. From that page they will each ask their partner three to four questions. (Explicales a los estudiantes que todos van a hagarar una pgina de entrevista. Deben de preguntarse tres a cuatro preguntas cada uno). 8. Pair students and encourage them to add their own questions. (Haz que los estudiantes se pongan en pares ahora y animalos que agregen sus proprias preguntas). Critical reading and thinking are important skills in todays society. Students can benefit from identifying different points of view from which people speak and act. Young readers often focus primarily on what is happening in stories, and they also need to consider why things happen to gain a better understanding of point of view. By understanding stories from different points of view, students learn how to

Purpose/Real World Application

link the events in a story causally. This lesson is designed to familiarize students with hearing different perspectives/points-of-view, and to encourage them to do the same when they write. (Cuando acaben, diles a los estudiantes que tranformando una historia en una forma de teatro nos hace entender una historia mejor. Cuando nos transformamos en unos de los personajes, podemos ver del punto de vista de ese personaje, y tambien nos ayuda esto a entender la historia.)

Independent/Group Practice

Students will draw and color a picture of the character they interviewed and write up or type their interviews. This will be posted on the bulletin board. (Los estudiantes van a dibujar y colorear una foto de su personaje favorito. Tambien van a escribir sus entrevistas usando su propria letra o la computadora.) The students will take their reading journals home, and will answer the following question in a short response (3-5 sentences), Describe your character and the actions that he/she did that helped develop the sequence of events in the story. (Los estudiantes se van a llevar sus cuadernos de leer a la casa. Van a responder est pregunta usando 3-5 oracines: Describe t personaje y las accines que hizo que ayudaron a desarrollar los eventos en la historia). At the end of the interviews, students should get back into whole group and share what they have learned about the characters. Have each student share one question from his/her interview along with the response. This will be an informal assessment. (Al final de las entrevistas, los estudiantes van a regresar a sus asientos y van a compartir con toda la clase lo que aprendieron de los personajes. Cada estudiante va a compartir una pregunta y respuesta de la entrevista. Esto va a hacer una evaluacin informal). *I will collect papers and check to see if correct points of view were assigned to the characters. Some could be controversial so I will use my judgment. This is not a finite science. Opinion plays a big part.

Homework

Closure/Assessment

Accommodations/ Differentiation

This lesson will be done in both English and Spanish to accommodate English Language Learners. Vocabulary words will be on the board. Both words and pictures will be in the lesson. I will accommodate by typing up the interview questions in case the students need help remembering what they brainstormed. I will also have pictures of the unknown vocabulary words as well as the characters. I may pair students that speak the same language together to ask/answer the interview in the preferred language. Little Red Riding Hood/Caperucita Roja (both book and play; children's version) Index cards Powerpoint and props for vocab. words Interview Worksheet Crayons and paper http://www.schooltube.com/video/036334dc781869f5c96f/Student %20Patrol%20Interview%20with%20Natalie

Materials Needed