Miss Nelson Has a Field Day

Desiree Walker F10-EDA 416-03 Miss Nelson Has a Field Day Day 5

1.0 Details

Class/Grade: RTI-I (Intensive) 3rd grade Curriculum Area: Reading: Target Time Duration: 30 minutes Goal: The students will be able to order or sequence the main events of the story. Rationale: The students will understand the importance of understanding or being aware of the sequence of events, in everyday life experiences such as being able to plan their day.

1.1 Learning outcomes

After direct instruction the students will be able to order or sequence the main events of the story with 80% accuracy, as measured on a checklist.

1.2 Standards

PA.R.1.1.3.G.2 Connect the new information or ideas in the text to known information. PA.R.1.2.3.A.3 Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions based on text. PA.R.1.3.3.A Read and understand works of literature. PA.R.1.3.3.B Identify literary elements in stories describing characters, setting and plot. PA.R.1.6.3.B.3 Retell a story in chronological order. PA.R.1.6.3.D.2 Respond with appropriate information or opinions to questions asked.

1.3 Anticipatory Set

To introduce sequencing, the teacher will begin by saying to the students, “I want you to think about your morning routine. For example, when my alarm clock goes off at six-thirty, I wake up. I walk to the bathroom, where I brush my teeth and wash my face. I then come back into my bedroom and get dressed for the day. Once I have finished getting dressed I go into the kitchen where I eat my breakfast. After eating breakfast….” After providing the students with an example, allow the students to share some of their ideas.

1.4 Procedures

1. Introduce morning routines. 2. Explain to the students that by discussing the routine of their morning, they were using sequencing. 3. Provide the students with a definition of sequencing, then explain that they will be given the opportunity to order or sequence main events from the story, “Miss Nelson Has a Field Day.” 4. Ask the students to write two main ideas on a plain piece of paper. Allow the students to use their book. 5. Explain to the students that main ideas are important events in the story. They are not little details, such as “Miss Nelson is going to make a fresh pot of coffee for Coach Armstrong.” 6. Provide the student with an example. Explain that one main event of the story is when Coach Swamp whipped the team into shape.” 7. While writing the main ideas, ask the students to write big enough so that it could be read off of the board. 8. After the students have written their main ideas allow them to share one idea. The students cannot repeat the same ideas. If a student has already read a main idea that they have on their paper, then tell the student to read their second idea. 9. As each student shares their idea, provide the student with a magnetic clip to place on their paper and ask them to put their paper on the board. 10. After everyone has shared their ideas, ask the students to come to the board and as a group, place the events in order of how they occurred in the story. 11. Once the students are finished ordering the main events ask them to provide another main event of the story. One that is different from the main event on their paper. 12. Once they have provided their main event, ask them to line up at the door in the order of their main event. 13. Once they have lined up according to how the event occurred in the story, allow them to leave.

1.5 Differentiation

The students within this group do not require any accommodations in order to complete the lesson.

1.6 Closure

In order to gain a better understanding of whether the students have understood the material presented for the day, allow the students to choose a different main event from the story. This event needs to be different from the even that they wrote on their paper. Once the students have chosen their main event, ask them to line up at the door in the order of their main event. Once they have lined up according to how the event occurred in the story, allow them to leave.

1.7 Formative and Summative Assessment

After direct instruction the students will be able to order or sequence the main events of the story with 80% accuracy, as measured on a checklist. The students will be measured on the main events that they provided as well as whether they were able to successfully order these main events. 1.8 Materials

1. “Miss Nelson Has a Field Day,” written by James Marshall  1 copy for the teacher and 5 copies for the students 2. Plain piece of paper (5 pieces) 3. Magnetic clips 4. Pencils

1.9 Technology

This lesson does not require technology.

2.0 Reflection on Planning

The purpose of this lesson is to show the students the importance of sequencing main events from the story. I will directly show the students that sequencing is an important skill to understand, not only during reading, but also for daily life experiences. The students will be given the opportunity to share their morning routines. This will be a wonderful introduction into the lesson. Before allowing the students to search for main events in the story, I want to express the importance of sequencing. I will explain that it is necessary for some events to happen before others. For example, it is necessary to put on socks first and then shoes and not the other way around. While planning this lesson, I decided to create a lesson that allowed the students to get up and out of their seats. The students will first use their books to find two main events of the story. After they have written their main events on a piece of paper, they will share their events. Once everyone has shared their events, as a group the students will work together to order the events of how they happened in the story. I feel that the students will enjoy getting out of their seats and moving around. I am interested to see how the students work together as a group, since I have not required this of them before. Since there are only five students in the group, I feel that they will do a nice job working together.

2.1 Reflection on Instruction

The students did a good job with this activity. The students seemed to enjoy sharing their morning routines. When I explained sequencing to the students, they seemed to really understand what I was explaining. When I related it to the story, they were able to easily understand the importance of sequencing events. They students also were able to grasp on to what I expected when I asked for the main events of the story. I provided the students with an example an event that was not important to the story, which was not a main event. I then provided the students with an event that was very important to the story, which made it a main event. The students seemed to understand what I expected from them. I provided the students with time to write two main events from the story. They were able to use their book in order to find the main events. After a few minutes I asked the students to focus their attention back to the front. I then used the popsicle sticks to choose who would go first. While doing this I called on a student who did not write down main events. Rather than writing down the main event of the story, the student wrote down the characters of the story. I expressed that I liked who she chose for characters and then I asked her to listen to her classmates responses to see what I was looking. In order to avoid a situation like this for the future I will make sure to check the students answers before allowing them to share their answers. The student did not become upset that she was not on the right track, but I would have been able to catch the problem before it occurred if I were checking the student’s work. After the students provided their answers I allowed them to put a magnetic clip on their papers and put it on the chalkboard. I then asked all the students to come to the front of the room and read the stories to put in order from beginning to last. I encouraged them to work together as a group and make a group decision about the order to the events. The students worked well together. For the future, I believe that the students might benefit better from working with a smaller group. There were a few students who would have liked to contribute but were not able to because other students beat them to it. When asking the students to choose a different main event from the story, they were able to look at the events that were provided on the board. Once they choose their event they were asked to line up at the door, in the order that their event occurred in the book. The students were able to successfully complete this without any problems. They found this to be interesting because the event that they choose effected where they stood in line.