Name: Emily Johnson
Date: 12/7/2010
Lewis and Clark and Me: A Dogs Tale
Grade level: 4th
Time allotted: 60 minutes
GOALS
Content Area: Literature
Common Curriculum Goal (CCG): Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.
Standard/Benchmark: EL.04.RE.05 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.
ESOL Goal: Analysis
OBJECTIVES
After listening to Lewis and Clark and Me: A Dogs Tale
· students will analyze the invents in the story by doing a think pair share with their literature partner
· students will create a narrative story from a view point of a dog
ESOL Objectives (Forms):
What is the story about?
B: "a dog"
EI: "a dog named Seaman"
I: "a dog named Seaman and what he did"
EA: "it is about Lewis' dog named Seaman and what he did."
A: "the story is about Lewis' dog named seaman and his journey."
MATERIALS:
Student:
· writing journal or lined paper
· pencil
Teacher:
· Lewis and Clark and Me: A dogs tale, book
·
PROCEDURE:
Building Background: (5-10 minutes) read several chapters of Lewis and Clark and Me: A Dogs tale, to get the students interested and connected with the character of Seaman, as well as used to the type of voiced writing style.
Teaching: (15-20 minutes) read another chapter to the students and at the end of it start a discussion by doing a think, pair, share activity
Activity: Think, Pair, Share
After posing a question have students think about the answer possibilities, turn to a partner on the carpet and discuss, then have a couple of pairs share their thinking with the rest of the class.
Discussion questions:
1. What happened to Seaman in this chapter?
2. By listening to the writing could you tell what Seaman was thinking and feeling? If so what kind of things made you feel this, think of examples.
3. What kind of pictures where painted in you head, did it feel like you were there with Seaman. If so what kind of things made you feel this?
After the activity talk about narrative writing, and how voice and vivid detail help the read relate to the story.
·
Guided Practice: (5 minutes)
Explain to students that they two are going to be creating a narrative piece from the dogs point if view. To help with that process create an Anchor chart with the students made up of their brainstormed ideas and also include example sentences.
Example Anchor Chart:
Narrative from the dog’s point of view
Ideas:
At dinner going for a walk
Playing with a Frisbee squirrel
Sentences:
Topic: dinner
“I was all stretched out with my belly being
Cooled on the tile, until suddenly I hear it,
the beautiful scooping and then….
ping ping ping, kernels on the dog bowl.
Dinner my favorite time of day.”
Explain to students that this narrative project can also be done in a cartoon where the dog is telling the story through images and minimal words.
Independent Practice: (20 minutes)
Have the students brainstorm three topics that they might want to write or draw about, and once the three topics are completed, have them chose one and begin creating their story.
Closure: (5 to 10 minutes)
Have some students share their creations with the rest of the class, they can read it show it or summarize their story. (note: stories do not have to be finished)
DIFFERENTIATION
ESOL strategies are highlighted through out the lesson.
ASSESSMENT
Informal: both activities the think, pair, share responses, and the creation of the Anchor Chart will act as an informal assessment by showing an idea of their understanding of analyzing stories, picking out important information, and applying it to pre-writing planning.
Plans for formal: Have a museum sharing day, where every one walks around in pairs with a clip board and read their peers work and the write questions and/or positive comments about the piece.
Focus Book:
Author: Laurie Myers
Title: Lewis and Clark and Me: A Dogs Tale
Illustrator: Michael Dooling
Publisher: Henry Holt and Company
Copyright Date: 2002