Weather_Language_Arts

Name: __Michelle Maletta__ Date: __April 2009__

Language Arts Lesson Plan Title/Topic: __If I were a … (various weather patterns/storms)__

Grade: __3__

- // Students will generate questions and reach into their prior knowledge to help them picture walk through the book “Weather at your Fingertips.” // - // Students will discover and obtain information from text. // - // Students will gather information and organize it in a given structure (graphic organizer) to show understanding. // || - // Formative: Teacher will use a checklist as he/she travels around the room to assess whether students are actively engage, and recording appropriate data. // || // R-3-4.3 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. // // R-3-7.1 Obtaining information from text features (e.g. table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations // // R-3.7.3 Organizing information to show understanding (e.g. representing main/central ideas or details within text through charting or mapping. // // R-3.15.3 Gathering information and using a given structure (e.g. chart, diagram, outline) to organize it. // || // Prior to this lesson students will only need to prepare by bringing their prior knowledge of the weather in the world around them. // || // - Book, Weather at your Fingertips, by: Judy Nayer // // - Support fact books: examples- Super Storms, by: Seymour Simon and The Best Book of Weather, by: Simon Adams. // // - Summative assessment writing rubric // ||
 * **Essential**
 * Question(s)** || // My students will be investigating various weather patterns. // ||
 * **Objectives** || // As a result of this lesson I want my students to know and understand at least one pattern of weather and its properties. //
 * **Assessment** || - // Summative: Students will be assessed on the content as well as the writing mechanics of their final written story. Students work will be assessed through the use of the writing rubric (attached). //
 * **Standards** || // ESS1- (5-8) SAE 2- Explain the processes that cause the cycling of water into and out of the atmosphere and their connections to our planet’s weather patterns. //
 * **Opportunities to Learn** || // -I will be differentiating my instruction so that all learning styles can achieve at the same level. We will allow the visual learners to flourish through the picture walk at the start of the lesson. Those who like to write will be able to organize their thoughts using the graphic organizer. Learners who like to get up and move will be able to do so while they are looking through the various fact books. //
 * **Materials** || // -Graphic organizer worksheet //

// I will engage and gain my students attention by doing a picture walk of the book Weather at your Fingertips. During this time I will also be activating any prior knowledge my students might have as I ask them engaging questions about the weather patterns they see in the pictures of the book. Once we have completed all of the pages of the book I will inform my students of the goal of the lesson by introducing them to the graphic organizer. I will also explain to them where they can find the additional books about various weather patterns. //
 * **Instructional Procedures** ||||  ||
 * //What will you be doing?// || //What will the students be doing?// ||
 * ** OPENING ****// about __15__ minutes //**

// Once my students are engaged in beginning to fill in the different sections of their graphic organizers I will go around and help individual students as I see needed. If a student is struggling with one particular idea I might ask them what they already know about that and see if they can work off of what they already know and expand on that. If I see students getting distracted or speaking off task I will readjust their focus back to their work by asking focus questions. //
 * ENGAGEMENT ****// about __15__ minutes //**

// At the conclusion of the activity I will prompt the class to reconvene on the rug at the center of the class. At this time I will ask my students to reflect on what they learned about their particular weather pattern. I will then ask them to share one or two facts about their weather with their classmates. At a later time students will also get to share their final stories with their classmates. // || // - //// During this time students will be seated on the rug at the front of the classroom // // -I anticipate that some students may get antsy during instruction. I plan to call their attention back individually by asking engaging or clarifying questions. //
 * CLOSURE ****// about __15___minutes //**

// Students will be following the procedure as it is laid out for them on their graphic organizer. They will not begin to write their story until their graphic organizer is completely filled out and checked by myself. //

// The process students will be using during this time is the reflection process. As they will have nothing in front of them to look at, they will need to reflect back and recall facts from only their memory. // ||

NAME: DATE:

__**// Writing Assessment Rubric //**__

O Setting (location) _ N Five vocabulary words _ T Events (3) _ E Opening/closing _ N T**
 * C Characters/ Type of Weather** **_


 * M Complete sentences _**
 * E Correct capitalization** **_**
 * C Proper punctuation _**
 * H Correct Grammar** **_**
 * A Correct Spelling ­_**
 * N Uses all aspects of graphic organizer** **_**
 * I**
 * C**
 * S**


 * Total**


 * NAME: DATE:**

__**List 5 Vocabulary words as related to your weather** __3__** __**5**__
 * 1**__
 * 2
 * 4**

__**1_**
 * List 5 facts about your weather pattern**


 * 2_**


 * 3_**


 * 4_**__


 * __5___**


 * (**The following will be drawn in the shape of a circle/pie graphic organizer- each thing listed will have its own piece of the pie that the students will be able to fill in as they obtain their information and plan their writing)

Title: Character name: Type of Weather: Location: Event 1: Event 2: Event 3: Other additional details:

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