Title: Compare and Contrast Sharks
Author: Megan Brown
Subject: Language Arts
Grade Level: 3rd Grade
Common Core Standard(s): CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations
(e.g., maps, photographs) and the words in a text to demonstrate understanding
of the text. (e.g., where, when, why, and how key events occur).
Lesson Goals: After creating a
Venn diagram by using information from illustrations and words from the text
about two sharks, students will research a shark not discussed, and will create
a shark report to present to the classroom.
Lesson Materials: Sharks!, Shark
Report Worksheet, Venn Diagram, Computers
Instructional Lesson Methods and
Assessment
Anticipatory
Set:
1. I will begin the lesson by writing on the board key words and phrases about
sharks. The list of words and phrases will include: fish, ocean, big, swims,
has many teeth, has sharp teeth, and eats other fish.
2. I will then ask the students what they think we will be discussing today
that is described by these words. The students should answer sharks.
3. I will then ask the students if they remember talking about literature vs.
informational text. I will then remind them what the two are and how they
compare and contrast. I will show the students the book cover to Sharks!. I will then ask them if they
think this will be informational text or literature. We will collaborate and
come to a decision that the book is information text.
4. We will then write the components of an informational text book. We will
record this information on chart paper. After we write down the informational text information, we will watch the video above to get our brains started on sharks.
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| From mrsjonessclass.blogspot.com |
5. I will then have the students chat with their “buzzing” partner about what
they think they will learn about sharks in the informational text.
6. Before we read the book, I will write the vocabulary in the back of the
book on notecards. I will first ask the students if they know what the words
mean. I will then write the true definition on another notecard. I will have
the vocabulary words presented in a pocket chart for later reference.
7. I will explain to the students that they are going to use illustrations and
text from Sharks! to create Venn Diagram and a shark report.
a.
They will be comparing two of their favorite
sharks from the book in the Venn diagram and picking one of those sharks to
create a report.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.1
Define Vocabulary and Symbols:
Before reading
the text, we will discuss the unfamiliar vocabulary in the back of the book.
It list challenging words that are used often, we will discuss and define
them.
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6.2
Support planning and strategy development:
The
students will be instructed to develop a Venn diagram to help them lay out
the key facts of the shark they will be doing their report on.
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8.3
Foster collaboration and communication:
We collaborated as a class what the difference is
between informational text and literature. We also collaborated together
about how the book was informational text. The students also get together
with their “buzzing” partner to discuss information.
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3.2 Highlight
critical features, big ideas, and relationships:
As a class, we
highlight the main elements of informational text to get a better
understanding of what kind of book we are reading.
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6.3
Facilitate managing information and resources:
The students will manage information from the text
by putting it in a Venn diagram. We also created a chart of the elements of
Informational text before we read.
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7.1
Increase individual choice and autonomy:
The students
get to choose between the two sharks they used in their Venn diagram to do
their report on.
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Introduce and Model New
Knowledge
1.
I will pass out sticky notes to each student.
I will instruct the students to write down fun facts about sharks that stick
out to them as we read. Before I begin to read, I will do a book walk with the
students. We will read the fun question and answer boxes throughout the book so
the students are not distracted by them during the actually reading. As I read,
I will ask the students questions like:
a.
What is cartilage?
b.
What do you call shark babies?
c.
Are sharks prey or predators?
2.
These questions will guide the students to the
key facts I am wanting them to keep in their minds.
3.
After we are done reading the text, I will
allow the students to get with their “buzzing” partners to discuss what they
wrote down on their sticky notes. I will have one student from each pair say a
fact they wrote down. I will correct the students politely that say a fact that
is incorrect. We will then as a class look it up in the book to find the true
answer. This will help the students develop problem solving strategies and will
allow them to be familiar with being able to go back and check themselves.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.1 Customize the display of information:
I will
begin reading the text and then have other students read. This will help the
students practice their fluency.
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4.1
Provide varied ways to respond:
The
students can communicate what they wrote down for facts during the reading by
writing it on their sticky note, discussing it to their “buzzing” buddy, or
presenting it to the class.
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8.4
Increase mastery-oriented feedback:
I will be giving them feedback on their facts and
telling them if it is actually an important key detail or not. Also they will
be discussing with their “buzzing” buddy who will be giving their feedback on
their opinions on what is important.
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1.2 Provide alternatives for visual
information:
There
are different version of this book that are at different Lexile levels. For
students that are struggling with this vocabulary and complex sentences, can
go down in Lexile level. The information will be similar and the pictures
will be the exact same. This student will have to be read to at a separate
time.
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5.3
Provide ways to scaffold practice and performance:
When the students present to the class their one
fact, I will guide them to the correct answer if the fact is off track. We will
do this by discussing as class and looking it up in the text.
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7.1
Increase individual choice and autonomy:
The students get to choose what fact they are
wanting to write down on their sticky note and what fact they are discussing
with the class.
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Guided Practice
1. As the students are finishing their discussions about sharks. I will draw a Venn diagram on the SmartBoard.
2. I will then ask them if they know what the diagram presented was. I will continue with creating a Venn diagram comparing and contrasting land and water. I am using these concepts because I do not want to take any of the sharks the students choose. I want them to be able to think on their own.
3. We will create the Venn diagram together as a class so they can develop understanding of what a Venn diagram is.
4. I would expect every student to participate in creating this Venn diagram. I would have them each come and put a point on the SmartBoard
.
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| Created by Myself |
5. I will then ask the students if they can compare two sharks for me. I would have one student give me an example of what two sharks have in common. Then I would have someone tell me what one difference between those two sharks is.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
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3.4 Support
memory and transfer:
The
students will have to use their memory to discover the differences and
similarities of water and land. They will then have to transfer that
information in creating a new Venn diagram for their two chosen sharks.
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4.3
Integrate assistive technologies:
The students will use the SmartBoard to make it
easier to visualize a Venn diagram.
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8.2
Vary levels of challenge and support:
I will challenge the students by asking them
supporting questions that are difficult and easier to keep them on track,
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3.3 Guide
information processing:
I will guide the students towards the goal I am
intending by using concepts that are still in the realm of sharks. But then
they have to translate that into new information for sharks. The first Venn
diagram is guided until completed.
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6.1
Guide effective goal setting:
The water vs land Venn diagram guides the students
into the new task of making their own Venn diagram. The water vs. land
diagram is simple a model that represents a goal they should reach for their
shark diagram.
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7.3
Reduce threats and distractions:
We will stop during the lesson to have a bathroom
break and to do some yoga stretches to get the brains pumping.
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Independent
Practice
1. I will instruct the students to give me five and listen to the
instructions.
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| from pinterest.com |
2. I will guide them back to the Venn diagram we created as a class, and ask
them to pick two sharks they liked best to create a Venn diagram of.
3. Students will create their Venn diagrams independently. They are allowed to
discuss among their “buzzing” buddies. I am wanting them to do their diagrams separately
so they can have individual shark reports.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
|
3.3 Guide information processing:
I
instruct students to give me five and pay attention to the instructions to do
the assignment correctly.
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6.2
Support planning and strategy development:
Students will develop the Venn diagrams as a guide
and brainstorm for their shark report.
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7.2
Enhance relevance, value, and authenticity:
The previous Venn diagram about water and land now
reflects back on their diagram they are creating now.
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3.4
Support memory and transfer:
The
students have to remember how to put together a Venn diagram for their two
sharks.
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6.4
Enhance capacity for monitoring progress:
The students will be monitoring themselves on how
well they are completing their Venn diagram. They will discuss quietly with
their “buzzing” partner if confused and they will keep each other on track.
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7.3
Reduce threats and distractions:
The students will be instructed to be quiet and
use their whisper voices if needing to discuss for minimum distraction,
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Wrap-up
1.
Why do we use compare and contrast in reading
and writing?
2.
Is the Venn Diagram a compare and contrast
method?
3.
Name other ways you can compare and contrast
without using a Venn diagram?
4.
Do you think those strategies will be easier
to use than the Venn diagram?
5.
I will pass out a notecard. The students will
write two stars and a wish on their notecard about their own performance on
their Venn diagram. I will collect them after they are finished.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
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1.1
Customize the display of information:
The students
use notecards to write down their reflection instead of on a sheet of paper
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4.2
Provide varied ways to interact with materials:
The students get to use notecards to write down
reflections.
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9.3
Develop self-assessment and reflection:
Students are assessing themselves by doing a 2
stars and a wish.
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3.2
Highlight critical features, big ideas, and relationships:
As a class, we
discuss the main idea of comparing and contrasting.
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5.1
Allow choices of media for communication:
Students can orally tell me their 2 stars and a
wish if they are struggling with writing.
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9.1
Guide personal goal-setting and expectations:
The students will explain their one wish on their
notecard. This is what they are expecting of themselves for the next activity
we do.
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Assessment
Formative
(Informal – must be a written assessment)
1.
The students will review their
Venn diagrams and the two sharks they compared and contrasted. They will then
decide which shark they will do a report on.
2.
They will need to tell me what
shark they are doing before they begin.
3.
The students will use their
book and their Venn diagram to right a shark report.
4.
The shark report is shown
below:
5.
They will then present the
finished shark report to the class on show and tell day. They will be graded by
a 4 point grading scale rubric.
6.
The students will each get a
buddy evaluation sheet. They will grade their buddy with two stars and a wish
again.
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Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
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2.1 Define vocabulary and symbols
Students
will define the vocabulary they use that is unfamiliar in their report.
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4.3 Integrate assistive technologies
The students can use computers to find more
information and pictures of their shark.
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8.4 Increase mastery-oriented feedback
The students will be giving feedback to their peer
evaluation partner.
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1.1
Customize
the display of information
Students may type out their report if they choose
to
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5.1 Allow choices of media for communication
Students may type their report if they do not wish
to write it.
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7.2 Enhance relevance, value, and
authenticity
The students will be producing authentic,
relevant, valuable work about their shark.
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UDL
Assignment Rubric
Evaluation Areas
|
Exceeds
Expectations
A
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Meets
Expectations
B
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Does Not Meet
C
|
Points
|
25-23 points
|
22 -20 points
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19- less
|
||
Multiple
Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
15-14
|
13-12
|
11-
|
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Multimedia Elements
|
Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
|
Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
10-9
|
8
|
7
|
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Presentation
|
Overall editing is accurate and
presentation is effective (spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Some basic editing and presentation mistakes
(spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Several editing and presentation mistakes
|
/10
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Overall Total Points
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/100
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UDL Principle
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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