Topic: Literature- Novel Study: “The Family Under The Bridge”Chapter 1, 2, and 3 review
Connections with QEP
Cross Curricular Competency (CCC):
- To use information
- To exercise critical judgment
- To use creativity
- To adopt effective work methods
- To communicate appropriately
English Language Arts Competencies:
- To read and listen to literary, popular, and information based-texts
- To write self-expressive, narrative and information based-texts
- To use language to communicate and learn
Student Outcomes:
By the end of this lesson, students will have a clear understanding of the first three chapters in our novel study, The Family Under The Bridge, written by Natalie Savage Carlson. Students will be able to place various components of the story in order, as well as identify the characters that have stated significant lines throughout the first three chapters. In this lesson, students will also know how to find the definitions of key words from the chapter and use them in sentences, and will have to use their imaginations and predict what is going to happen in the story, based on what they already know.
List of Materials (per student):
- Novel: “The Family Under the Bridge”
- “Chapters 1,2, and 3 Review” Handout
- “Chapter 3: Vocabulary” Handout
- Lined “prediction” paper
- Dictionary
- Pencil and eraser
Learning opportunity:
Beginning (30 minutes):
This lesson will begin with a brief review of what has occurred in chapters one and two in our novel study. Once the students have reflected on the first two chapters of the novel, the third chapter will be read to the students on the reading carpet. This chapter will be read slowly and will include explanations of the key words in this chapter.
· Middle (50 minutes):
Once chapter three has been read, the students will be asked to complete a variety of worksheets. Each of these handouts will ensure that the students have a thorough understanding of the chapters and will help me identify what they may need to keep reviewing. All of the handouts will be explained to the students on the carpet and once they understand what they are to do, they will be asked to pick up their first worksheets and work quietly at their seats. For those who finish earlier than others, they will be asked to find a partner and compare their answers with one another. Once they have compared their answers, they will be given a vocabulary sheet that they will work on individually. They will look up the meaning of chapter three words in the dictionary, record the definitions, and then use these words in sentences. Once each student has completed their vocabulary sheets, they will be asked to use their imaginations and write a prediction as to what they think will happen in the rest of the story.
A list of the students’ tasks will be written on the board, in order of sequence. This will undoubtedly minimize their questions and calling out when they have completed one task and forget what to do next.
· End (10 minutes):
The last part of the lesson will be the wrap up, organizing the students. The students will be asked to complete any handouts that were not done in class for homework and I will ensure that their homework is written in their agendas before they go off to recess.
Evaluation:
Students will be evaluated on many different criteria throughout this lesson:
First, they will be evaluated on how attentive and focused they are throughout the in-class reading, in addition to how well they contribute to class discussions and how well they answer questions when they are called on.
Second, students will be evaluated on how well they work independently as well as cooperatively with others. I will be looking for students to remain on task, to not distract others from working, and to refer to the smart board when they have completed a task.
Third, students will be evaluated on how well they know the information based on their completed work. These worksheets will be handed in after the lesson, or once they have been completed for homework, and I will be marking each and every one to ensure that there is a strong understanding of the first three chapters of the story.
There have been four separate handouts created for this lesson in order to give each student in the class an opportunity to excel in at least one component of their work, depending on his her individual strengths and or weaknesses.
As well, a single assessment sheet will be filled out for every student in the class after this lesson. This sheet will record how well the students have completed each task throughout the lesson and how well they grasp the information that they have learned.
Teacher Self-Assessment:
1. Was the review of chapters one and two thorough and clear?
2. Did I ensure that all students participated in class discussions and remained focused at all times?
3. Were my instructions for the numerous handouts clearly delivered and understood?
4. Was there enough work for students to complete throughout the lesson?
5. Were the handouts clear and reasonable for the students to complete?
6. Were the students able to work on their stencils independently and with ease once the chapter was read and the instructions were delivered?
7. Did the students meet the goals and objectives of the lesson?
8. Did I assess the mastery of the competencies throughout the lesson?
Lesson Reflections:
What went over well?
What would I do differently?
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Student Assessment
Student name: _____________________________
1. The student has demonstrated a clear understanding of the story by contributing to class discussions and answering questions
appropriately. Yes No
2. The student remained focused and co-operative throughout the in-class reading. Yes No
3. The student followed instructions and was working quietly on his/her individual work when asked to do so. Yes No
4. The student remained on task and did not disrupt his/her fellow classmates at any point throughout the lesson. Yes No
5. The student completed his/her work in class, and if not, he/she completed the assignments for homework.Yes No
6. The student has a good understanding of the novel and this is evident through his/her completed work. Yes No
Additional teacher comments, concerns, or reflections:
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
Connections with QEP
Cross Curricular Competency (CCC):
- To use information
- To exercise critical judgment
- To use creativity
- To adopt effective work methods
- To communicate appropriately
English Language Arts Competencies:
- To read and listen to literary, popular, and information based-texts
- To write self-expressive, narrative and information based-texts
- To use language to communicate and learn
Student Outcomes:
By the end of this lesson, students will have a clear understanding of the first three chapters in our novel study, The Family Under The Bridge, written by Natalie Savage Carlson. Students will be able to place various components of the story in order, as well as identify the characters that have stated significant lines throughout the first three chapters. In this lesson, students will also know how to find the definitions of key words from the chapter and use them in sentences, and will have to use their imaginations and predict what is going to happen in the story, based on what they already know.
List of Materials (per student):
- Novel: “The Family Under the Bridge”
- “Chapters 1,2, and 3 Review” Handout
- “Chapter 3: Vocabulary” Handout
- Lined “prediction” paper
- Dictionary
- Pencil and eraser
Learning opportunity:
Beginning (30 minutes):
This lesson will begin with a brief review of what has occurred in chapters one and two in our novel study. Once the students have reflected on the first two chapters of the novel, the third chapter will be read to the students on the reading carpet. This chapter will be read slowly and will include explanations of the key words in this chapter.
· Middle (50 minutes):
Once chapter three has been read, the students will be asked to complete a variety of worksheets. Each of these handouts will ensure that the students have a thorough understanding of the chapters and will help me identify what they may need to keep reviewing. All of the handouts will be explained to the students on the carpet and once they understand what they are to do, they will be asked to pick up their first worksheets and work quietly at their seats. For those who finish earlier than others, they will be asked to find a partner and compare their answers with one another. Once they have compared their answers, they will be given a vocabulary sheet that they will work on individually. They will look up the meaning of chapter three words in the dictionary, record the definitions, and then use these words in sentences. Once each student has completed their vocabulary sheets, they will be asked to use their imaginations and write a prediction as to what they think will happen in the rest of the story.
A list of the students’ tasks will be written on the board, in order of sequence. This will undoubtedly minimize their questions and calling out when they have completed one task and forget what to do next.
· End (10 minutes):
The last part of the lesson will be the wrap up, organizing the students. The students will be asked to complete any handouts that were not done in class for homework and I will ensure that their homework is written in their agendas before they go off to recess.
Evaluation:
Students will be evaluated on many different criteria throughout this lesson:
First, they will be evaluated on how attentive and focused they are throughout the in-class reading, in addition to how well they contribute to class discussions and how well they answer questions when they are called on.
Second, students will be evaluated on how well they work independently as well as cooperatively with others. I will be looking for students to remain on task, to not distract others from working, and to refer to the smart board when they have completed a task.
Third, students will be evaluated on how well they know the information based on their completed work. These worksheets will be handed in after the lesson, or once they have been completed for homework, and I will be marking each and every one to ensure that there is a strong understanding of the first three chapters of the story.
There have been four separate handouts created for this lesson in order to give each student in the class an opportunity to excel in at least one component of their work, depending on his her individual strengths and or weaknesses.
As well, a single assessment sheet will be filled out for every student in the class after this lesson. This sheet will record how well the students have completed each task throughout the lesson and how well they grasp the information that they have learned.
Teacher Self-Assessment:
1. Was the review of chapters one and two thorough and clear?
2. Did I ensure that all students participated in class discussions and remained focused at all times?
3. Were my instructions for the numerous handouts clearly delivered and understood?
4. Was there enough work for students to complete throughout the lesson?
5. Were the handouts clear and reasonable for the students to complete?
6. Were the students able to work on their stencils independently and with ease once the chapter was read and the instructions were delivered?
7. Did the students meet the goals and objectives of the lesson?
8. Did I assess the mastery of the competencies throughout the lesson?
Lesson Reflections:
What went over well?
What would I do differently?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Student Assessment
Student name: _____________________________
1. The student has demonstrated a clear understanding of the story by contributing to class discussions and answering questions
appropriately. Yes No
2. The student remained focused and co-operative throughout the in-class reading. Yes No
3. The student followed instructions and was working quietly on his/her individual work when asked to do so. Yes No
4. The student remained on task and did not disrupt his/her fellow classmates at any point throughout the lesson. Yes No
5. The student completed his/her work in class, and if not, he/she completed the assignments for homework.Yes No
6. The student has a good understanding of the novel and this is evident through his/her completed work. Yes No
Additional teacher comments, concerns, or reflections:
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
