Teacher:Maryclare Cirigliano

Grade:Three

Topic:“The Velveteen Rabbit”

LESSON OVERVIEW

This lesson is intended to explore the “The Velveteen Rabbit” using the concept formation method. This is the first lesson in the unit. This lesson will give students the opportunity to develop their recall skills, ability to separate key ideas, identify commonalities, relationships, and create ideas and generalizations with evidence of support.

STANDARDS

National Standards

National EnglishStandards

Standard 8.Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Standard 4.Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

National Science Standards

Life Science

CONTENT STANDARD C:
As a result of activities in grades K-4, all students should develop understanding of

  • The characteristics of organisms

New York State Standards

English Standards:

Standard 1: Students will read, write listen and speak for information and understanding

Key Idea: To acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Performance Indicator:

  • Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms
  • Use details, examples, anecdotes, or personal experiences to explain or clarify information

Standard 4:Students will read, write, listen and speak for social interaction

Key Idea:Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Performance Indicator

  • Take turns speaking and respond to others’ ideas in conversations on familiar topics

Science Standards: The Living Environment

Standard 4: Students willunderstand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea:Living things are both similar to and different from each other and nonliving things.

Performance Indicators

• Explore the characteristics of and differences between living and nonliving things

Technology Education Standards:

Standard 5:Students will:apply technological knowledge and skills to

design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Key Idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

Performance Indicator:

Use the computer as a tool for generating and drawing ideas

GOALS

Third grade students will learn the story of “The Velveteen Rabbit.”

Through investigation third grade students will explore the differences between “The Velveteen Rabbit” and real rabbits.

OBJECTIVES

Given a Compare and Contrast Graphic Organizer the student will correctly record the five differences between the Velveteen Rabbit and real rabbits.

Given a Compare and Contrast Graphic Organizer the student will correctly record the four similarities between the Velveteen Rabbit and real rabbits.

Given three questions about “The Velveteen Rabbit” the student will write the answers to the criteria of the checklist provided.

MATERIALS/TECHNOLOGY

  • Smart Board
  • Reading for Meaning Program
  • Folders
  • Kid Cam Worksheets
  • “The Velveteen Rabbit” excerpt by Margery Williams - READ
  • Compare and Contrast Graphic Organizer- THINK
  • The Velveteen Rabbit Review Questions- WRITE
  • Timer
  • Pencil

ANTICIPATORY SET

I will start the lesson with “Just Like Me” questions displayed on the Smart Board. Each question will be read out loud. If the answer pertains to the student they will stand up and orally say “Just Like Me!” The questions are:

  • I like rabbits
  • I have a favorite toy
  • I have eyes
  • I like to dance
  • I like to hop
  • I like to jump

I will then explain the objective and purpose of this lesson:

Through exploring an excerpt of “The Velveteen Rabbit” you will have the opportunity to learn similar patterns between “The Velveteen Rabbit” and real rabbits and explain the differences between “The Velveteen Rabbit” and real rabbits.

DEVELOPMENT-CONCEPT FORMATION

To begin each student will be given a Kid Cam folder. Each folder will include three “Reading for Meaning” worksheets about “The Velveteen Rabbit”.

Students will be instructed to open their Kid Cam Folders to the fist worksheet, which is labeled “Read”, it is an excerpt from “The Velveteen Rabbit” by Margery Williams. Then I will display the excerpt on the Smart Board for all to view. I will ask a student to go to the Smart Board to press “Play.” The “Play” button will allow the students to listen to the excerpt on audio and follow along as well.

After the audio except is played I will ask students “what two events may have occurred before the two furry rabbits found “The Velveteen Rabbit” sitting in the grass all alone?” After a few oral responses I will tell the students that we are going to read the excerpt a second time. “However this time I would like you all to underline the similarities between the Velveteen Rabbit and the real rabbits and circle the differences between “The Velveteen Rabbit” and the real rabbits.” This technique will help students follow the steps of inquiry in the graphic organizer activity.

Then after the excerpt is read aloud a second time I will ask students “what do you predict will happen at the end of this story?” After a few oral responses I will tell the students to turn the page in their Kid Cam to their Velveteen Rabbit graphic organizer, which is labeled “Think”. Student will be told “you are going to work in groups of two to complete this graphic organizer. By doing the graphic organizer you will see patterns of similarities and differences between “The Velveteen Rabbit” and the real rabbits.”

I will then pair students heterogeneously. Students will be told “you and your partner will complete “The Velveteen Rabbit” Graphic Organizer. Each of you is to write on your own graphic organizer however you have to work together to complete it. Before writing anything on your graphic organizer you and your partner should discuss the passage, talk about the similarities you underlined, and the differences you circled. Then write down your findings on the graphic organizer. You will be given ten minutes to complete this.”

MONITORING INQUIRY PROCESS

As students are working on the graphic organizer I will walk around the classroom to make sure that students are making connections and seeing relationships between “The Velveteen Rabbit” and real rabbits.

After the ten minutes students will be instructed to return to their seats. Then students will be asked to orally share their answers. As answers are provided I will write them on the Smart Board for all to view and check.

ACCOMODATIONS

Visual Impaired Learners:

  • Preferential seating closer to the Smart Board
  • Enlarged worksheets
  • “Reading for Meaning” provides the excerpt of “The Velveteen Rabbit” on audio, which will be played.

Hearing Impaired:

  • All Kid Cam worksheets will be displayed on the Smart Board
  • The graphic organizer answers will be displayed on the Smart Board in color after oral answers are given.
  • All Kid Cam worksheets will be given to students in a Kid Cam Folder

Slower Learners:

  • Student can be Heterogeneous grouped to complete the Guided Practice.
  • Anticipatory Set – Assess students prior knowledge of similarities in “Just Like Me” exercise
  • The graphic organizer answers will be displayed on the Smart Board in color for all to view.
  • All Kid Cam worksheets will be displayed on the Smart Board
  • Extended time will be permitted to complete the guided and independent practice activities.

Gifted Learners:

  • Student can write and illustrate their prediction outcomes.
  • Students can compare and contrast “The Velveteen Rabbit” by another author

ESL Learners:

  • During Guided Practice, the student will work with a partner who displays strength in the English language.
  • The graphic organizer answers will be displayed on the Smart Board after oral answers are given.

CLOSURE

Independent Practice: In class

Students will be instructed to turn the page in their Kid Cam to “The Velveteen Rabbit” worksheet labeled “Write”. I will then explain the directions to the class “This activity is to be completed independently. You should use your Read and Think worksheets to help you answer these three questions. Your answers should be supported with quotations and examples from the text. Be sure to write in complete sentences, correct spelling and punctuation. When you have completed all three questions I will be using the “Check” box at the bottom of your worksheet to make sure your work is correct. Make sure that you answer all parts of the question, use examples from the text, complete sentences, correct punctuation and spelling. You will have ten minutes to complete this activity.”

Homework

“The Velveteen Rabbit” Snow Ball Questions -

Velveteen rabbit snowball questions

Each student will be given a piece of paper. I will then ask the class to write down one question about that relates to “The Velveteen Rabbit” excerpt. After writing down their questions, the student will crumble up their paper to look like a “snowball.” I will tell the class that they will throw their “snowballs” in the center of the room on the count of three. After all the “snowballs “are thrown the students will go to the center of the room and pick up someone else’s “snowball.” Students will open the snowball to make sure that it is not their own. The students will be told to answer their “snowball” question in a compete sentence for homework.

EVALUATION:

Diagnostic:Students prior knowledge of similarities will be assessed during the Anticipatory Set.

Formative:During the two Guided Practice Activities, I will check for student understanding

  • During the except reading for a second time I will make sure that students underline similarities and circle differences when listening to the audio
  • During the graphic organizer activity I will make sure that students are making connections and seeing relationships between “The Velveteen Rabbit” and real rabbits.

Summative: A checklist will be used to assess “The Velveteen Rabbit” Review Questions

“Snow Ball” Questions

REFLECTION:

Did I grab the student’s attention when I introduced the “Just Like Me!” questions?

Was the Smart Board Presentation effective for all?

Was the “Reading for Meaning” program effective for all ?

Were my guided practice activities enough to check for understanding?

  • “The Velveteen Rabbit” excerpt by Margery Williams - READ
  • Compare and Contrast Graphic Organizer- THINK

Was ten minutes ample time for students to complete the Compare and Contrast Graphic Organizer?

Was my outlining similarities and differences technique effective for all?

Were the worksheets in the Guided Practice challenging and motivating for all?

Did the “snowball” questions motivate and challenge all learners?

Did my Independent Practice The Velveteen Rabbit Review Questions motivate and challenge all learners?

Was ten minutes ample time for all students to complete “The Velveteen Rabbit” Review questions?

Did my closure of the “Snow Ball” Questions allow students to do a final lesson repetition?