Comprehension 3rd Grade

Feelings

Title: Smart Readers Think About The Feelings Of Our Characters
Author: Audrey Rye
Subject: Reading Comprehension
Grade: 3rd
IEP Classifications:
Common Core Standards): CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Lesson Goals: By having students reflect upon situations/emotions in their own life and relating to a teacher read-aloud and helping students learn that its alright to have a speech disorder.
Lesson Materials: Hooway For Wadney Wat by: Helen Lester, Computers with internet access, chart paper, markers, pencils, large index cards, sticky notes, elmo projector, smartboard and student reflection journals

Instructional Lesson Methods and Assessment
Anticipatory Set

Start lesson at reading carpet

-Teacher will ask students to quietly think of a time when someone hurt your feelings. Turn to your neighbor and tell that person about that time.
-Teacher will call on a few students to tell the class what story their neighbor shared with them.
-Teacher will record those feelings on chart paper. Ex. Sad, scared, alone, happy, and excited.
2. Teacher will ask for a volunteer to explain the word bully. Teacher will recap by explaining, a bully is someone who using mean words to hurt your feelings.
2. Introduce the story Hooway For Wadney Wat by Helen Lester.
-Explain that in the story, the main character’s feelings are often hurt by classmates.
-Have you ever had a classmate hurt your feelings?
-Ask for a volunteer to explain what they think a Rodent is. A Rodent is a mammal such as a rat, mouse, or beaver, characterized by large incisors used for nibbling.
-Explain that in the story a rodent goes to school and is hurt by his other classmates.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1 Define vocabulary and symbols. In the beginning, I will ask students to share examples of how classmates can hurt your feelings. Next, I will introduce the term “Bully” and ask students what they think a bully is. Lastly, I will introduce the term “Rodent”. The students will have the opportunity to give their thoughts and definition.	4.1 Provide varied ways to respond. The students will have the opportunity to share with their neighbor about a previous experience when a “bully” hurt their feelings. As a group discussion, I will call on different volunteers to share their neighbors story.	7.1 Increase individual choice and autonomy By allowing students to share their experiences with a neighbor it opens up the setting for empathy. Also, by allowing students to share their neighbors experience, allows for a relationship building strategy.
3.1 Provide or activate background knowledge. Before I began this lesson on feelings, I must be able to tie in personal connections between the purpose of the story and everyday life with my students.		9.3 Develop self-assessment and reflection. I will question their background knowledge on bully and rodent. I will ask questions that lead students in a high order thinking. I want students to express into words their prior experiences that have taught them the meaning to these terms.

Introduce and Model New Knowledge

Read the book “Hooway For Wodney Wat” by Helen Lester to the students while they are still at the carpet.

-During pre-selected moments during the story, use think aloud questions such as:
How is Rodney feeling?
Do you think it was frustrating for Rodeny when he wasn't able to pronounce his R’s? How do you think he felt when other classmates couldn't understand him?

Use the elmo projector to display the pages of the story.

2. After the read-aloud, discuss the story with students. Do you think Rodney ever learned to pronounce his R’s? Have you ever felt embarrassed about something you were not able to do?
3. After the discussion, explain that students will write their own personal reflections on the story in their journals.
-Post discussion questions on elmo projector or chart paper so students will refer to them as they are writing.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Provide alternatives for visual information. I read the story aloud and placed the pages on the projector so that students could visually follow along.	5.3 Provide ways to scaffold practice and performance. I model the thought process with my students by allowing them to ask and discuss with myself and their classmates at various times throughout the lesson.	8.2 Vary levels of challenge and support. I ask many open ended questions pertaining to the read aloud. This teaches students how to question, predict, and connect the text to prior knowledge.

Guided Practice

Students will meet in their literature circle groups.

Explain to students to give respect and listen as others are speaking. Assign one students per group to be group leader. The leader will call on each person as their turn for sharing their reflection arises.
2. Each student will share their journal reflections. They can choose to read aloud or paraphrase instead. After every group member has presented, teacher will pose these two questions for students to discuss with their literature group:
What was the author trying to say to the audience?
What is the main purpose of the story?
Have students write a follow-up reflection in their journals based on their group discussions in response to the questions.
*I will walk around to each group and listen for group responses and comprehension level.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information processing By asking students think aloud questions, I am enriching their thought processing skills.	4.1 Provide varied ways to respond By allowing students to discuss aloud within groups, with teacher, and in their reflections.	7.3 Reduce threats and distractions By having students work within groups, they are held to a standard of participating equally. They also have the text and discussion questions posted in clear view. There are no other activities taking place in the room.

Independent Practice
For independent practice students will need access to computers with Internet access. I will assign one or more of the online games to work through individually : It's My Life: Beat the Bully. In this game, students answer a series of questions about dealing with bullying.
It's My Life: Story Strips. Students should choose the first story strip situation that describes a school bully, and fill in the character bubbles with how they think the scene would play out.
Out on a Limb: A Guide to Getting Along. Students learn about the three ways people usually react to conflict and which is the best approach.
2. Assign students to pairs to create a scenario for someone their age might face in school or in the community, and present three possible solutions, only one of which is correct. Students should write and illustrate their hypothetical problem and possible solutions on a situation card (e.g., a large index card), with the correct answer and reason on the back.
3. Combine pairs of students into groups of four. As one set of partners reads their situation card aloud, the other pair provides peer feedback on the clarity of the situation and the possible solutions.
4. Have students edit and revise their cards, and submit a final copy.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 __Highlight critical features, big ideas, and relationships__. By using the index cards, and the students creating scenarios, they are enriching their problem solving skills.	5.2 __Provide appropriate tools for composition and problem solving__. I will allow students to pair into partners, access a preventing bullying online game. Students will take information from website and use critical thinking skills to create a scenario.	8.4 Increase mastery-oriented feedback. By pairing into partners, students have to work together and discuss ideas to create their assignment.

Wrap up
After discussing the main characters feelings in the book, creating literature groups and reflecting upon those feelings, I will explain to students how much they know now caring for others feelings and how bullying is wrong. We will discuss as a class why bullying affects our school and we will brainstorm on ways to put a stop to bullying. (This will lead us into a new lesson)

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 __Support memory and transfer__. The students have to recall the information they learned through our final discussion after reading, discussing with literature groups, and completing their questionnaire.	6.4 __Enhance capacity for monitoring progress__. During the final discussion, I will provide clear feedback of answers or concerns so the students will know they have correctly obtained the information from the story.	8.1 __Heighten salience of goals and objectives__. Students will show that they have comprehended the story by answering the discussion questions in the last conversation and explain about the new topic that leads us into creating preventative measures for bullying.

Assessment
Literature Group Assessment: I will observe students while in their literature discussion groups, and review the completed __Literature Group Discussion Checklists__.
Journal Reflection Assessment: I will review the students' journals entries. Since literature responses are personal, many responses will be acceptable. Rather than using a checklist or rubric to evaluate student responses, I will write back to the student in the journal, giving feedback and sharing personal experiences.
For the last assessment, students will complete the “How Would You React” sheet. Students are ask to fill out every question, by recalling key facts from the story. This assessment allows me to see if students were able to think of possible solutions to Wadney’s issues. It will also show me if students had an idea about the moral of the story and could they describe a situation in which they experienced a experience.
Before each assignment, students will be read the rubric expectations over their discussions, writings, and questionnaire.
Smart Readers Think About The Feelings Of Our Characters
Rodney Wat Read Aloud

Criteria	1	2	3
Discussion	Student does not answer questions when asked about the character, setting, and key details of the story.	Student is able to answer some of the questions about the character, setting, and key details of the story.	Student is able to answer all of the questions about the character, setting, and key details of the story
Reflecting through writing	Student does not include detail from story. None to 1 sentence.	Student includes few details and has only a 2-3 sentences about the story. The writing somewhat clearly explains the illustration but some areas are unclear.	Student has more than 4 or more details and has 4 sentences about the story. The writing clearly explains the illustration
Retelling through “How Would You React” questionnaire	Student has not shown effort in answering questions based on story.	Student includes a few known facts about the main character.	Student includes multiple facts about the main character and his feelings.

I will provide a copy of the rubric and clearly explain criteria expectations. Students will be able to ask questions. I will also provide a copy of the “How Would You React” assignment on the projector. I will read each sentence and explain what is expected. Students will work individually at desk.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 __Guide information processing__ I will present new concepts, and ask questions that guide my students to use prior knowledge and experiences to facilitate their information processing by giving explicit instruction.	5.2 __Provide appropriate tools for composition and problem solving__ I will pull certain situations from the story and allow my students to tell prior experiences. When it comes time to reflect upon emotions of the story, students will be able to understand those feelings and write about them.	8.2 __Vary levels of challenge and support__ I will use questions to lead my students in higher order thinking.
3.4 __Support memory and transfer__ I will stop at different main points of the story. Students will connect to those experiences and then relay them in their writing.	6.2 __Support planning and strategy development__ Students will take what they learned from the story, use higher order thinking and explain what should have happened.	8.4 __Increase mastery-oriented feedback__ I will provide feedback to my students in their journals to gain clarity.	Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-)

1.1__Customize the display of information__
1.2__Provide alternatives for auditory information__
1.3__Provide alternatives for visual information__	X	INTRODUCTORY
__Provide options for language and symbols__
2.1__Define vocabulary and symbols__	X	SET
2.2__Clarify syntax and structure__
2.3__Decode text and mathematical notation__
2.4__Promote cross-linguistic understanding__
2.5__Illustrate key concepts non-linguistically__
__Provide options for comprehension__
3.1__Provide or activate background knowledge__	X	SET
3.2__Highlight critical features, big ideas, and relationships__	X	INDEPENDENT PRACTICE
3.3__Guide information processing__	X	GUIDED PRACTICE
3.4__Support memory and transfer__	X	WRAP UP