- Unit 1
- Level 1
- T1 minutes
- Reading, Writing, Informative Paragraph
- Download Lesson
Standards Addressed:
- SL.3.1
- SL.3.6
- W.3.2
Lesson Materials/Resources
Objectives
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can follow our class norms when I participate in a conversation.
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I can speak with complete sentences when I participate in group discussions.
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I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
Assessment/CFU
- Conversation Criteria checklist
- Student paragraphs (as pre-assessment)
Opening/Warmup/Connecting Prior Knowledge
A. Think-Pair-Share: Why Did the Children of Chad Work So Hard for the Power of Education and Reading? (10 minutes)
• Show students the cover of the book Rain School. Remind them that in this book, the children of Chad had to go to extraordinary lengths to seek the power of education and reading. Ask: “What were some of the extraordinary things they had to do?” Have a few students share aloud with the group.
• Distribute Rain School to students. Encourage students to refer back to specific passages from the text they remember: facts, examples, details. Point out that since they read the book so carefully, and multiple times, they can remember it much better than if they’d only read it once.
• Share: “It seems to me that if the children in Chad went to such extraordinary lengths to learn to read, they must really want that power. I wonder why they want it so much? I bet that you have some thoughts about that.”
• Give students a moment to think about that question on their own, then ask them to turn to a partner and tell each other their thoughts. Then ask three or four students to share aloud with the whole group.
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