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This lesson provided by:
Author: Jamie Smith-Carder
System:College/University
School:University of North Alabama
Lesson Plan ID: 33417
Title:

Just Make a Mark and See Where it Takes You 

Overview/Annotation:

In this lesson the teacher will need a copy of the story “The Dot” by Peter H. Reynolds. The lesson incorporates several skills associated with the College- and Career Ready-Standards.  This lesson is great if a teacher wants to incorporate several skills at one time into a lesson. The story is about a reluctant learner who lacked self-confidence.  A teacher encourages the learner to believe in herself and believe she can draw. The teacher asks the learner to, “just make a mark and see where it takes you.” This lesson is hands-on, inquiry, whole group, and small group aspects. The lesson is designed to be completed in 3 days.

Content Standard(s):
ELA2013(2) 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]
ELA2013(2) 3. Describe how characters in a story respond to major events and challenges. [RL.2.3]
ELA2013(2) 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]
ELA2013(2) 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7]
Local/National Standards:  
Primary Learning Objective(s):

  • Students will be able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • Students will be able to describe how characters in a story respond to major events and challenges.
Additional Learning Objective(s):

  • Students will be able to use information gained from the illustrations and words in a print or digital text to demonstrate understanding of it characters, setting, or plot. ELAK-5 RL.2.7
Approximate Duration of the Lesson: 91 to 120 Minutes
Materials and Equipment:

  • Take note this lesson is designed to be done in a three day time period and 40 minutes for each day.
  • The teacher needs a copy of the story “The Dot” by Peter Reynolds
  • The teacher needs chart paper.
  • The teacher will need markers to use on the chart paper
  • The teacher will need a dry erase board
  • Students will need copies of the story “The Dot” by Peter Reynolds. Students will work in 3 to 4 small groups. Students could possibly share copies of the story.
  • Students will need white paper and crayons or markers.
  • Students will also need scratch paper for some of the lessons. Notebook paper or white paper will work. Use what you have available.
  • Clipboards for students to put scratch paper on to write down ideas etc.
Technology Resources Needed:

The teacher will need to use an interactive board for this activity or a projector with a screen to play a video. The interactive board may also be used to show the cover of the book during the prediction and thinking portions of the activity on day one. Students will also need access to the photo story software

Background/Preparation:

The teacher needs to make sure all materials are available for the lesson. The teacher needs to be familiar with the story and activities planned. The teacher needs to read the story using different kinds of voices for each character. The students already need to have an understanding of characters, setting, plot, and understanding of key details in a text, and understand what main idea is. Students should also be able to ask and answer questions.

Procedures/Activities:

(Day 1)

  • The teacher needs to have students in a whole group setting for this part of the activity. (Students sitting on the carpet preferably) Students need to be able to see the teacher reading the book to the class. The teacher could also use the interactive board to post the picture of the cover of the book for a larger view of it.  Students like to see images on the interactve board.
  • The teacher needs to introduce the book to the class. (Title, Author, and Illustrator) Have students answer questions as to what the author and illustrator do in a book.
  • Ask students to examine the cover of the book for a moment.
  • The teacher will ask the students to write down on their scratch paper things on the cover that are interesting or things they see on the cover of the book.  The teacher will ask for student responses and write down their thinking on the chart paper labeled “The Dot” cover thinking.  The teacher will post the chart in the room. You will revisit this chart at the end of the lesson.
  • The teacher will ask students to write down a prediction of what the story could be about based on what they see on the cover of the book. Students will be given a moment to think and write down their answers on the scratch paper. The teacher will use another piece of chart paper labeled “The Dot” Predictions based on the cover of the book. The teacher will write down the students’ responses on the chart paper. Make sure to write the students’ names beside their predictions. The teacher may take a few predictions or write down all predictions.  Due to time, I would only take 4 to 5 predictions. Ask students to explain their answers as they are sharing as well. Place the chart up in the classroom as well. You will revisit this chart at the end of the lesson.
  • The teacher will read the story to the class whole group today. The teacher will use different voices for the characters in the story. The teacher will show the illustrations and ask questions along the way of the story. Students will need to raise their hand to answer questions. You will need to create your own questions. This can be done ahead of time or can be done as you are reading.

After reading the book, allow for a short discussion of the book. Allow students to share their thinking about the book. The teacher needs to ask the students what characters were in the story. The teacher can use another piece of chart paper or write it down on a dry erase board, or even write it on the interactive board and save the answers. Label one part Characters, Label one part Setting, and Label one part Main Idea. Have students share their responses and write them down

(Day 2) “The Dot” continued.

  • Today students will view a short YouTube video “The Dot” by Peter Reynolds. Students will need to sit whole group on the carpet to view the video. The video is almost four minutes long. Link: http://youtu.be/t5mGeR4AQdM
  • The video will offer a visual and audio impression for the students. Students can get a better visualization of the story from the use of technology.  The class needs to have a discussion on the major events and challenges in the story so students will have an understanding of how to respond to the activity sheet. There also needs to be discussion about the characters and their feelings, and thoughts about what is going on in the story.
  • After viewing the video, students will need a copy of “The Dot.” Students may work in pairs or groups on this project. The teacher can decide what works best for the class.
  • The activity today involves using illustrations and the text to describe how characters in a story respond to major events and challenges. The teacher needs to go over the activity sheet directions and parts before sending the students to their groups. The teacher can put the sheet on the interactive board and go over it this way. Students can ask questions at the end if they are unsure of something.
  • The groups will have different characters they will need to analyze and explain how the characters respond to major events and challenges in the story.    The character focus: 

1.) Teacher

2.)Vashti

3.) The other student Vashti helps

  • The students will use the sheet for the activity that has been attached (Character Reactions to the Major Events and Challenges).  The teacher needs to appoint a writer for each group.
  • The groups will have 15 minutes to use the text and illustrations to complete the activity sheet. Use a timer for the activity. If the groups are still working, allow for an extra 5 minutes to complete the task. The teacher needs to visit each group and help where needed during the activity. The teacher can take notes and check for participation and understanding. The teacher can also ask questions about their reasoning at this time as well.
  • Students will meet back at the carpet and sit with their groups. The teacher will appoint a speaker for each group to share their responses to the activity sheets. The class will listen to the responses and discuss the responses. The teacher may ask questions about how the group came to that answer. The group needs to explain their reasoning. Clear up any misunderstanding or misconceptions during the whole group discussion.

The teacher will hang the group activity sheet responses around the room to share the responses. Students can go back and look at the responses individually at another time. 

(Day 3) “The Dot Continued”

  • Today students will work in groups of twos.
  • Each student will need a copy of “The Dot”
  • Each student in the group will read and alternate page of the story.
  • Each group will be given a Discussion Dot.
  • Students will have paper to write their answers on.
  • Students must use the text and illustrations to answer their question.
  • The group must use supporting details to support their answers.
  • The group will have 20 minutes to complete the project. Use a timer for the activity.
  • The teacher will walk around and visit the groups and listen to the students’ discussions and ask and answer any questions that may arise during this time. Help struggling groups as needed.

Students will return to the carpet with their partner. The class will go over the questions and details to support their group’s answers. The teacher will correct any misconceptions or misunderstanding during this time about the questions. The questions/ and responses will be put up in the classroom for viewing. 

(Day 4)

  • Students will work with  in the computer lab to create  their version of "The Dot" in photo story. Students will use themselves in the story to describe how characters in a story respond to major events and challenges. Students are encouraged to be creative and explain how they would feel if they were Vashti. 
  • Students will have 40 minutes to work on this project. If students do not finish during computer lab time, they may work on their project during small group reading time and complete their photo story. 
  • Students will share their photo story when everyone has completed this activity.
  • The teacher will help as students as needed in the computer lab with creating their version of "The Dot."
  • There will be a class discussion on each photo story shared. 
  • The projects will be saved on the computer so students can revisit the projects when they wish. 

Attachments:**Some files will display in a new window. Others will prompt you to download. TheDotRubric.docx
DiscussionDots.doc
CharacterReactionstoMajorEventsandChallengesTheOtherLearner.docx
fablevision_dot_day_handbook.pdf
TheDot_ActivityGuide.pdf
CharacterReactionstoMajorEventsandChallengesTheTeacher.doc
CharacterReactionstotheMajorEventsandChallengesVashti.docx
Final-DOT-Lesson-Plan-.pdf
Assessment Strategies:

The teacher will observe students for understanding. The teacher will take notes on students and their learning. The teacher will use the Discussion Dot Responses, The Chart Paper activities, and whole group time to check for understanding. The teacher will take notes during small group work sessions as well. The teacher will determine which students need more help with understanding directions, how characters respond to major events, and asking/answering questions.

 

A rubric may also be created based on the objectives, whole group participation, and how well the student worked in the small groups during the 3 day lesson. I am providing a possible example rubric for the activity. It can be modified to fit the needs of the teacher.

 

Extension:

The teacher can give students more difficult Discussion Dots to students who already know the primary learning objective.

 

Remediation:

The teacher can give students who need extra support could be given easier Discussion Dots. The teacher can offer extra support to the students during the activities.  

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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