julia troszczynska luc illinois reads booksillinoisreads.org/images/2019_guide_marcero.pdf · julia...

JuliaTroszczynskaLUC

1

IllinoisReadsBooksTitleofBook MyHeartIsaCompass,DeborahMarcero,LittleBrownBooksforYoungReaders,November6,2018)

TitleofUnit “Yourimaginationispowerful.”Gradelevel(interest) 2nd ReadingGradelevel Preschool-3LexileLevel 550L GuidedReadinglevel 1st-3rdA.SummaryThemePurposeforInstructionEssentialQuestionsResources

MyHeartisaCompassbyDeborahMarceroisastoryaboutayounggirlnamedRosewhowantstofindsomethinguniquetobringtoshow-and-tell.Shesearchesforthisunique‘something’usingherimaginationasamapandherheartasacompass.Bytheendofheradventure,sheisleftwithnothinguniquetobringtoshow-and-tell…orsoshethinks.Feelingdefeated,shebringshermaps,createdfromherownimaginationandheart,anddiscoversthattheyweretheunique‘something’shewaslookingforallalong.Themainthemeofthestoryisthatbyfollowingone’sheartandusingone’simagination,anyonecanbeanexplorerandfinduniquethingstosharewithothers.Thepurposeoftheselessonsistochallengestudentstothinkoutsidetheboxandusereadingstrategiesastoolstohelpthemdeciphertheplotofastory.Theessentialquestionsstudentswillbeansweringare…Howcanourimaginationgetusfromoneplacetoanother?Howcanmapshelpusgetfromoneplacetoanother?Howcanourheartserveasacompass?Harvey,S&Goudvis,A.(2017).Strategiesthatwork.Portland,Maine:StenhousePublishers.DougBeuhl(2001)

B.AlignmenttothedepthoftheCommonCore–Standardsaddressedandassessed


2

CCSSELAStandards[Reading,Writing]4required,youmayidentifyupto6ifyouarewritingsixlessons

1.CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 3.CCSS.ELA-LITERACY.L.2.5.B Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 4.CCSS.ELA-LITERACY.RL.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. 5. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. 6.CCSS.ELA-LITERACY.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

C.StudentLearningOutcomes–TargetedunitgoalsWebb’sDepthofKnowledge:Recall,Skill/Concept,StrategicThinking,ExtendedThinking1.Icananswerquestionsaboutwho,what,where,when,why,andhow?2.Icandescribetheoverallstructureofastory.3.Icandistinguishhowwordsaresimilarandhowtheyaredifferent.4.Icanuseillustrationstohelpmeunderstandastorybetter.5.Icandefinetheproblemsandsolutionsinastory.6.Icancompareandcontrasttwostorieswithsimilarthemes.


3

D.TextSectionstobereadcloselywithplanstosupportreadinganddiscussion–identifypagesLesson1:AllLesson2:AllLesson3:1,5,7,9Lesson4:7,8,9,11-12,15-16,19-20,23-24Lesson5:2-4,7-10,28,29,32Lesson6:All*RequiredforpicturebooksAcademicLanguagetobesupportedatword,syntaxanddiscourselevels

VocabularyTier2WordsTier3Words

Tier2

• Explorer• Pioneer• Trailblazer• Exotic• Magical• Sketch• Scale• Quivered• Shimmied• Harbor

Tier3:

• Compass• Atlas• Globe• Map• Coordinates• Blueprint• Cosmos• Atmosphere


4

Bloom’sLevelsAddressed:(Checkallthatapply)

Remembering Analyzing

Understanding Evaluating

Applying CreatingE.InstructionalLessonsResearchBasedStrategies[TiedtoSTW&standards]

Listthestrategiesthatyouplantoemphasize:Lesson1:InteractiveReadAloud(STW),Predict/Confirm/Adjust(STW),SummarizeLesson2:DeterminingImportance(STW),StoryMap(DougBeuhl)Lesson3:WordFamilyTree(DougBeuhl)Lesson4:FeatureChartGraphicOrganizer(DougBeuhl)Lesson5:Double-EntryChart(DougBeuhl)Lesson6:VennDiagram(STW),WonderWeb(STW)

BrainstormingforLessonsInteractiveactivitiesforeachlesson

Lesson1:Studentswillpredictanswersforwho,what,where,when,why,andhowbasedonthetitleandcoverofthebook.Lesson2:Studentswilldefinebeginning,middle,andendbyrevealingwordslikecharacter,setting,problem,solution,andclimaxonastorymapchart.Lesson3:Studentswillpracticegroupingwordsofsimilarmeaning.Lesson4:Studentswillusethesmartboardactivityasafollowuptoascavengerhuntactivitytheywilldointhebook.Studentswillshowtheclasstheirfindingsonthemapsonthesmartboard.Lesson5:Studentswilllabeleventsfromthebookasproblemsandsolutions.Lesson6:StudentswillfilloutaVennDiagramcomparingandcontrastingMyHeartIsaCompassbyDeborahMarceroandMappingSambyJoyceHesselberth.

The image part wit

The image

The image part wit

The im

The image part with

The image part with


5

Plansforfourinstructionallessons,includingexamplesoftextdependentquestions,graphicorganizersand

technologybasedoriginalinteractivematerialsLesson1overview:Objective:Procedure:

Thepurposeofthislessonistointroducethestorytothestudents.Thislessonwillfocusonthekeyideasofastory.Thestrategiesusedwillbeaninteractivereadaloud,predict/confirm/adjust,andsummarizing.TheSmartBoardactivityforthislessonshouldbeusedatthebeginningandendofthelesson.Studentswillanswerquestionsaboutwho,what,where,when,why,andhowbymakingpredictionsandadjusting/confirmingtheirpredictionsafterreading.1.BeginbyshowingstudentsthecoverofMyHeartIsaCompass.

• Askstudentstomakepredictionsabouttheplotofthestoryanditscharacters.2.SmartBoardActivity(Predict):Thisisadraggingandcategorizingactivity.Studentswillbeabletodragtheredwordsunderthegivencategorieswritteninblue.

• Havestudentscomeuponebyonetodragthegivenwordsintothecategoriesfor:who,what,when,where,why,andhow?• Thesewillbetheirpredictions

3.ContinuewithareadaloudforyourstudentsofMyHeartIsaCompass.

• Emphasizethekeydetailsforstudentsbyaskingthemquestionsaboutwho,what,when,where,why,andhow?4.SmartBoardActivity(Confirm/Adjust):Afterthereadaloudhavestudentsuseoneofthedigitaltools(pen,marker,etc.)tolabeltheirpredictionsasconfirmationsoradjustments:C-confirm,A-adjust.

• IDOo Explaintostudentswhatitmeanstoconfirmapredictionandwhatitmeanstoadjustaprediction.o Pickonepredictionthatisconfirmedandanotherthatneedstobeadjusted.o Showstudentshowyouwouldlabelaconfirmedpredictionandhowyouwouldadjustanincorrectprediction(for

theadjustments,itwouldbebesttoadjustthepredictionfirstbyplacingthewordintothecorrectcategoryandthenlabelingitasanadjustment).

• WEDOo Picktwomorepredictions,onethatisconfirmedandanotherthatneedstobeadjusted.Asaclassdecidehowthe

predictionsshouldbelabeled.o Labelandrearrangeasneeded.

• YOUDO

o Begintocallonstudentstocomeupandlabelthepredictionsasneeded.o Providescaffoldingforthosewhomayrequireadditionalguidance.

5.Discusswithstudentshowtheirpredictionsworkedout.

• Askstudentsquestionsaboutwhatfactorshelpedthemmaketheirpredictions…


6

Technology

o Wasittheillustrationonthecoverofthebook?o Wasitthefamiliarityofthewordsgiven?

• Askstudentswhatconnectionstheymadethathelpedthemmaketheirpredictions.o Whatwascorrect?o Whatneededtobeadjusted?o Why?

6.FormativeAssessment:Havestudentswriteoutasummaryofthebookusingthekeydetailsofthestory:who,what,where,when,why,andhow?

• Providestudentswiththisworksheet:

• TellstudentstoanswerthekeydetailquestionsusingthewordsfromtheSmartBoardactivityastheirguides.• Challengestudentstousecompletesentences.• Explainthatoncetheyfinishwriting,theycandrawapicturethatrepresentsthestorytothem.

Page2


7

pages:


8

Lesson2Overview:Objective:Procedure

Thepurposeofthislessonistoteachstudentsaboutstoryelements.Thislessonwillfocusonthebeginning,middle,climax,andendofastory.Thestrategiesusedwillbeastorymapgraphicorganizer(Beuhl,2001)anddeterminingimportance(Harvey&Goudvis,2017).TheSmartBoardactivityshouldbeusedatthebeginningofthelesson.Studentswillbeabletodescribethebeginning,middle,andendofthestorybyplacingeventsinorderandlabelingthembystoryelement.1.Beginbyintroducingstoryelementstotheclass

• Writeoutthewords:beginning,middle,andend• Showstudentsawaytoorganizetheseelements:explainthemountainmetaphor

o Whydoesusingamountaintoplotstoryelementsmakesense?• Handoutthismodifiedworksheet:

2.SmartBoardactivity:Thisisadragandrevealactivity.Studentswilldragthecloudsintotheskyrevealingthemainfactorsthatmakeupthebeginning,middle,andendofastory.


9

• Startwithbeginning:o Askstudentswhattheylearninthebeginningofastory.o Callonastudenttomovethecloudo Askstudentswhatwordstheysee

IDO:begintofillouttheworksheet

o Writeinthewordsonaworksheetforyourwholeclasstoseeo Definethewordswithinformationfromthestory

§ Character:Rose§ Setting:athome§ Problem:tryingtofindsomethingspecialforshow-and-tell

• Continuewithmiddle:o Askstudentswhattheylearninthemiddleofastory.o Callonastudenttomovethecloudo Askstudentswhatwordstheysee

WEDO• Askstudentswhatwordstowriteontheworksheet• Askstudentstodefinethewordswithinformationfromthestory

o Majorevents:askstudentstogiveimportanteventsfromthestory• Callonastudenttomovethecloudatthetopofthemountain:

o Askstudentswhattheythinkthewordclimaxmeansbasedonitslocationonthemountaino Askstudentswhattheythinkhappensintheclimaxofthestoryo Helpstudentsdefinethewordanddeterminetheeventthatwouldbeconsideredtheclimax.

• Concludewithend:o Askstudentswhattheylearnintheendofastory.o Callonastudenttomovethecloudo Askstudentswhatwordstheysee

YOUDOo Havestudentswritethewordsontheirworksheetindividuallyo Havestudentsdefinethewordswithinformationfromthestoryindividually.

§ Solution:Rosebringshermapstoshow-and-tellasheruniquetreasure3.FormativeAssessment:Havestudentsorganizeeventsfromthestoryinorderfrombeginningtoendandthenhavelabelwhichpartsmakeupthebeginning,themiddle,theclimax,andtheend.

• Handoutthisworksheetforyourstudents:


10

Technologypages:

• Haveyourstudentscutouttheseeventsandgluetheminorderonapieceofpaper• Thenhaveyourstudentslabelwhicheventsmakeupthebeginning,middle,andend.• Answerkey:

o Beginning-greeno Middle-Yellow

Climax-Redo End-Purple


11

Page3


12


Thepurposeofthislessonistoteachstudentsaboutsynonymsandhowwordscompareandcontrastwithoneanother.Thislessonwillfocusonsynonymsfromthebookaswellassynonymsusedonadaytodaybasis.ThestrategyusedwillbeaWordFamilyTreegraphicorganizer(Beuhl,2001).TheSmartBoardactivityshouldbeusedatthebeginningofthelesson.Studentswillbeabletodistinguishwordsofsimilarmeaningbycategorizingwordsfromthetextbasedontheirsimilaritywitheachother.1.Beginbydefiningsynonymforyourstudents.2.SmartBoardactivity:thisisadragandplaceactivity.Studentswilldragtheorangewordsintobubblesandtheirgoalwillbetocategorizewordsofsimilarmeaning.

IDOo Showstudentshowtocategorizewordsofsimilarmeaningbycompletingonebubbleofsynonyms.o Explaintostudentshowthewordsarethesameyetdifferent.WEDOo Askstudentswhatwordtostartwithnext.o Dragthewordsthatyourstudentstellyouto.o Completeanotherbubbleofsynonyms.o Askyourstudentswhytheychosethewordstheydid

§ Howaretheythesame,yet,howaretheydifferent?YOUDOo Callonstudentstodragonewordatatimeintotheremainingbubbleso Dothisuntilbothbubblesofsynonymsarecompleteo Askyourstudentswhytheychosetogroupthewordsthewaytheydid

§ Howaretheythesame,yet,howaretheydifferent?3.Activity:Findyourbubble:Studentswillformsynonymbubblesinreallife

• Giveeachstudentavocabularytermonanindexcardoranysmallpieceofpaper.o Somepossibletermsare:

§ Exoticandmagical§ Quivered,wiggled,andshimmied§ Explorer,pioneer,trailblazer,§ Map,atlas,globe

o Iftherearenotenoughtermsinthebookforyourclasssizefeelfreetomakeupadditionalonesofyourown.• Havestudentsdefinetheirwordindividuallyusingadictionary.

o Theycanwriteordrawthedefinitiononthebackoftheirnotecard.• Aftertheyaredonedefiningtheirtermscorrectly,havestudentsminglewitheachotherandtrytoformasynonymbubble

withstudentswhohaveavocabularytermwithsimilarmeaning.o Duringthisminglingtimestudentsshouldbediscussingtheirword,whatitmeans,andifitisasynonymoftheir

classmates’word.• Oncestudentsformtheirbubbles,theywilldiscusswhytheirwordsaresynonymsandwhataspectsaboutthosewords

arethesameyetdifferent.


13

Technologypages:

4.FormativeAssessment:HavestudentsworktogetherwiththeirbubbletofilloutamodifiedWordFamilyTreegraphicorganizerwiththewordsintheirgroup:

• Intheextensionboxes,havestudentsdrawapictureoftheirwordandwritethedefinition

Page4


14


15


Thepurposeofthislessonistoteachstudentshowillustrationscanhelpthemunderstandthecharacters,setting,andplotofastorybetter.Thislessonwillfocusonusingillustrationstounderstandtheplotofastorybetter.ThestrategyusedwillbeaFeatureChartGraphicOrganizer(Beuhl,2001).TheSmartBoardactivityshouldbeusedthroughoutthelesson.Studentswillexplaintheplotofthestorybyusinginformationfromtheillustrationstoshowthatthecharacterwasusingherimaginationandhearttocreatemaps.1.SmartBoardactivityPART1:ScavengerHunt:thisisacirclingactivity.StudentswillcirclethetoystheyseesurroundingRose.

• Pulluppage5oftheSmartBoardactivities• Askstudentswhattheysee.

o Callstudentsuponeatatimeandhavethemtelltheclasswhattheyseeandthenhavethemcirclewhattheyseeusingadigitaltool(pen,marker,etc.)

• Explaintostudentsthattheywillworkingroupsof2-3tofindsimilaritiestothispageandthemappagesinthebook.o Furtherexplainthateachgroupwillreferencepage5onthesmartboardandallofthethingscircledbytheir

classmates.o Theneachgroupwillbeassignedamappagetolookattofindsimilarities.

• Forthisactivity,theteachercaneithergiveeachgroupacopyofthebook,aprintedcopyoftheirmap,orpullupthemaponipads(thisalldependsontheresourcesthatareaccessibleintheclassroom,eitheroptionwillworkefficiently).

2.SmartBoardactivityPART2:ScavengerHunt:thisisadragandplaceactivity.Studentswilldragtheinfinitelyduplicatingmagnifyingglassandplaceitonthesimilaritiestheyfindontheirmap.StudentswillmakeconnectionswithRose’sprizedpossessions(hertoys)andthemapsshecreatesusingherimaginationandheart.

• OncestudentsfinishtheirscavengerhuntswiththeirgroupstheywillusetheSmartBoardtopresenttotheclasswhattheyfound.

• Ontheirassignedmap,studentswillusetheinfiniteduplicatemagnifyingglasstodragontoitemsonthemapthatarethesameasonthereferencepage(eg.dragon,cat,scooter,alligator).

• Thischartshouldbefilledoutduringpresentations:


16

Technologypages:

• Studentswillcheckallboxesthatapply.

IDOo Showstudentshowtofilloutthechartduringthefirstgrouppresentation.WEDOo Filloutthechartwithyourstudentsduringthesecondgrouppresentation.o Callonstudentstotellyouwheretofilloutthechart.YOUDOo Havestudentsfilloutthechartindividuallyfortheremainderofthepresentations.

3.FormativeAssessment:Discusswithstudentswhatthismeansandwhyitmatters:

• WereRose’smapsreal?• Whatweretheybasedon?• Whatdidshewanttobringtoshowandtell?• Whydidhermapsprovetobegoodthingstobringtoshowandtell?

4FormativeAssessment:FeatureChart:thismodifiedfeaturechartwillhelpstudentsorganizethesimilaritiestheyseebetweenpage5andtheirmaps.


17

Pages5-9


18


19


20

Lesson5overview:Objective:Procedure:

Thepurposeofthislessonistoteachstudentshowtofindtheproblemsandsolutionsinastory.Thislessonwillfocusonstudentsfindingmultipleproblemsandsolutionsandpairingthemtogether.Thestrategyusedwillbeadouble-entrychart(Beuhl,2001).TheSmartBoardactivityshouldbeusedinthebeginningofthe.Studentswilldescribehowcharactersinastoryrespondtomajoreventsbylabelingmajoreventsinthestoryasaproblemorasolutionandthenparingthem.1.Defineproblemandsolutiontostudents.

• Giveanexampleofaproblemandasolutionthatstudentsorteacherhaveexperiencedintheirownlives2.SmartBoardactivity:thisisawritingactivity.Studentswilluseadigitaltool(pen,markeretc.)towritewhetherthegiveneventisaproblemorsolution.

• ReadtostudentsalloftheproblemsandsolutionsIDOo Labelthesampleproblemandasolution(notaneventinthebook)WEDOo Pickanotherevent,askstudentswhethertheythinkitisaproblemorsolutiono LabelasneededYOUDOo Callonstudentstocomeupandlabelaproblemorasolution

• Therearemultipleproblemsandsolutions.Oncetheydothefirststep,havethemlabelbycolorwhichproblemmatcheswithwhichsolution.

IDOo Useonecolortocircletheproblemandthenthesamecolortocircleitssolutiono Explaintoyourstudentswhythoseareapairo ReferencethebookasneededWEDOo Pickanothercolor,circleaproblem,andaskstudentswhattheythesolutioniso WiththatsamecolorcirclethesolutionYOUDOo Callonstudentstocomeupandcircleaproblemorasolution

• Discussasaclasswhyeachproblemmatcheswiththesolution2.Matchingactivity:Studentswillpracticematchingproblemswiththeirsolutions

• Groupstudentsinpairs• Onindexcards,oranysmallsizedpaper,writeouteachproblemandsolution.Makeenoughoftheseforeachpair.• Haveeachpairplaythematchinggamewheretheyfliptwocardsatatimeandtrytopairthecorrectproblemand

solutionbyrememberingwherethecardsarelocated.3.FormativeAssessment:Havestudentspickonepairofproblemandsolutionandwriteabouthowtheyconnect.

• Havestudentsfilloutthisdouble-entrychart:


21

Technologypages:

Page10


22

Lesson6OverviewObjective:Procedure

Thepurposeofthislessonistoteachstudentshowtocompareandcontrasttwosimilarstories.ThislessonwillfocusonstudentscomparingandcontrastingMyHeartIsaCompassbyDeborahMarceroandMappingSambyJoyceHesselberth.ThestrategyusedwillbeaWonderweb(Harvey&Goudvis,2017))andaVennDiagram(Beuhl,2001).TheSmartBoardactivityshouldbeusedinthebeginningofthelesson.StudentswillbeabletocompareandcontrastMyHeartIsaCompassbyDeborahMarceroandMappingSambyJoyceHesselberthbyfillingoutaVenndiagram.1.Beginwithawonderweb:studentswillcreateawebaboutwhattheythinkwillbethesimilaritiesanddifferencesbetweenMyHeartIsaCompassandMappingSam:

2.ContinuewithaninteractivereadaloudofMappingSambyJoyceHesselberth3.SmartBoardActivity:FormativeAssessment:thisisatypingactivitysoyouwillhavetousethetypingtooltofillouttheVenndiagram.Studentswillwritewhatisthesameandwhatisdifferentinthetwostories.

• IntroducetostudentswhataVennDiagramisandwhatthepurposeofaVenndiagramis


23

Technologypages:

• Showstudentswhatsomepossiblesimilaritiesordifferencescanbebetweentwostories:o Characterso Settingo PlotIDOo Giveanexampleofonedifferencebetweenthetwobookso GiveanexampleofasimilaritybetweenthetwobooksWEDOo Askstudentstogiveanexampleofadifferencebetweenthetwobookso AskstudentstogiveanexampleofasimilaritybetweenthetwobooksYOUDO• CallonstudentsoneatatimetocontinuefillingouttheVennDiagram

Page11


24

PlansforFormativeandSummativeAssessmentlinkedtostandardsandlearningoutcomes(objectives)

FormativeAssessmentsareexplainedwithineachlessonabove.Thissummativewouldideallybesplitupintotwodays:SummativeAssessment:Studentswillcreatetheirownmapsfromtheirownimaginations.Forthissummative,challengestudentswiththetaskofcreatingtheirownmapsfromtheirimaginationsthatservesasanextensionforastorytheywrite:Day1:

• Studentsaretaskedwithwritingastorybasedontheirlife• Thestoryhastoanswerthequestions:who,what,where,when,why,andhow• Thestorymusthaveabeginning,middle,andend• Thestorymusthaveaproblemandasolution

Day2:

• Studentswilldrawmapsbasedontheirstories• Themapswillhavetoreflectsomepartoftheirstory(e.g.amapoftheirhouse,amapoftheroad,amapofa

museumtheyvisited)• Themapsmustincludenamesofplaceswithwordsthataresynonyms(canbemadeup)• StudentswillthenfilloutaVennDiagramcomparingtheirmapswithoneofthemapsineitherMyHeartIsa

CompassorMappingSam.

julia troszczynska luc illinois reads booksillinoisreads.org/images/2019_guide_marcero.pdf · julia...

Documents