Introduction+Lesson

// Narrative // : We decided to use the book, The Three Little Pigs, because most kids are familiar with the story. We also thought it would be fun to re-read The Three Little Pigs, especially since there are different versions of the story. This version was new to me, so, I found it fun. By using this simple familiar story, we hope to capture our student’s attention and quickly engage them into the unit. We also thought this was a fun way to introduce an example of what they will be learning in the unit by having the students take notes on the Three Little Pigs. This introduction lesson will be the first step in the envisionment building process of being outside of the text.


 * Objective**: Students will be able to understand how to close read by taking notes and jotting important information and events down.


 * Process for students ** : I will provide overt instruction as to how to take notes and close read. The students will watch as I model how to close read. They will listen to the story, The Three Little Pigs, talk aloud what important points I need to write down. The students will be reminded that what they think is important will not be right or wrong. They have to determine what they feel is important. Then the students will be instructed to turn the paper with the notes over and fold it in fours. Each section will be a scene from the story that they feel is important to illustrate.

** Introduction ** : We are using a familiar story that would be old material for the students. They will then learn about close reading that will be new information. The activity or situated practice will connect the old information with the new information. []
 * Process for teacher**: I will have the story, The Three Little Pigs. I will also have paper for the students to take notes. During the lesson I will make sure that I am teaching at a reasonable pace so all of the students to hear what I am saying. After the lesson, I will walk around to make sure that all of the students understand the lesson. I will look out for those students that are having a difficult time. I will use formative assessment to gauge whether students are grasping the concepts or not. If the students are having a difficult time, I will give them extra help.
 * Closing**: We learned how to close read and apply that information to a story. This is exactly what we would like for you to do tonight at home when you are reading, **The Black Stallion**, that you will begin reading tonight. Take notes, jot important points down. Bring that to class where we will have a folder for you to keep your notes in. I will remind them that I will check every day for notes from the students as a reading check. At the end of the unit we will make a Storyboard Anthology that is a collection of all of your notes on each chapter and illustrations. Remember, tomorrow is our field trip to Mill Creek Farm. Remember to bring carrots.


 * Activities**: The students will take notes and illustrate the story. The next day the students will go on a field trip to Mill Creek Farm with invited family members. When we return from the field trip the students will write a poem about their feelings and experience. They will also summarize their experience. On the other side of the summary, students will illustrate their experience from the field trip.

//Self-assessment//: I might use another story because I am wondering if the students will think I am insulting their intelligence by using a child’s story. Perhaps I could even try using a comic strip from the newspaper.