8/2/2019 Ute Lesson 3

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Your name: Caroline Joseph

Grade level and school: 2nd grade/King Elementary

Title of lesson/activity: Blackline Master (Early Life)

Teaching date(s) and time(s): March 17

Estimated time for lesson/activity: 20 minutes

Overview: The previous lesson started the students on the writing process. This

lesson reiterates the previous lesson and helps the students sequence their dash

facts and turn them into their own interesting sentences. The purpose of this lesson

is for the students to continue learning how to create paragraphs from their dash

facts.

Anticipating Student Ideas: The students will not have so much difficulty turningtheir dash facts into sentences. I can see the students having more trouble with

ordering the dash facts in a normal sequence. I think some students will focus more

on making sure that they are including their dash facts, rather than making sure that

the dash facts are put in an order that makes the most sense. This will be something

that will need to be reviewed.

Accommodations and making the content accessible: I will continue using

Satchel Paige, as the model for this lesson. I will have listed on the overhead a list of

the dash facts the class collected for Satchels early life. As a class we will go over an

order that makes sense and will number the dash facts into the correct order.

Simultaneously, as we order the dash facts, we will be turning them into completesentences. I will be recording these sentences down on the overhead, which mimics

the papers that the students are writing their biographies on. This allows the class

to see how I expect them to begin the actual writing process of their biographies. IT

models the writing process for them, but also can be used for the students as a

reference to look back to if they are stuck in their writing.

For the students who are struggling readers, and my focus student, who is ESL I am

pairing them up with more advanced students who they work well with. Since their

dash facts are already collected, I think that the advanced students could help them.

During Readers workshop I also plan on checking in at some point to make sure

that these students are on task.

The advanced students have collected more facts at this point since they will have

been provided with more resources to research from. (Multiple books) Therefore,

their black line masters (which is the template they write their biography on), will

be longer and they will be expected to write more sentences. Each paragraph, (this

is outlined in the previous lesson), needs to have at least three sentences. The more

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advanced students will be expected to have at least four to five sentences,

(depending on their focus person.)

Learning Goals:

Students will retell what they have learned from reading their biographies(/their

recorded dash facts) as written full sentences in a fluent paragraph-style manner.

Connection to Standards: R.CM.02.02 retell in sequence the major idea(s) andrelevant details of grade-level narrative and informational text.

Mini-Lesson:

- Students will already have all their dash facts gathered, and now will just

need to learn how to turn these quick facts into sentences that form a complete

paragraph. The teacher should place the early life facts out of order, so that this

forces the class to have a discussion of the correct order to place the facts. The

teacher will name the dash facts from the list collected by the class, and then ask the

class which dash fact will come first and how to say that dash fact in a completesentence.

Early Life Dash Facts from Satchel Paige (This is in order)

- Parents/family poor

- stole got sent to boarding school (Mt. Miegs)

- Played baseball at school/ made bets for money

- played Black Major Leagues

- married Lahoma Brown 1941

- 5 daughters 1 son

First the teacher should read these dash facts out loud. Then, the teacher should

say, Now I need to order the dash facts in a way that makes sense. Based on allthese dash facts, which dash fact should come first? Student should respond stating

the parents are poor. Next, the teacher asks how this dash fact could be turned into

a complete sentence so that it can flow better. As students share ideas that may not

make sense, the teacher needs to explain why it makes more sense that certain dash

facts precede others.

The final product after class discussion should represent something similarly

to the following:

Satchels parents didnt have a lot of money, so he stole money and got sent to Mt.

Miegs boarding school. At school he liked to play baseball because he had a good

pitch. He made bets at school for money. When he grew up he played baseball for

the black Major Leagues. He took a couple years off to start a family when hemarried Lahoma Brown in 1941. They had five daughters and one son.

Assessments: Blackline biography template

Each student will have the blackline template, and by examining the early life

section of their rough draft I can tell if the students grasped the lesson.