Part 1: PLANNING. Subject: Language Arts

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1 Date of Lesson: 11/25/14 Part 1: PLANNING 1 Grade Level: Second 2 Subject: Language Arts 3 Lesson Plan #: 1 4 Lesson Title: Title: Enemy Pie (Part 1) Literacy Meta-Strategy for learning segment: Identify story elements, character traits, or themes. Literacy Strategy: Venn Diagram Prerequisite Skill: Vocabulary meaning in context 5 Common Core State Standards (CCSS) for English Language Arts: CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. 6 Learning Target Based on CCSS: The students will identify words, phrases, and adjectives acquired through conversations and reading and being read to to compare and contrast friends and enemies as well as complete a comprehension worksheet on the first part of Enemy Pie with at least 80% accuracy. 7 Academic Language: Compare and contrast: The students will identify adjectives that describe both friends and enemies to compare and contrast the two. This will introduce them to and provide a solid foundation for the theme of the learning segment. Students will be encouraged to be looking for, thinking about, and using traits and adjectives throughout the learning segment. 1) Comparing and contrasting: Deciding if two things are more alike or more different. 2) Traits: Characteristics of people that make them the way they are. 3) Adjectives: Describing words. In this case, describing traits of friends or enemies. 8 Language Function: Compare and Contrast: Students will identify words, phrases, and adjectives acquired through conversations and reading and being read to to compare and contrast friends and enemies. 9 Students with Specific Learning Needs (also known as Grouping Students for Instruction): There are no ELL or IEP students in this class, as described in the Context for Learning (Task 1A), but there will be specific accommodations, differentiations and supports for the seven struggling readers and writers and one student with loss of hearing in his left ear. There is a differentiation for the gifted student in the learning activity part All sixteen students are divided into four teacher-chosen, heterogeneous, culturally mixed groups of four. All groups will be assessed by observation during each lesson to determine if grouping should be changed based on individual needs. The groups will accommodate for different needs including behavioral, ability level, and cultural. Four of the struggling readers are placed in one group directly in front of the whiteboard so the teacher can access them and provide extra support quickly and readily. To accommodate the three other struggling readers and writers, one is placed in each of the other three groups so that they are supported by their peers who are competent readers and writers. The student with hearing loss is positioned so

2 his ear with full hearing is directed towards the front of the classroom. The students will be seated at their desks in their respective groups for the majority of the lesson. During the reading of Enemy Pie, the students will be seated at the reading corner where they sit as a class on the rug and the surrounding stools and furniture. Students will complete their comprehension worksheet in teacher-chosen pairs within their groups. 10 Instructional Materials, Resources, and Technology: Students will need the Venn diagram worksheet to compare and contrast friends and enemies. Slips of paper will be needed for the students to write their ingredient for enemy pie. Also required for this lesson is a pie dish, the book, Enemy Pie by Derek Munson, and photocopied packets of comprehension and activity worksheets to be completed throughout this learning segment. The whiteboard and markers will also be used for instruction. Students will need individual target boards to express student voice at the conclusion of the lesson. 11 Assessment Tools and Procedures: Students will complete a Venn Diagram to compare and contrast friends and enemies. The Venn Diagram will be an informal assessment for class participation and comprehension. The teacher will assess students throughout the lesson orally through brainstorming during the literacy strategy and by observation of pairs working together to complete the comprehension assessment. The students will have achieved the Learning Target when they have identified words, phrases, and adjectives to compare and contrast friends and enemies as well as complete a comprehension worksheet with a partner on the first part of Enemy Pie with at least 80% accuracy. The comprehension worksheet will be the formal assessment for this lesson. 12 Family/Community Connection: In order to keep the family involved (Banks, 2009; Meyers, 1993), parents will receive a note home just before this lesson segment begins. This note will let them know that their child will be learning about the important concept of friendship and ways to be a good friend and member of their family and community. Last month, Greenthumb Theatre presented a drama about the importance of friendship. Some parents were present for this presentation as well as the entire elementary student body. Enemy Pie has similar underlying themes, so as the students learn to compare and contrast and become familiar with new vocabulary, their families will be encouraged to talk about these concepts with their children and asking what the learning target was for the day. Students will take home a sample of their work at the end of this learning segment. 13 Educational Theorists: This lesson's literacy strategy is a Venn Diagram (Venn, 1880). The Venn Diagram's purpose is to provide a clear, visual Graphic Organizer (Boulware-Gooden, Carreker, Thornhill, Joshi, 2007) for the students to compare and contrast friends and enemies, which will introduce them to the theme of the learning segment. This Learning Segment (Pearson, 2013) is designed to build the concept of friendship in three lessons and this is the first of those three. The meta- Strategy for these three lessons is identifying story elements, character traits and themes. Different aspects of these will be emphasized throughout the learning segment. Part 2: INSTRUCTION 14 Learning Activities: Randolph s Reading-lesson Recommendations Times 10 minutes The following interactions show the major discourse pattern of this lesson. Rip-roaring opening activity that engages students in the lesson and Raises background knowledge for new material and vocabulary

3 5 min 20 minutes 10 minutes 10 minutes Students will be given strips of paper and asked to write what they would put in a pie for their enemy. The students will read the strips aloud and then put them in a pie plate as the teacher brings the pie plate to each group. The teacher says: Why would you put those things in a pie for your enemy? Who are our enemies? Why don't we usually like to spend time with them? Could our enemies ever be our friends? The students will: participate in the dialogue by raising their hands and contributing their prior knowledge, opinions, and ideas. Reading target for new learning [collecting student voice] Teacher says: Before we read the book, we are going to be inspectors! Inspectors have to think carefully and identify important things. Your job is to identify words and adjectives to compare and contrast friends and enemies. Your inspector tool is a Venn diagram. Will you please read your learning target on the board with me? The students will read: Today we will pick out words and adjectives to compare and contrast friends and enemies by using a Venn diagram. Teacher says: Now will you turn to each other and take turns saying that learning target to each other? The students will turn to their partners and tell each other the learning target. Teacher says: Do you know why we are learning this and where we will use the information? The students will give answers such as: They're going to read a book about friends and enemies and they need to be prepared for the story. They need to know the differences between friends and enemies. Are friends and enemies more a like or more different? Teacher will say: We are comparing and contrasting friends to see how alike and how different they are and we want to see if enemies and friends can ever be the same people! Reveal literacy strategy teacher model The teacher will draw a Venn Diagram on the whiteboard. The teacher will point to the circle on the left and say to the students: Children, this is the friend circle. In it, we will write all of the descriptive words and phrases we can think about friends. These are called friendship traits. Words that describe friends. Friends are... The students will brainstorm as a class to identify different adjectives, phrases, and words, to finish the sentence: Friends are... The students will complete the friend side of the venn diagram. The teacher will then draw attention to the right side of the diagram and the students will brainstorm by orally identifying words, phrases, and adjectives describing what an enemy is. Traits of an Enemy are... Read* text while students apply strategy with teacher assistance The teacher will call each learning group to the reading corner one by one. The teacher will show the students the cover of the book and walk through some pre-reading questions orally with the whole class. Showing the cover of the book to the class, the teacher will ask: What kind of things are in this pie? What do you think the sign means, For my best enemy? What do you think this story is about? The students will, by raising their hands, respond if they're called upon and share their answers to each respective question. Then the teacher will read the first half of Enemy Pie to the students. Review strategy Back at their desks, the students will have an assessment waiting for them. The worksheet has questions for the students to answer and identify character traits of the main characters. The students will also identify whether they feel they met the learning target. The teacher will say: We will read through the

4 5 minutes questions together, then you will have 5 minutes of quiet time to fill it out. The gifted student will have the opportunity to help struggling classmates, reinforcing her own learning by prompting them in their work. The student with hearing loss will be reminded of his task by his teacher-chosen partner. To support the struggling readers/writers, the teacher's assistant will check on the two pairs who need assistance reading the questions again and writing answers. Rate understanding of learning target individually [collecting student voice] The teacher will give students a 5 minute warning that they should be finishing up with their partners. Teacher says: When you're finished, you may come up and get your individual target board. The learning target is written beside the target if you need a reminder. Students are responsible for coming up to the front, picking up an individual target board, and coloring in their dot however close to the learning target as they felt they got. The students will identify whether they met the learning target or if they weren't quite there yet. The teacher can then give individual feedback to each student based on their assessments and where they put their dot on their target board. This feedback will happen after the lesson during quiet reading time. Individual feedback during the lesson will be given during the Reveal Strategy part of the lesson and the Review part. During these times, the teacher will either be circulating around the room to check on individuals or verbally giving feedback to students.

5 Date of Lesson: 11/26/14 Part 1: PLANNING 1 Grade Level: Second 2 Subject: Reading 3 Lesson Plan #: 2 4 Lesson Title: Title: Enemy Pie (Part 2) Literacy Meta-Strategy for learning segment: Identify story elements, character traits, or themes. Literacy Strategy: K-W-L (Ogle, 1986) Requisite Skill: Understanding vocabulary meaning in context 5 Common Core State Standards (CCSS) for English Language Arts: 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. 6 Learning Target Based on CCSS: The students will identify what they already know, what they want to know, and what they learned from the story Enemy Pie by completing a K-W-L chart and creating a summary of the story with 80% accuracy. 7 Academic Language: The students will need to learn the term, K-W-L, which stands for Know-Want-to-Know- Learned. The students will use this tool to organize their comprehension of the story thus far and measure whether they reached the learning target. The academic literacy tool termed, K- W-L, will be introduced in the third part of the lesson: Reveal Literacy Strategy. It is critical that the students become familiar with the term, summarize, for this lesson to meet the learning target. Teacher says: To summarize means to review and condense (shorten) the story into the main points in your own words. 8 Language Function: Summarize: Students will identify and summarize what they already know, what they want to know, and what they learned from the story Enemy Pie by completing a K-W-L chart and creating a summary of the story with 80% accuracy. 9 Students with Specific Learning Needs (also known as Grouping Students for Instruction): There are no ELL or IEP students in this class, as described in the Context for Learning (Task 1A), but there will be specific and general accommodations and supports for the seven struggling readers and writers and one student with loss of hearing in his left ear. All sixteen students are divided into four teacher-chosen, heterogeneous, culturally mixed groups of four. All groups will be assessed by observation during each lesson to determine if grouping should be changed based on individual needs. The groups will accommodate for different needs including behavioral, ability level, and cultural. Four of the struggling readers are placed in one group directly in front of the whiteboard so the teacher can access them and provide extra support quickly and readily. To accommodate for the three other struggling readers and writers, one is placed in each of the other three groups so that they are supported

6 by their peers who are competent readers and writers. The student with hearing loss is positioned so his ear with full hearing is directed towards the front of the classroom. He is also called upon before any instruction to ensure he is listening. He has an educational assistant that comes in to work with him off and on throughout the day to help him hear and focus. The students will be seated at their desks in their respective groups for the majority of the lesson. During the reading of Enemy Pie, the students will be seated at the reading corner where they sit as a class on the rug and the surrounding stools and furniture. When the students work on completing their K-W-L charts and doing their summaries, they will be seated at their desks in their groups for the teacher to circulate and support the various groups, paying close attention to the struggling reading/writing group in the front who needs extra support. 10 Instructional Materials, Resources, and Technology: For this lesson the teacher will need the whiteboard, markers, and the book Enemy Pie by Derek Munson. Sixteen K-W-L charts are needed for the students, sixteen Mixing up a Good Summary worksheets for the students, and a blank summary writing paper for the gifted student. Sixteen individual target boards are needed for student voice at the conclusion of the lesson. All students need pencils, erasers, and colored pencils. 11 Assessment Tools and Procedures: The students will identify what they already know, what they want to know, and what they learned from the story Enemy Pie by completing a K-W-L chart and creating a summary of the story with 80% accuracy. During the opening activity and the literacy strategy, the teacher will assess the students' comprehension orally. Students will participate orally in the opening challenge quiz as well as the K-W-L chart. The K-W-L chart will be assessed for comprehension and participation since it was done together as a class. The formal assessment will be the summary worksheet which the students will do on their own, with the exception of asking their group members for help spelling a word or coming up with a good sentence. The students will have achieved the Learning Target when they have identified what they already know, what they want to know, and what they learned from the story Enemy Pie by completing the K-W-L chart and filled out a summary of the story with 80% accuracy. 12 Family/Community Connection: In order to keep the family involved (Banks, 2009; Meyers, 1993), parents will receive a note home after this lesson. This note will let them know that their child is learning about the important concept of friendship and ways to be a good friend and member of their family and community. As the students learn to compare, contrast, and identify what it means to be a friend and become familiar with new vocabulary, their families will be encouraged to talk about these concepts with their children and to ask what the learning target was for the day. Students will take home a sample of their work at the conclusion of this learning segment. 13 Educational Theorists: I have chosen to use a K-W-L chart (Ogle, 1986) as a literacy strategy to support comprehension in this two part reading of Enemy Pie. This will help the students recall the story elements from the day before and prepare them for what they will learn in this lesson. The K-W-L chart is a literacy strategy that supports the meta-strategy of identifying story elements, character traits, or themes. Both the K-W-L chart and the Mixing up a Good Summary worksheet are Graphic Organizers, (Boulware-Gooden, Carreker, Thornhill, Joshi, 2007) which have the purpose of supporting comprehension and organizing the students' knowledge on paper. Visual organization is very helpful to this particular group of students because they do well when this strategy is applied. Because this learning segment is on the theme of friendship, the students will be encouraged to talk about Enemy Pie with their parents at home. This topic is very applicable to the students' life at home, at school, and in their communities. Throughout this learning segment, the topic will be emphasized and the parents

7 will be informed so they can collaborate with the teachers to build their child's character and knowledge. (Home/Community Connections, Meyers 1993) Part 2: INSTRUCTION 14 Learning Activities: Randolph s Reading-lesson Recommendations Times 5 min 5 min 20 min 10 min 15 min The following interactions show the major discourse pattern of the lesson. Rip-roaring opening activity that engages students in the lesson Raise background knowledge for new material and new vocabulary Teacher says: Who's up for a little challenge quiz? You may earn points for your group when you participate in answering the questions! The students will excitedly answer the four oral comprehension questions, earning points for their groups. 1. Why did the boy dislike Jeremy Ross? 2. Where did the boy hang is enemy list? 3. What did the boy bring his dad for the enemy pie? 4. What was the boy doing while his dad made the pie? Bonus: What did the boy need to do in order to make enemy pie work? Reading target for new learning [collecting student voice] Teacher says: Today we will determine what we already know from the story Enemy Pie and what we want to know. Can you repeat those words after me? The students will say, Today we will determine what we already know from the story Enemy Pie and what we still want to know! Teacher says: After we've finished the story, we'll determine what we learned and summarize the story in our own words. Teacher says: To summarize means to review and condense (shorten) the story into the main points in your own words.can you repeat those words after me in your best teacher voices? The students will say/read off the board: After we finish the story, we will determine what we learned and summarize the story. Teacher says: Now will you turn to your partner and take turns saying that learning target to each other. The students will tell their partner the learning target which will also be written on the whiteboard. Reveal literacy strategy teacher model. Teacher will draw a K-W-L chart on the whiteboard and then say: Class, class, this K column stands for what you already know about the story, Enemy Pie from what we read yesterday. A lot of you told me what you already know about Enemy Pie in our opening activity. Here is our list. Can you think of any more to add? The students will suggest a few more ideas by raising their hands. Teacher: The W stands for What do we want to know. Let s make a list here and see what we want to about know about Enemy Pie as a class. The students will say things like: We want to know what is in the pie. What will happen when the boy spends the day with Jeremy Ross? Does the enemy pie work? Read* text while students apply strategy with teacher assistance. Teacher will read the rest of the text from Enemy Pie to the students. Review strategy Teacher will invite the whole-class to respond: Class, class? The students will

8 5 min say, Yes, yes? Teacher says: What things have we now learned from our reading? Let s report one group at a time. I'll take one hand from each group. I'll let you talk with each other for one minute about what you learned from Enemy Pie. [teacher waits for discussions to be finished] Now, group #1 leader, tell us what you learned please. The group leader will share what he or she has learned from the story. [and so on until all four groups have reported] Teacher: Could you turn to each other now and remind each other of the learning target? The students will remind each other of the learning target: Today we will determine what we already know from the story Enemy Pie and what we still want to know! After we've finished the story, we'll determine what we learned and summarize the story in our own words. Rate understanding of learning target individually [collecting student voice] Individual feedback will be given to the students as they review their strategy and fill out their summary worksheets. General feedback will be given to the class during the last part of the lesson when they rate their understanding. These last five minutes will be for students to complete the summary worksheet if they're not finished yet. They are also responsible for coming up to get their personal learning target board and putting a mark on it to show the teacher where they feel they got. The students will identify whether they met the learning target and hit the target or if they weren't quite there yet. The teacher can then give individual feedback to each student based on their assessments and where they put their dot on their personalized target board.

9 Date of Lesson: 11/27/14 Part 1: PLANNING 1 Grade Level: Second 2 Subject: Writing 3 Lesson Plan #: 3 4 Lesson Title: Title: What Happens Next? Literacy Meta-Strategy for learning segment: Identify story elements, character traits, or themes. Literacy Strategy: Collaborative writing Requisite Skill: Understanding vocabulary meaning in context 5 Common Core State Standards (CCSS) for English Language Arts: CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 6 Learning Target Based on CCSS: The students will predict and infer what events will take place and what emotions/reactions the characters will go through by collaboratively creating a continuation to the book, Enemy Pie. By adding on to a collaborative story, the students will use descriptive language and supporting details in the writing process to demonstrate reading comprehension and inferential skills. 7 Academic Language: Students must know what the word collaborate means in order to work together and fulfill the learning target. The students need to know what predicting and inferring are since those are the tools they will be using to reason what will happen next in the story. 1. Collaborate: To work together towards the same goal. 2. Predict: To guess what might happen based on what you know already. 3. Infer: To use reasoning skills to decide why something might happen or why something already happened. 8 Language Function: Predict: The students will predict, infer, and collaborate to create a continuation of Enemy Pie. The students will demonstrate reading comprehension and inferential skills by adding on to a collaborative story. 9 Students with Specific Learning Needs (also known as Grouping Students for Instruction): There are no ELL or IEP students in this class, as described in the Context for Learning (Task 1A), but there will be specific and general accommodations and supports for the seven struggling readers and writers, one student with loss of hearing in his left ear, and the gifted student. All sixteen students are divided into four teacher-chosen, heterogeneous, culturally mixed groups of four. All groups will be assessed by observation during each lesson to determine if grouping should be changed based on individual needs. The groups will accommodate for different needs including behavioral, ability levels, and cultural. Four of the struggling readers

10 are placed in one group directly in front of the whiteboard so the teacher can access them and provide extra support quickly and readily. To accommodate for the three other struggling readers and writers, one is placed in each of the other three groups so that they are supported by their peers who are competent readers and writers. The student with hearing loss is positioned so his ear with full hearing is directed towards the front of the classroom. He also has an educational assistant who comes into the classroom to sit with him and help him focus. This whole lesson is designed to accommodate the struggling readers and writers. I've modeled reading in the first and second lesson, they've had opportunity to view, and have been assisted in summarizing. Now, the students will have a chance to submit their ideas orally to create a collaborative continuation. The struggling students will be able to use writing from the class story to help them write and spell their captions for their illustrations which is the formal assessment. The students will be at their desks in their groups for the first and last part of the lesson. While writing the story, the class will sit on the floor in a half-circle looking up at the overhead projector. While the class writes the story by contributing ideas orally and the teacher typing it out on the computer, seen on the projector, the gifted student will be writing her own continuation on a worksheet given to her. She is welcome to use our ideas that we are typing up, or write her very own. It will be her choice whether she would like to work at her desk, somewhere else in the classroom, or at a desk outside the classroom, where she can focus better. 10 Instructional Materials, Resources, and Technology: The teacher's computer will be used along with the projector and screen. The students will need pencils, erasers, and markers or colored pencils. Photocopied worksheets for the students' illustrations and captions will be needed as well as a separate worksheet for the gifted student to write her continuation. Individual target boards will be needed for student voice at the conclusion of the lesson. 11 Assessment Tools and Procedures: The students will demonstrate reading comprehension and inferential skills by adding on to a collaborative story. As they contribute ideas and sentences, the teacher will mark the names of students down next to their personal contribution. In addition, the students will draw a picture of a scene from the story continuation and be responsible for writing a caption. This picture and caption will be the formal assessment of the students' comprehension of the story they participated in writing. The picture and caption will not only demonstrate the students' understanding and participation in their collaborative story, but it will reflect on their comprehension of the story elements of Enemy Pie. The students will have reached the learning target when they have successfully demonstrated reading comprehension and inferential skills by adding on to a collaborative story. The students will also demonstrate they have reached the learning target by predicting and inferencing appropriate emotions/reactions of characters and using descriptive language and supporting details in the writing process. 12 Family/Community Connection: Students can relate to the book, Enemy Pie since it is about a child their age. The narrator lives in a neighborhood just like many of these students do and has similar thoughts and feelings, making it easy for them to relate to the story. This lesson provides an opportunity for the students to work together as a community to create a continuation to the story by inferencing what will happen. Students will build on others' talk in conversations by linking their comments to the remarks of others' ideas in order to add to the continuation of the book. As students are working towards this common goal, they will be drawing from their own experiences with family, neighborhood community, and other community relations.

11 13 Educational Theorists: This is the last lesson of a three part Learning Segment, (Pearson, 2013) where a topic was introduced, explored, comprehended, and expanded. The concept of friendship was built on everyday through various learning activities, literacy strategies, and informal and formal assessments. The formal assessment in this lesson is an illustration along with a full sentence caption that describes what is illustrated in the picture. The students love to do art, so this assessment is designed to gauge their comprehension of the story elements in Enemy Pie as well as their own collaborative addition to the story they worked together on during this lesson. This strategy is using art as an aid to comprehending texts, (Muthersbaugh, 2014). This lesson has a special challenge for the gifted student who loves to write. Her assignment is personalized to give her the opportunity to write at her own pace and using her own creativity. The teacher will work with her to edit, revise, and make her continuation to the story a work that she is polished and proud of and can share with the class. This strategy is called personalizing instruction, (Dietrich, 1925). Part 2: INSTRUCTION 14 Learning Activities: Randolph s Reading-lesson Recommendations Times 10 minutes 10 minutes 20 minutes The following interactions show the major discourse pattern of the lesson. Rip-roaring opening activity that engages students in the lesson Raise background knowledge for new material and new vocabulary The teacher says: The story, Enemy Pie is finished. We read the whole thing! However, I still want to know something! What will happen when Stanley finds out that Jeremy Ross and the boy are friends? Will they all be friends? What if Stanley is jealous? Will the dad ever teach the boy how to make enemy pie? I want you to be detectives and talk about it in your groups for two minutes. Then I want to hear a report from each group. The students will discuss with the people in their groups and choose someone to report at the end of two minutes. The teacher will listen and assess their ideas. The teacher will also provide some feedback on whether their idea makes sense based on what they know of the story already. Reading target for new learning [collecting student voice] Teacher says: Today we will predict and infer what will happen now that the boy and Jeremy Ross are friends. Will you please repeat those words after me? The students will say: Today we will predict and infer what will happen now that the boy and Jeremy Ross are friends. The teacher will say: To predict means to guess what might happen based on what you already know. To infer means to use your detective reasoning skills to think of why those things might happen. You will all get a chance to add on to this story and that makes it collaborative. Collaborative means you're working together towards the same goal: to make an awesome continuation of the Enemy Pie story. So, can someone tell me why we will be predicting and inferring and working together? The students will say: To write a story and decide what happens next. Teacher says: Please turn to your neighbor and tell each other what our learning target is today. It's written on the board if you need a reminder. Reveal literacy strategy teacher model &

12 20 minutes Read* text while students apply strategy with teacher assistance The literacy strategy is collaborative writing. The teacher will model it by giving a sentence idea to start and guiding the writing throughout. Teacher says: In order to collaborate, you need to work together, listen to each other's ideas and be prepared to suggest your own idea to add on to the story. We are considering what might happen and how that will make the characters feel. Students will be called to share when their name is drawn out of a jar. The students will begin sharing, using their ideas from their earlier discussion with their groups for the opening activity and working off of each other's ideas. This collaborative writing activity will come to a conclusion after approximately 20 minutes. Teacher will give warning after 15 minutes that the story needs to come to a close so the students must begin to think of an ending. Review strategy and Rate understanding of learning target individually [collecting student voice] The lights will come back on and the teacher will ask the students what they learned about collaboration. Was it difficult? Was it easy to build off of each other? Who remembers what the learning target was? The students will raise their hands if they remember what the learning target was. The teacher will choose one student to say it aloud. The teacher will say: Now it is time for you to illustrate one part of the story and write a sentence about what's happening in the picture. You will have 20 minutes to complete this task. The students will get out their markers and pencil crayons and draw a picture of a scene from the story and write a caption underneath. During this time, soft instrumental music will be playing in the background, and the teacher will take some time to check in on the gifted student who has a differentiated assignment to give her a challenge and help her to progress. During the last part of the lesson, students will have the 5 minute warning that they need to wrap up their illustrations and have their captions finished. The teacher will say: When you're finished your work, color your dot as close to the target as you feel you got. If you can tell me in your own words what predict, infer, and collaborate mean and participated in the story writing, move yourself to the red target. If you can tell me what one or two of them mean and you participated in the story, move to the blue. If you did not like the collaboration and didn't feel like you understood the story or how to participate, then draw your dot on the orange part of the target. The learning target is written on the board if you need to look at it again. The students will identify whether they met the target or didn't feel they made it.