Function summarizing and informing the key vocabulary

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Function: Summarizing and Informing: The key vocabulary allows students to produce an accurate and detailed summary which demonstrates their understanding of the text. These words provide evidence that support the events the main character endured in her early educational years. They also depict an accurate view into the state of unrest in the United States at the time. Students will be expected to accurately match key vocabulary to definitions and summarize the text in detail when completing formative and summative assessments. Comparing and Contrasting: Each of the key vocabulary words has a naturally contrasting word associated with it. These differences will become obvious and glaring while the text is read-aloud. It is important to address these comparisons to fully comprehend the extent of the events Ruby found herself exposed to. The key vocabulary is vital to accurately depict the comparisons and contrasts. Form: Students will use these vocabulary words to write and perform a play based upon Ruby Bridge’s story. The organizational structure we have learned these words in has allowed students to use their own voice, language, and drawings to provide for long-term learning of important academic language. These vocabulary words will also help them complete this assignment with more accuracy and meaning Kinesthetic learning continues as the students perform the story using their own words and key vocabulary. These structural organization strategies are appropriate for third grade students at varying academic abilities. The play is a subjective formative assessment which will take longer for the teacher to review the work, but it will give the teacher a better idea of the students’ understanding of key words. Instructional Materials, Equipment and Technology: Play writing template, Paper, writing utensils, Chromebooks, old clothes and props for Ruby Bridges play Page 19 of 34
Grouping: Students will be grouped randomly and not according to their IEPs, 504s, ELLs, or any other academic ability. Through the random selection, it will be noted that students in the above categories will be dispersed evenly among the five groups. There are varying roles needed to put a play together and the roles within the group will be determined by interest. II. INSTRUCTION A. Opening Prior knowledge connection: This lesson shows the growth students have achieved while completing the previous formative assessments and paying close attention to the informational text. They will draw on what they knew about history before the lesson began and their own personal experiences with intolerance and injustices. Anticipator y set: We will summarize what we have learned so far at the beginning of the lesson. Students will always be thinking about their KWL chart and what they have learned so far about Ruby Bridges and the United States at the time.

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