Literacy Mini-Lesson Title: Understanding illustrations relations with text Subject Areas & Grade : 3rd Grade
Time Needed for Lesson: 20 Minutes
Teacher: Ms. Nicole Kolts
CCSS: RI.3.Use information gained from illustrations (e.g.maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Enduring Understandings
Observing the students while we stop during the book and talk about the page to see if the students can establish the relationship between the illustrations and the information provided in the text.
Prior Knowledge Needed
Students will already know what an illustration is and why it is important to text, we will talk about in this lesson why the illustrations in this text is so important to our state and how it relates to what we may see while traveling or living our daily lives.
Students will also be able to relate how illustrations can help them understand the text better.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
Students will be able to…
1. Use information gained from illustrations and the words in the text to demonstrate understanding of the text.
2. Relate where, when, why and how key illustrations in the text matter to the text it refers to.
Assessment: Evidence of Student Understanding
1. I will be able to assess students by the knowledge they already know prior from the list we design and the things we list after completing the book.
2. I will use the GRM, to talk about the illustrations on the page first I do, second we do, and lastly you do. We will then discuss as a class how the illustrations helped us gain more then just reading the words in text.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
1. I will remind students that they will be able to relate illustrations with thing we have learned prior to this lesson for example, a history lesson we just finished on our state.
2. As a class we can first make a list a few things on the board we already know about our state. Then we will compare different things we learned throughout the book that was not already on our list or already was listed.
3. We as a class have studied many things about our wonderful state Michigan, during this text you should be able to relate the illustration with the text, before being read too.
4. I will then ask students what they think the page of a certain illustration could be about, first I will talk about a page then we will talk about a page as a group, then they will with partners talk about pages that I designate stopping points.
5. Students will be able to relate why, when and where the illustrations take place and reasons the illustrator may have chosen to draw the picture to represent the text.
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
My first move would to be to invite all the children over to the rug for story time, Then I will introduce the book we will be reading for the day which is “M is for Mitten” written by Annie Appleford. I will then ask the students what they may think this book could be about? I would then have talk about how the book could relate to things we have learned about and how the illustration can provide us clues throughout the book with the text on what we will be reading. I will remind the students that we just finished our history lesson on the state of Michigan and that we will see many things we may have already learned and things we may not have learned.
At this time I would go back and talk about illustrators with the students and activate their prior knowledge on what and illustrator does and the effects it can have on the text, from a prior lessons we have had. With activating the students PK I will then provide stopping points on certain pages for the students to observe and take interest in or places I feel that the illustration could provide them the information from just the illustration without reading the text. On these pages I will first talk about a page first as the “I do”, then I will ask students what they think this page could be about as the “we do” and then have them discuss it with their partner next to them on the rug for them to complete “you do”. Then I will ask certain students to respond after reading the text and see if the students were correct, and could relate the illustration and text with prior lessons in the class we have learned about. For example, many things in this text can relate to history lessons that the class has prior knowledge on from learning about the great state Michigan.
At the end of this lesson students will be able to use information gained from illustrations and the words in a text to demonstrate understanding of the text.
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding
1. I will remind students that they will be able to relate illustrations with thing we have learned prior to this lesson for example, a history lesson we just finished on our state.
2. As a class we can first make a list a few things on the board we already know about our state. Then we will compare different things we learned throughout the book that was not already on our list or already was listed.
3. I will take the time to remind the class that we have studied many things about our wonderful state Michigan. I will tell the students to be aware during this read aloud to look for things that our history lesson has taught us and for new information that the illustration helps us gain a better understanding of.
4. I will then ask students what they think on selected pages that the illustration could be about. First I will talk about a page then we will talk about a page as a group, then the students with a partner will talk about the pages that I choose for designated stopping points to them to do.
5. Students will be able to relate why, when and where the illustrations take place and reasons the illustrator may have chosen to draw the picture to represent the text. The pages I selected for designated stopping points are letter A- ask the students first what they notice on the page and what the letter A may relate to on the page. I will relate letter A with the many illustrations that A represents on the page that the state of Michigan is known for. Next is letter C and D- I will then ask the students to look at the illustration on the page and we will discuss both of the illustrations how without reading the text provided we could already establish what the page may be about. Then for letter G- ask students to talk between their partner next to them on what the illustration and text may be about based upon the picture they see. Next is letter L- this page I will ask the students if they know what the picture is, and then read the page and explain why this landmark is so important to our state. Then comes letter M- have students relate their own hands to the picture to visualize our state. By raising our hands to create a representation of Michigan. Then the students will relate letter R- by asking the students to talk among their neighbors to try and figure out what kind of bird it could be on the page. Last is letter Z- before turning to the page I will ask students to think of the letter Z and what our state could offer with the letter Z. I will then read the page without exposing what Z stands for and see if the students were close. After discussion I will then show the students the page and see if they were correct or not.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
Students will have the opportunity to raise their hands during the read aloud of the book to explain what they see on the page, and what the page may be about in the informational text.
I will evaluate all students by seeing if they can relate the illustrations in the book with information we may have already learned prior, and if the students can use the illustrations to understand what the text will be about on that page of the text. I will evaluate if student can relate their prior knowledge with new knowledge based upon this text with the illustrations given throughout the read aloud. Overall the students will be able to use information gained from illustrations and the words in a text to demonstrate understanding of the text.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
n/a
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations &Modifications
n/a
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
1. M is for Mitten, written by Annie Appleford and illustrated by Michael G. Monroe
References & Resources
Time Needed for Lesson: 20 Minutes
Teacher: Ms. Nicole Kolts
CCSS: RI.3.Use information gained from illustrations (e.g.maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Enduring Understandings
Observing the students while we stop during the book and talk about the page to see if the students can establish the relationship between the illustrations and the information provided in the text.
Prior Knowledge Needed
Students will already know what an illustration is and why it is important to text, we will talk about in this lesson why the illustrations in this text is so important to our state and how it relates to what we may see while traveling or living our daily lives.
Students will also be able to relate how illustrations can help them understand the text better.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
Students will be able to…
1. Use information gained from illustrations and the words in the text to demonstrate understanding of the text.
2. Relate where, when, why and how key illustrations in the text matter to the text it refers to.
Assessment: Evidence of Student Understanding
1. I will be able to assess students by the knowledge they already know prior from the list we design and the things we list after completing the book.
2. I will use the GRM, to talk about the illustrations on the page first I do, second we do, and lastly you do. We will then discuss as a class how the illustrations helped us gain more then just reading the words in text.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
1. I will remind students that they will be able to relate illustrations with thing we have learned prior to this lesson for example, a history lesson we just finished on our state.
2. As a class we can first make a list a few things on the board we already know about our state. Then we will compare different things we learned throughout the book that was not already on our list or already was listed.
3. We as a class have studied many things about our wonderful state Michigan, during this text you should be able to relate the illustration with the text, before being read too.
4. I will then ask students what they think the page of a certain illustration could be about, first I will talk about a page then we will talk about a page as a group, then they will with partners talk about pages that I designate stopping points.
5. Students will be able to relate why, when and where the illustrations take place and reasons the illustrator may have chosen to draw the picture to represent the text.
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
My first move would to be to invite all the children over to the rug for story time, Then I will introduce the book we will be reading for the day which is “M is for Mitten” written by Annie Appleford. I will then ask the students what they may think this book could be about? I would then have talk about how the book could relate to things we have learned about and how the illustration can provide us clues throughout the book with the text on what we will be reading. I will remind the students that we just finished our history lesson on the state of Michigan and that we will see many things we may have already learned and things we may not have learned.
At this time I would go back and talk about illustrators with the students and activate their prior knowledge on what and illustrator does and the effects it can have on the text, from a prior lessons we have had. With activating the students PK I will then provide stopping points on certain pages for the students to observe and take interest in or places I feel that the illustration could provide them the information from just the illustration without reading the text. On these pages I will first talk about a page first as the “I do”, then I will ask students what they think this page could be about as the “we do” and then have them discuss it with their partner next to them on the rug for them to complete “you do”. Then I will ask certain students to respond after reading the text and see if the students were correct, and could relate the illustration and text with prior lessons in the class we have learned about. For example, many things in this text can relate to history lessons that the class has prior knowledge on from learning about the great state Michigan.
At the end of this lesson students will be able to use information gained from illustrations and the words in a text to demonstrate understanding of the text.
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding
1. I will remind students that they will be able to relate illustrations with thing we have learned prior to this lesson for example, a history lesson we just finished on our state.
2. As a class we can first make a list a few things on the board we already know about our state. Then we will compare different things we learned throughout the book that was not already on our list or already was listed.
3. I will take the time to remind the class that we have studied many things about our wonderful state Michigan. I will tell the students to be aware during this read aloud to look for things that our history lesson has taught us and for new information that the illustration helps us gain a better understanding of.
4. I will then ask students what they think on selected pages that the illustration could be about. First I will talk about a page then we will talk about a page as a group, then the students with a partner will talk about the pages that I choose for designated stopping points to them to do.
5. Students will be able to relate why, when and where the illustrations take place and reasons the illustrator may have chosen to draw the picture to represent the text. The pages I selected for designated stopping points are letter A- ask the students first what they notice on the page and what the letter A may relate to on the page. I will relate letter A with the many illustrations that A represents on the page that the state of Michigan is known for. Next is letter C and D- I will then ask the students to look at the illustration on the page and we will discuss both of the illustrations how without reading the text provided we could already establish what the page may be about. Then for letter G- ask students to talk between their partner next to them on what the illustration and text may be about based upon the picture they see. Next is letter L- this page I will ask the students if they know what the picture is, and then read the page and explain why this landmark is so important to our state. Then comes letter M- have students relate their own hands to the picture to visualize our state. By raising our hands to create a representation of Michigan. Then the students will relate letter R- by asking the students to talk among their neighbors to try and figure out what kind of bird it could be on the page. Last is letter Z- before turning to the page I will ask students to think of the letter Z and what our state could offer with the letter Z. I will then read the page without exposing what Z stands for and see if the students were close. After discussion I will then show the students the page and see if they were correct or not.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
Students will have the opportunity to raise their hands during the read aloud of the book to explain what they see on the page, and what the page may be about in the informational text.
I will evaluate all students by seeing if they can relate the illustrations in the book with information we may have already learned prior, and if the students can use the illustrations to understand what the text will be about on that page of the text. I will evaluate if student can relate their prior knowledge with new knowledge based upon this text with the illustrations given throughout the read aloud. Overall the students will be able to use information gained from illustrations and the words in a text to demonstrate understanding of the text.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
n/a
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations &Modifications
n/a
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
1. M is for Mitten, written by Annie Appleford and illustrated by Michael G. Monroe
References & Resources