J.D Davis Year One
Goodwin/ Reese/ Griffin- Austin Sargent
Learning Objective/Exit Outcomes:
Students will be able to identify the main idea of a passage.
Students will be able to identify 3 supporting details of a passage.
Students will be able to cite information based on the text.
Students will contribute ideas to a group think.
Students will respond to ideas that are different than theirs.
Integration Area/Subject:
ELA
State Standards:
ELAGSE3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
ELAGSE3SL2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
TA3.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience. b. Demonstrate appropriate theatre etiquette.
ELAGSE3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Materials/Playing Space:
Students sat at their desks to create their snowball. The Teacher was able to walk around the room to provide different “targets” or walk around with a bucket/bag for students to put their snowballs in.
Description:
The PAIR facilitator introduced the concept of snowball before any of the text was read. It was important to build up the excitement about building a snowball before the concept of adding text was added. We used questions like; “Who has ever made a snowball?” “Who has ever been in a snowball fight?”
We were able to frame the activity by asking students to identify the Main Idea of how to make a snowball. After that, asking students to identify three supporting details, as if they were telling someone who had never made a snowball before.
Snowball papers were handed out along with the article. Some classes alternated reading between the teacher and choral reading, while others allowed students to read independently. After the alloted time, the facilitator asked students to write the Main Idea down on their snowball paper, and after being checked by the teacher was allowed to ball it up. After the main idea snowballs were collected, students were asked to write three supporting details on another piece of snowball paper.
Notes:
We were also able to tie in some Behavior Management strategies with our snowball. Instead of making individual snowballs, we made one big class snowball where students wrapped their snowball paper around each others (like a rubber band ball). The PAIR facilitator explained that real snowballs need to stay frozen, and if they arent they will melt away. Good Behavior keeps the snowball frozen, while disruptive behavior causes the snowball to melt. The teacher can then remove a small piece of the class snowball and throw it away.