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Activities progress through target activation, guided inquiry, assessments, journal writing, drawing, and a center-based “Rattletrap car” build with provided 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is the central focus of the lesson?","Question",{"text":63,"@type":64},"Students practice reading for understanding and identify problem-solving techniques used throughout the story “Rattletrap Car.”","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning target will students work toward?",{"text":68,"@type":64},"Students will be able to identify the different problem-solving techniques along the way in the story.",{"name":70,"@type":61,"acceptedAnswer":71},"How do students use academic language during the lesson?",{"text":72,"@type":64},"Students use vocabulary and sentence frames to identify and explain the different problem-solving techniques, supported through teacher prompts and opportunities to use language during class activities and 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Title | Interactive Read-Aloud: Rattletrap Car |\n| MN/CC State Standard(s)\u003Cbr>-direct quote from MN standards documents\u003Cbr>- if only focusing on one part of a given standard, underline the part being focused upon | 0.1.1.1 With prompting and support, ask and answer questions about key details in a text. |\n| Central Focus\u003Cbr>-derived from standard,\u003Cbr>-communicates general goal | Having fun with reading and identify problem-solving techniques in a story. |\n| Learning Target for this Lesson\u003Cbr>-concisely says what students will be able to know and do\u003Cbr>-start with appropriate language function (active verb) | The learner will be able to identify the different problem-solving techniques along the way in the story. |\n| Academic Language (AL)\u003Cbr>a. Domain-specific Acad vocabulary\u003Cbr>b. General Academic vocabulary (words used in school across many\u003Cbr>subject areas)\u003Cbr>c. Syntax Sentence Frame: Example sentence that students can use to accomplish target\u003Cbr>d. Point in lesson where students will be given opportunity to use Academic Vocabulary (Note: It is important that this appear in TPA videotape segments | a. Story, events |\n|  | b. Problem-solving, journal |\n|  | c. Students will be asked to identify the different problem-solving techniques in the story. |\n|  | d. Students will use problem-solving techniques to identify the different problems that were resolved throughout the story. |\n| Needed modifications/supports\u003Cbr>a. Identify how some form of additional support will be provided for some aspect of the lesson for given student(s)\u003Cbr>-visual, graphic, interactive\u003Cbr>-reduced text, rewritten text, fill-in the blank notes, word banks\u003Cbr>-graphic organizers, sentence frames | The students will be able to be interactive with this lesson by being able to identify the problem solving techniques along the way in the story and after reading the story. We will use chart paper as a class to write and draw what events happened throughout the story. After the chart paper activity, the students will be able to write down in their journals one problem-solving event from the story. The students will be asked to draw a picture that goes along with the story in their journals. In centers today, students will be asked to make their own “Rattletrap Car,” using the supplies that are atthe center. |\n| Resources & materials needed | Materials needed for this day include the story “Rattletrap Car,” chart paper, journals, pencils, markers, and various supplies to make “Rattletrap Car”(Legos and Magna-Tiles) |\n\n\n| Lesson Part | Activity description / teacher does | Students do |\n| --- | --- | --- |\n| Phase 1\u003Cbr>State Target & Activate Prior Knowledge\u003Cbr>a) Post the learning target statement and indicate whether the teacher or student(s) will read it aloud\u003Cbr>b) Engage students in activity toelicit / build prior background knowledge | I will restate the content objective: The learner will be able to identify the different problemsolving techniques along the way in the story.\u003Cbr>Language Objective: Students will be asked to identify the different problem-solving techniques in the story.\u003Cbr>Problem solving techniques for the story:\u003Cbr>-too hot outside-go to the lake to cool down\u003Cbr>-flat tire on car-beach ball in place of tire\u003Cbr>-floor fell off car-surfboard in place of floor\u003Cbr>-gas tank fell off car-thermos in place of gas tank\u003Cbr>-engine fell off car-baby boat in place of engine | Students will listen and repeat the directions |\n| Phase 1 Assessment Explain the plan to capture data from this phase of the lesson | We will go over as a group the information we will be covering in the day. | Students will answer questions that the teacher asks. |\n| Phase 2 Teacher Input / Inquiry\u003Cbr>- Explain procedures\u003Cbr>- Demonstration the task\u003Cbr>-","cbCaicU5tfwSAKDQ","https://ap.wps.com/l/cbCaicU5tfwSAKDQ","pdf",78537,"English","# Lesson Title\n## MN/CC State Standard(s)\n## Central Focus and Learning Targets\n## Academic Language and Supports\n## Needed Modifications/Supports\n## Resources & Materials\n## Lesson Phases and Assessments\n## Phase 1: Target & Activate Prior Knowledge\n## Phase 2: Teacher Input/Inquiry\n## Phase 3: Guided Practice\n## Phase 4: Independent Practice","[{\"question\":\"What is the central focus of the lesson?\",\"answer\":\"Students practice reading for understanding and identify problem-solving techniques used throughout the story “Rattletrap Car.”\"},{\"question\":\"What learning target will students work toward?\",\"answer\":\"Students will be able to identify the different problem-solving techniques along the way in the story.\"},{\"question\":\"How do students use academic language during the lesson?\",\"answer\":\"Students use vocabulary and sentence frames to identify and explain the different problem-solving techniques, supported through teacher prompts and opportunities to use language during class activities and journals.\"}]","Interactive Read-Aloud: Rattletrap Car - Lesson Plan Template - Date and Activities (Kindergarten Literacy) | PDF",1790098280]