Gradual Release of Responsibility

Model of Instruction

The Story of Ferdinand

Grade: 3rd

Time Frame: 45min

Standards:

Reading: Literature Standard 1:Ask and answer questions to demonstrate understanding

of a text, referring explicitly to the text as the basis for the answers.

Reading: Literature Standard 2: Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.

Reading: Literature Standard 3: Describe characters in a story (e.g., their traits,

motivations, or feelings) and explain how their actions contribute to the sequence of
events.

Personal Objectives:
- I want students to explore and write about what it means to be an individual.
- Students will be able to understand what individuality means.

Materials: The Story of Ferdinand by, Munro Leaf, Graphic Organizer, pencil

Essential Questions: Can students identify the main idea and describe characters in a
story and how their actions influence what happens?

Vocabulary: Spain, Matador, Bull, Bullfighting, Indvidual, Main idea,

Adaptations for EL: Pair students with a partner that is proficient and provide them
with pictures and illustrations to guide their understanding. Provide the student with a
copy of the book in their home language.

Adaptations for Students with Special Needs:

 - offer students one on one help throughout the lesson
- have students work in groups during phase ll and lll
- Provide visuals for the graphic organizer
- Model how to complete the assignment
- Make sure I have students attention
- Talk slowly and go over words that are more difficult
- Write definitions on the board

DAP:
- Begin with assessment of prior knowledge
- Assessment is ongoing and should be aligned with the curriculum

RESPONSIBILITIES OF THE RESPONSIBILITIE

TEACHER S OF STUDENTS

Phase I: 1. assess prior knowledge, engage with the

Exploration and - Call students to come to the concepts through
Explanation carpet and sit in a circle so manipulatives,
Concept that we can see everyone discussion, video,
Development - Give them a summary of experiments, texts,
the lesson and briefly role plays,
explain what students will field trips, computers,
be doing in Phase ll so they
have a focus. “After we
explore the book together,
you will write in our
graphic organizer about
how being an individual is
important and how
Ferdinand the bull showed
this in the story. You will
be able to tell me what the
main idea of the story is
and the events that
contributed to this.
 2. interactively engage students
in an exploration of concepts,
strategies, vocabulary, etc.
- Assess prior knowledge on
Matadors.
- What is a Matador
and where can they
be found?
- What does it mean to be an
individual?
- How is someone
considered an
individual?
3. interactively model,
demonstrate, discuss new concepts,
strategies, key vocabulary
- Introduce the book and ask
if students know what a
bull is or what bullfighting
is?
- Introduce vocabulary
words: Matador, Bull,
Individual
- While we read the book I
want you to try and see if
you can tell how the
characters' actions
influence what happens in
the story.
-As we read through the book I
want you all to be looking at what
makes Ferdinand different from the
other bulls, or what makes him an
individual.” Pause at sticky notes
and ask students guiding questions
to get them thinking about what the
meaning of the story is. These
 stops will be used to reinforce the
concepts.

Transition to 1. review Phase I concepts engage in review and

Phase II: interactively in understanding of
Review - With a partner sitting next directions for Phase II
Phase II to you I want all to talk work
Expectations with your partner and
discuss important events
that happened in the story
and the characters that are
involved. Give them two
minutes to talk, walk
around the room and to
hear what they are
discussing.

2. explain directions for Phase II

exercise—no new concepts are
introduced in the transition
- Today you are going to fill
out a graphic organizer
about Ferdinand the bull. I
will Project the graphic
organizer for the class to
see. As a class we are going
to discuss what the main
idea of the story is.
“Awesome, so what I am
hearing is that Ferdinand
didn’t change who he was
because other people
wanted him to. He was
different and that made him
and individual. This is
great, can we all write this
down under the main idea”.
“Now I want us to discuss
 one trait/characteristic that
Ferdinand has.” Take some
responses from the class
and write them down.
“Great so what I am
hearing is that Ferdinand is
gental”. In this space on the
page I will draw Ferdinand
sitting on a hill under a
cork tree enjoying the smell
of the flowers. I want you
to write down what I have
and then if you have time
draw a picture to go with it.
Now it is your job to write
about what other things like
Ferdinand actions shaped or
influenced the events in the
story.

QUALITATIVE SHIFT IN RESPONSIBILITY--THE TEACHER WILL NO

LONGER BE TEACHING THE WHOLE CLASS AS ONE UNIT. EVERY
STUDENT NOW TAKES RESPONSIBILITY FOR CARRYING OUT THE
CONCEPT, STRATEGY, SKILL, ETC.
Phase II: 1. provide an exercise that 1. engage with Phase
Guided Practice requires students to practice II exercise as
One-on-One applying the new concepts independently as
Differentiation developed in Phase I (the possible
Formative directions for this exercise should 2. request further
Assessment have been explained in the scaffolding—as
Plans for early transition to Phase II). needed
finishers - Students will fill out the
Closure worksheet/graphic
organizer on the main idea
of the text and the
characteristics that
influence the events in the
story.

2. release responsibility to each

student or group to carry out the
new concepts, strategies, skills,
etc.
- When I say go, students
may go back to their
desks and begin filling
out their graphic
organizer. Don’t forget
you are starting by
writing/describing how
Ferdinand did not act like
all the other bulls.
Remind students that if
they need help they may
ask their partner and then
they can raise their hand
if they still need help.

3. scaffold in individual and

group zpds--as needed:
 - Walk around the room to
see how students are doing
with this and if they are
needing help.
4. if feedback indicates
class-wide confusion, back up to
Phase I and work with the whole
class to further clarify concepts
- If the whole class is
confused, bring them back
to the carpet and project the
examp;e that we did
together again and go over
the main idea and the
evidence we are looking for
from the text. If only a
small group of students are
struggling bring them to the
carpet or group work table
and help them.
5. describe engaging plans for
early finishers
- If you finish early then you
can draw an image of
Ferdinand that connects to
the story.
6. at the close of Phase II,
interactively review key points
- Have student come to
carpet once they are done
and place their
worksheet/graphic
organizer on display

7. closure can include sharing of

student work, discussion
- Discuss what students have
written about Ferdinand
 and the actions that he took
in the story.
- “I’m so impressed you all
are able to tell me what the
main idea or problem was
in the story!”

Transition to 1. review concepts taught in 1. engage in review

Phase III: Phase I: 2. volunteer to
Review and Phase - We learned what the main demonstrate Phase III
III Expectations idea of the story was and expectations
how the main character was
involved.

2. explain directions for Phase III

exercise—no new concepts are
introduced in the transition
In my class: ‘as you work in
writing centers today I want you
to all use one these graphic
organizers to identify the main
idea or lesson of a story that we
have read as a class or one you
have read on your own. The
organizer will be on my desk and
when it is time you may come up
and get it and begin working.

QUALITATIVE SHIFT IN RESPONSIBILITY—STUDENTS WILL NEXT

WORK AS INDEPENDENTLY AS APPROPRIATE
Phase III: 1. release responsibility to each independently
Independent student to carry out/apply the new complete
Practice concepts, strategies, skills, etc. Phase III exercises
Summative independently (e.g, homework,
Assessment center/station work, projects)
- We are going to break out
into centers and remember
at the reading center you
will need to fill out the
graphic organizer we have
been using for a book you
have read.

2. scaffold if necessary
- See how students are doing
and scaffold as necessary

3. explain how you will formally

assess student work:
- Students will be formally
assessed on the graphic
organizer they create for
The Story of Ferdinand as
well as discussions that we
have.
4. Document next steps based on
assessment data
- Based on how the class is
doing as a whole this will
determine how we
continue. If a majority of
the class still needs help on
their graphic organizer then
we will do another read
aloud and graphic
organizer. If it is only a few
students then we will work
with them to read and
create a graphic organizer
as a group.
Name ______________________________________ Date ___________________

Identifying the main idea with The Story of Ferdinand

Main character:
Ferdinand

Story’s Main Conflict or Main Problem:

Ferdinand is a bull, but he did not act like the other bulls

Character’s demonstrated traits related to the

story’s main problem, and the text evidence:

(Ex. “He liked to sit just quietly and smell the

flowers”)

Character’s goal regarding the story’s

main problem, and the text evidence:

(Ex.“Ferdinand knew that they wouldn’t

pick him and he didn’t care.”)

Character’s actions when dealing with the

story’s main problem, and the text evidence:

(Ex.“When he got to the middle of the ring he

saw the flowers in all the lovely ladies’ hair
and he just sat down quietly and smelled.”)