"INTEGRATED LITERACY LESSON PLAN"
INTEGRATED LITERACY LESSON PLAN Alison Bills Teaching Literacy, W 12:15pm December 10, 2008 Lesson Plan for Fourth Grade Level Readers 1 TABLE OF CONTENTS Page 2: Lesson Overview Page 5: Standards and Objectives Page 10: Learning Experiences Page 11: Before Reading Page 16: During Reading Page 18: After Reading Page 21: Technology/Extending The Meaning Page 22: Assessment Page 24: Self-Reflection 2 PART ONE: LESSON OVERVIEW 3 Title of Text: “Nutrients And Your Digestive System” “Nutrients and Your Digestive System.” Your Health. Harcourt Brace (2008). Readability Level of Text: I decided to use Okapi to calculate the readability of this book. I submitted three random passages from the book. Using the Spache (Grades 1-3) Formula, I got a level of 4.44, however when using the Dale-Chall (Grades 4 and up) Formula, I got a readability level of 7.26 or 9th - 10th grade level. I agree with the Spache Formula because this text is way to easy for students above 6th grade. The textbook is meant for 4th grade health classes and I agree with doing the lesson in the middle to end of the year. That seems like a good time to read this book because the students will have some exposure to nutrition throughout the year and words will most likely be easier for most to understand. There are also some very hard words, which is why it will be important for the students to use reading strategies from this lesson plan. Copies of the readability analysis are included in the appendix. Text Summary: The text I am using comes from the students’ textbook. The text introduces the six nutrients in foods that are an important part on good health. Each is defined, described, and examples are given. The text also talks slightly about why children need to eat breakfast. At the end of the text, the stages of digestion are discussed. A copy of the text is included in the appendix. Pages Used for Lesson: Chapter 4: Lesson 1 Pages 112 – 117 are used for this lesson. Rationale: 4 I chose this text because it is in the required textbook. However, it is informational, colorful, and full of pictures that make reading the book more appealing. The nutrient vocabulary words that are introduced are hard words, but the explanations do not go into too much depth, which makes it easier for the students to understand. Also, the examples given can be easily identified as items the students eat in their diets. The sentences are short and to the point which will also help the students comprehend what they are reading. To help differentiate the nutrients will be a little easier with the colorful pictures and chart. When explain the digestive system, there is a picture that pints to where eat stage happens to help students follow the food through the body. Grouping: In the before reading phase, students will be doing their knowledge rating by themselves, there will be a class survey, and a read aloud with worksheets they will be doing on their own. For the during phase, students will read the text in groups of three with different ability levels so they can help each other with words one student may not know. During the after reading phase, students will write in their journals by themselves and will share their ideas with the people near them. 5 PART TWO: STANDARDS AND OBJECTIVES 6 Language Arts Literacy Standards: STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E. Reading Strategies (before, during, and after reading) 3. Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams). F. Vocabulary and Concept Development 4. Infer specific word meanings in the context of reading passages. G. Comprehension Skills and Response to Text 5. Identify and summarize central ideas in informational texts. Technological Literacy Standards: STANDARD 8.1 (Computer and information literacy ) All students will use computer applications to gather and organize information and to solve problems. A. Basic Computer Skills and Tools 1. Use basic technology vocabulary. 2. Use basic features of an operating system (e.g., accessing programs, identifying and selecting a printer, finding help). 9. Use basic computer icons. 7 Comprehensive Health and Physical Education Standards: STANDARD 2.1 (Wellness) All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle. C. Nutrition 4. Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working. 8 Before Reading Objectives: Using the knowledge rating chart, students will be able to express their level of knowledge on nine vocabulary words by completing the chart. While listening to the read aloud, students will be able to identify the nine vocabulary words by completing the note chart. While listening to the read aloud, students will be able to explain/illustrate the nine vocabulary words by completing the note chart. During Reading Objectives: While reading the health text, students will be able to define the nine vocabulary words by completing the mind map. While reading the health text, students will be able to categorize the nine vocabulary words by completing the mind map. While reading the health text, students will be able to identify the six stages of digestion by completing the flow chart. After Reading Objectives: After reading the text, students will be able to connect nutrition to their life by completing their journal entry. 9 After reading the text, students will be able to analyze the nutrition information by completing their journal entry. Other Activities Objectives: While using technology, students will be able to visualize the stages of digestions by finishing the Digest Quest. 10 PART THREE: LEARNING EXPERIENCE 11 Before Reading: For the pre-reading, the students will be given a knowledge rating worksheet to see how well they know some of the vocabulary that will be introduced in the textbook lesson and also in the read aloud. The worksheet will have them check off whether they know the word well, they think they know it, they have heard or seen it, or they have never been exposed to the word before. Also, I will tell the students to note anything that comes to mind when they see each word. A copy of the worksheet is attached. The students will do this by themselves. Before the students begin, I will model an example. “Class, if you look at the overhead I will show how I would complete this chart. I am going to take the word “vitamins”. Now I know I have heard this word because my mom always told me that I had to take them when I was younger so I would not get sick. They must have something to do with staying healthy, but I do not really now what makes up my tasty Flinestone Vitamins. So, I am going to put a check mark in the “I think I know it” box and write I take them to not get sick, just like this. Are there any questions? No, okay now you can go ahead and fill out your chart, and think about each word or parts of the words that you may know.” Once the students complete their answers, I will survey the class to see where everyone stands with each word. I will have students put thumbs up if they had a check in the particular box and word mentioned. This will give me an idea of which words I may want to explain further during the lesson. I will also ask questions to help activate their background knowledge of where they saw or how they know the word. This discussion may activate other student’s schema to realize they actually have an idea about what the word means. I will ask questions like the following: 12 “Does this word sound like anything else? How do you think you have heard/seen the word? Was it on a food package? Did a family member say you needed to eat or drink it? Does anyone really know the word and can give us a short definition? Are there any foods that you think may contain on of the words?” The purpose of this knowledge rating is to see which words the students have heard and know and also the words that I may need to go over further during the reading. Also, it helps to activate the student’s background knowledge, which will help them attach something they already know to the new vocabulary words. It gives the students more exposures to the new words so it can help them learn the word for the long term. Next I will do a read aloud of Eat Healthy, Feel Great by William & Martha Sears and Christie Watts Kelly. This book is at a fourth grade level and describes which foods are healthy and why they are healthy in an easy to understand way. It also has similar vocabulary words as the students’ textbook. By reading the book aloud it will give the students another exposure to the words they will be learning about in the textbook. Also, the students will be given a chart of their vocabulary words. While listening to the book, they will hear some of their new words. When they do, they will write down or draw anything they heard or saw in the pictures that pertains to their word. I will model the chart first. “When I read the book aloud, I want you to listen for your new vocabulary words. They are listed on the chart in front of you. For example, when calcium is mentioned so is milk. There are also pictures showing ways to get my calcium. I can either write the word milk or draw a picture of milk on my chart, like this. Does everyone understand? Okay, good. Here we go.” 13 Knowledge Rating: Nutrition Unit WORD I KNOW IT I THINK I I HAVE HEARD I HAVE NO WELL KNOW IT OR SEEN IT IDEA Protein Fats Carbohydrates Vitamins Minerals Calcium Iron Fiber Water 14 Vocabulary List: - textbook definition - “read aloud definition” - Nutrient – Compound that makes up food; contains nourishment - Protein – Nutrient that gives energy; helps to build and repair cells - “helps you grow bigger and stronger” - Fats – Nutrients that gives energy; excess gets stored - Carbohydrates – Main source of energy; get used up quickly so large amounts are needed - “fuel the keeps your body’s ‘motor’ running all day” - Vitamins – Nutrients that help body perform specific functions - Minerals – Help body grow and work - Calcium – builds strong bones; helps muscles/nerves work; helps blood clot - Iron – Helps carry oxygen; helps cells use energy; protects against infection - “makes blood work better to give you more energy” - Fiber – Body doesn’t digest this, but needs it to work well: helps move food and wastes through body - “makes your tummy work better, and to help you go to the bathroom” - Water – Nutrient necessary for life; helps break down foods; carries nutrients to cells; carries away wastes 15 Name:_______________ Date:___________ EAT HEALTHY, FEEL GREAT READ ALOUD NOTES NOTES OR VOCAB WORD DRAWINGS Protein Fats Carbohydrates Vitamins Minerals Calcium Iron Fiber Water 16 During Reading: After finishing the read aloud, the students will be put into groups of three. I will assign the groups based on the student’s reading levels. Each group will have an above average, average, and below average reader so that the students in the groups can help each other when needed. The students will be given a worksheet with two graphic organizers (one description mind map and one chronological graph). They will be partially filled in to help the student’s reading and to keep them actively engaged in thinking. This scaffolding will also help those who may not comprehend the text that well. It shows the students how to fill in the chart, what to look for, and what I want them to understand from the reading. Students will read Chapter 4 Lesson 1 from their textbook (pgs 112-117). However, before the students will be allowed to begin, I will show a copy of the graphic organizers on the overhead projector and act out how I would go about filling in the worksheets. By doing my thinking aloud for the class to hear, they will get an idea of where and how to start their own work. “You are going to fill out graphic organizers while you are reading the textbook pages. The reason for them is to help guide you through the section and to help you pick out the important parts. It will also be a good study guide for the test in a few weeks. Before you begin reading, I will show you how I would go about filling in the mind map. First I am going to look over the entire organizer to see what I will be reading. I see that I will need to look for definitions, examples, and one fact about each nutrient. The first nutrient I will read about is carbohydrates. As I am reading I see the definition right after the bolded word. So I will write under the definition, ‘my body’s main source of energy’. There seems to be a lot of examples, but I am going to pick the three that I will remember the easiest (breads, pasta, and potatoes). Next is the one factoid. I only read on fact 17 about carbohydrates so I am going to write, ‘I need large amounts each day since they are burned quickly.’ You will do the same for the rest of the mind map. Do you have any questions right now? If you need help while reading just raise your hand and I’ll be around to guide you. Alright lets go to it.” While the students are reading I will be monitoring the classroom. This will be done by walking around the room and observing each group. If I notice a group struggling, I will go over and try to guide them along by asking questions or situations that may help to activate their schema even farther. The graphic organizers will benefit the diversity of readers and learners because they have some information filled in already which the students can use to guide the students to the next correct answer. 18 After Reading To be sure that the students comprehended the text they just read, they will take out their interactive reading journals and create a two-column chart. On the left side, the students will write down any notes that they believe is important. They can be words, quotes, or anything they feel should be in their journal for future reference. On the right side, the students will put anything that they personally think about when they see the info on the left. This section is used for the student’s personal interaction with the text. They can draw pictures, ask questions, give opinions, connect it to their life, or rewrite definitions in their own words. These are just a few examples on what the students can write about. Attached is a guideline for the kids to get ideas from. They should already have this handout stapled to their journal. Before the students begin, I will model one example, on the overhead projector, of what I would put in my journal if I had one. My example will look like the following: - Eating a good breakfast every - This morning I had a bowl of oatmeal, half of morning is important for everyone. grapefruit, and glass of milk. I got servings of dairy, fruit, carbohydrates, and protein. This helps me get energy to stay awake and focused in school. The students should work on this for about 15 to 20 minutes. When it appears most of them are finishing up, they can begin to get into groups of 3 with the students nearby to have a discussion about what they wrote in their journals. They can add ideas that other students mention, but they must put a different connection on the right hand side. The discussions will last for about 5 to 7 minutes. After the group discussions, the class will come back together and have an overall discussion about the text and about their journals. I will ask if any students want to volunteer something 19 form their journal or anything from the text that they found interesting, important, or found that they had a connection with a certain idea. I will add any personal connections that I may have had or add any important sections that I believe should be included in the discussion if they have not already been mentioned. At the end I will debrief by asking the students once again how they liked using the interactive journal for this type of text and if it helped them to better comprehend the information. 20 Interactive Notebook Strategy Left Side of Notebook Right Side Of Notebook - Any notes taken from the text, lecture, - Paraphrase or clarify items discussion, or video that you believe is important to know - Enter a drawing, photo, sketch, or magazine picture that illustrates the concept, ideas, or facts - Pose questions about the information - Form and express an opinion - Predict outcomes or next steps - Create a metaphor that captures the essence of the information/issue - Formulate and record a contradictory perspective - Write a reflection on the information or experience - Find a quote that connects to the concept; record it and explain your rationale - Make connections between the information/text and your own life, another text, and/or the world - Create a mind map that captures the main topic and key concepts and supportive detail - Create an acronym that will help you to remember the information covered - Make connections to the content/processes of other courses ** Please remember that you may add anything you would like even if it were not included in the list on the right hand side. Be creative and put anything that will help you understand the concepts for future reference. 21 Technology/Extending The Meaning: The students will be taken to the computer lab for the next activity. Since most of the focus was on the nutrients, the students are going to be able to learn more about the digestive system with an interactive online game called, “Digest Quest”. I will write the website address on the whiteboard for the students to copy. (http://www.teachnutrition.org/default.aspx?SectionId=176). The students will need to follow the directions given by the game. However, in order to begin, every student must have headphones on. There is a small quiz that goes along with the game after a review is done. 22 Assessment: The students will take a quiz on ideas and vocabulary that was introduced in the lesson to see how well they learned the overall information from the text. However, the students will also hand in their graphic organizers and read aloud notes as part of their quiz grades. The journals are collected at the end of each unit and given a check, check plus, and a check plus plus. 23 Name:_________________ Date:_____________ Nutrient Quiz Directions: Put the correct letter of the definition that goes with the vocabulary word. ____1. Protein A. Helps the body grow and work ____2. Fats B. Helps move food and waste through body ____3. Carbohydrates C. Helps carry oxygen; helps cells use energy ____4. Vitamins D. Gives you energy; extra gets stored ____5. Minerals E. Gives you energy; helps to build and repair cells ____6. Calcium F. Builds strong bones ____7. Iron G. Helps body perform specific functions ____8. Fiber H. Gives you energy; Need large amounts ____9. Water I. Nutrient necessary for life Extra Credit: Give one example of food that contains nutrient listed. 1/2 point for each correct. Calcium – Carbohydrates – Protein – Fiber – 1 Reflection: After completing my Integrated Literacy Lesson Plan, I realized there is a lot more to incorporating literacy in the classroom then I thought. It is not easy developing strategies that will help most students with comprehension since each student has different abilities and strengths. A lot of time must go into making a successful lesson plan. The main point is that students engage themselves with the text by using before, during, and after strategies. Knowledge rating is a great way for students to start thinking and also to tap into their schema. The during-reading strategies are great because it is activating different parts of the brain and connecting to different issues or personal experiences. One thing that is interesting is that almost all students can find a way to relate to a text that is different than the student sitting next to him or her. There are some texts that I would just look at and throw away, thinking that they are too difficult or are not easy to relate to. However, by using reading strategies, I can get students connect something to prior knowledge or experiences which will help them with the text. One thing that I had a hard time doing was the during- reading activity. I wanted to develop something that would help guide all the students through the text as well as be helpful in the future. I chose to do the graphic organizers because I think it’s a great way for students to easily organize and compare the different nutrients. The organizers were also good scaffolding tools for the students since there is a diverse class everytime. For my next lesson, I am going to try my best to incorporate different strategies that involve more activity. I realized I had a lot of worksheets and they get repetitive and boring for the students. Health is usually all about reading the textbook at home on their own. However, I 2 definitely plan on using many of the strategies taught in my future classroom to get the students more engaged in what they are reading.