Senior High Instructional Procedure Sample Lesson The instructional Procedure by withoutyou

VIEWS: 8 PAGES: 8

									                  Senior High Instructional Procedure: Sample Lesson

The instructional Procedure is designed to assist language arts and content area teachers in
developing lesson plans that incorporate effective instructional practices. This procedure may
be completed during a single period schedule or block schedule of two to three days.


Plan Instructional Focus             Plan instructional focus
                                     •   Select appropriate tested SSS benchmark/objective
                                     •   Choose appropriate strategy/question task card



LA.910.1.7.7 Recognizes use of comparison and contrast in text.

Question Task Card:         High School Question Task Card
                            Compare/Contrast




                                              Teacher-Directed Instruction Grade Level Text
                                                      Literary or Informational Text
Teacher-Directed instruction
                                     Before: Activate/Build Background Knowledge
                                     During: Read/reread selection together
Grade-Level Text                             Read Aloud/Shared Reading/Buddy Reading/Silent
                                              Reading
                                     After:   Use text to teach strategy that supports the Benchmark.
                                              Formulate a model question using task card



Informational Text: The Two Sides

Summary of Text:
       The text focuses on the similarities and differences between the north and the south
during the time before the Civil War as the two sides prepared for battle. In addition, the text
discusses the advantages and disadvantages for both the north and the south during the Civil
War.


Before Reading:      Activate/Build Background Knowledge

•   ABC Listing - Ask students to use a sheet of notebook with the letters of the alphabet listed
    down the left margin of the page. Ask students to list everything they know about
    photosynthesis next to the letter that it begins with. Tell them to do this silently. Give them
    2 minutes.
•   Think Pair Share - Ask students to turn to a partner and combine lists. Give them 2
    minutes.
              HIGH SCHOOL QUESTION TASK CARDS                                                  HIGH SCHOOL QUESTION TASK CARDS
Design questions that require students to find the main idea of the               Design questions that require students to understand methods of
passage. Support answers with details and information from the text.              development or text structure in a passage. Support answers with
                                                                                  details and information from the text.
                                MAIN IDEA
                               (LA.910.1.7.3)
                                                                                                     METHODS OF DEVELOPMENT
                                                                                                           (LA.910.1.7.5)
          •    What is the main idea of this article?
          •    What would be another good title for the article?                         •   What would an additional paragraph at the end of this passage
          •    Based on all the information given, how does each piece                       most likely be about?
               contribute to the idea that_______________?                               •   What is the connection between              in paragraph
          •    Which sentence gives the best summary?                                        _________         and            in paragraph      ?
          •    Which statement best describes the lesson/moral of this story?            •   Why does the author connect the ideas of __ and           ?
          •    What is the primary topic in the article?                                 •   How has the order in which the author arranged this passage
          •    What is the essential message in the article/story?                           about       helped the reader understand                ?
          •    What is the central idea of the article?                                  •   Why did the author begin this passage by saying
          •    What is the main goal of                           ?                                      ?
                                                                                         •   Why did the author use                      to develop this
                  RELEVANT SUPPORTING DETAILS                                                text?
     •    Which sentence best characterizes                     ‘s attitude              •   Why did the author conclude this passage by saying “         ?”
          toward      ?                                                                  •   What would happen if                  had been changed to
     •    How does                        support the idea that             ?                            ?
     •    How can the reader prove the idea that                is the main              •   What happened after                         ?
          idea of this text?                                                             •   How did the author organize the ___ paragraph?
                                                                                         •   How does the author develop the information in this article?
                                                                                         •   Which organizational pattern does the author use in this
                                                                                             passage/article/essay?




              HIGH SCHOOL QUESTION TASK CARDS                                                 HIGH SCHOOL QUESTION TASK CARDS
Design questions that require students to identify/understand plot                Design questions that require students to determine the validity and
development, point of view, setting, conflict/resolution, and tone in a           accuracy of information in a passage. Support answers with details
passage. Support answers with details and information from the text.              and information from the text.
                CHARACTER & PLOT DEVELOPMENT/
                                                                                             VALIDITY & RELIABILITY OF INFORMATION
                    POINT OF VIEW/ SETTING/
                                                                                                          (L.A.910.6.2.2)
                  CONFLICT RESOLUTION/ TONE
                    (LA.910.2.1.5, LA.910.2.1.7)                                         •   Which sentence from the article best illustrates the__________?
                                                                                         •   Which statement best indicates that_________________?
     •    What is the main conflict in the essay?                                        •   What qualifies __________as an expert to provide information
     •    When is the central conflict between ____ and _____ introduced in                  about_____________?
          the story/poem?                                                                •   According to the information in the article, what is the most valid
     •    How does _____'s character change from the beginning to the end of                 argument for ___________?
          _________?                                                                     •   Which statement best supports the idea that_____________?
     •    What words/phrases create the tone of _____?                                   •   What is the greatest benefit of                           ?
     •    How does the setting add to the feeling that ______?                           •   What evidence supports _____________________________?
     •    What word best describes the character?                                        •   What is the best evidence that                            ?
     •    Which pair of words best describes _______?                                    •   According to the evidence in the article, ______________?
     •    What is ______’s opinion of__________?                                         •   What does the author use to support the points he/she makes
     •    How do ______’s comments contribute to the development of the                      about___________?
          story/article?                                                                 •   The author appears qualified to claim that________ because
     •    Read this quotation from the passage.                                              he______?
          “________________________________”                                             •   What arguments does the author use to ______________?
          Which literary device does the author use in this quotation?




Division of Language Arts/Reading                                          Page 1 of 3                                         Last Updated 12-17-08
               HIGH SCHOOL QUESTION TASK CARDS                                                      HIGH SCHOOL QUESTION TASK CARDS
Design questions that require students to identify similarities and                    Design questions that require students to analyze and evaluate
differences in a passage. Support answers with details and information                 information. Support answers with details and information from the
from the text.                                                                         text.

                          COMPARE/ CONTRAST                                                           ANALYZE & EVALUATE INFORMATION
                             (LA.910.1.7.7)                                                                     (LA.910.6.2.2)

     •    How are                  and                    similar?                            •   Based on all information given, how does each part add to the
     •    How are                  and                    different?                              idea that                                       ?
     •    Why does the author compare and                 in this passage?                    •   How do                 and                      suggest the central
     •    How does the comparison between                              and                        idea that                           ?
          help to illustrate            ?                                                     •   According to the information given (including the chart, graph,
     •    What advantage did                    have over                         ?               etc.) about                                      , which pair of
     •    In what way is                        an appropriate comparison?                        ____________would_________________?
     •    Why did                  have more                           than                   •   People who read this article will learn to/that             ?
                        ?                                                                     •   How does the concept in article              relate to the concept in
     •    What do                  and                    have in common?                         the article     ? Use details from          and        to support your
     •    How is                   ‘s attitude toward                                             answer.
           like his/her attitude toward                                ?                      •   What factors should _____consider when making decisions
     •    How does the concept in article               relate to the concept in the              about____?
          article           ? Use details from         and        to support your             •   Read this sentence from the passage/article
          answer.                                                                                 “____________________________”
                                                                                                  Explain how the author’s own experiences support this idea.




                                                                                                     HIGH SCHOOL QUESTION TASK CARDS
               HIGH SCHOOL QUESTION TASK CARDS                                         Design questions that require students to synthesize information
Design questions that require students to identify the author’s purpose or             within and across text. Support answers with details and information
point of view. Support answers with details and information from the                   from the text.
text.
                                                                                                             SYNTHESIZE INFORMATION
                AUTHOR’S PURPOSE/ POINT OF VIEW                                                                   (LA.910.6.2.2)
                          (LA.910.1.7.2)
                                                                                              •   Based on all information given, how does each part add to the
     •    How does the author persuade the ________ to              ?                             idea that                                       ?
     •    What is the author’s point of view about                  ?                         •   How do                 and                      suggest the central
     •    What is the author’s purpose for saying                   ?                             idea that                           ?
     •    How does the author’s experience lead to                  ?                         •   According to the information given (including the chart, graph,
     •    What words or phrases create the tone of                  ?                             photograph caption, etc…) about                 , explain ________?
     •    The author wants the reader to think                     .                          •   People who read this article will learn to/that             ?
     •    With which statement would the author most likely agree?                            •   How does the concept in article              relate to the concept in
     •    Which feature would the author value the most?                                          the article     ? Use details from          and        to support your
     •    What is the author’s attitude toward                     ?                              answer.
     •    Which statement best describes what the author probably thinks                      •   What information supports the conclusion that____________?
          about                   ?                                                           •   What leads the reader to believe that_____________?
     •    What type of article did the author most likely intend________ to be?
     •    The author discusses ________ because _____________?




Division of Language Arts/Reading                                               Page 2 of 3                                          Last Updated 12-17-08
               HIGH SCHOOL QUESTION TASK CARDS                                               HIGH SCHOOL QUESTION TASK CARDS
Design questions that require students to describe the cause or effect of       Design questions that require students to determine the meaning of a
an action, or a cause/effect relationship in a passage. Support answers         word in context, including the use of prefixes, suffixes, root words,
with details and information from the text.                                     multiple meanings, synonyms, antonyms, and word relationships.
                                                                                Support answers with details and information from the text.
                            CAUSE/ EFFECT
                             (LA.910.1.7.4)
                                                                                   VOCABULARY/ CONTEXT CLUES/ MULTIPLE MEANINGS
                                                                                         (LA.910.1.6.3, LA.910.1.6.8, LA.910.1.6.9)
     •    What caused                       to              ?
     •    What was the effect of                                      ?
                                                                                       •    In this text, what does “                               “ mean?
     •    Why did                 happen to                           ?
                                                                                       •    What does the author mean by saying, “                   ?”
     •    How did the conflict between _________and _____________ begin ?
                                                                                       •    Which words help the author convey the meaning that           ?
     •    What is the main reason/cause that
                                                                                       •    How do the words _____in the title relate to the information in the
          happens?
                                                                                            article?
     •    Which factor forces/influences                              ?
                                                                                       •    What does the author imply by saying “                   ?”
     •    Why does the author describe the character as
                                                                                       •    The origin of           is the root                      , meaning
                      ?
                                                                                                             .
     •    What is the most likely reason_____________?
                                                                                             What does                          mean?
                                                                                       •    Read the quotation from the article:
                                                                                            “                                             “
                                                                                            In which sentence does the word                          have the
                                                                                            same meaning as in the quotation above?
                                                                                       •    Read the quotation from the article:
                                                                                                         “                                           “
                                                                                           What does the phrase reveal about the narrator’s view of the
                                                                                            situation?




             HIGH SCHOOL QUESTION TASK CARDS
Design questions that require students to locate and analyze text
features and understand how text features aid the readers
understanding. Support answers with details and information from
the text.

                          TEXT FEATURES
                     (LA.910.2.2.1, LA.910.6.1.1)

     •    How has the order in which the author arranged this passage
          about         helped the reader understand             ?
     •    Why did the author begin this passage by saying        ?
     •    Why did the author use subtitles in the passage?
     •    How does the caption under the photograph help the reader to
          understand___________________?
     •    How doe s the photograph of______________ help the reader
          understand _______________?
     •    How do the photograph(s) and caption(s) help the reader
          understand___________________?
     •    Explain how the (chart/ map/ diagram/ sub-heading/ caption/
          illustration/ graph) aid the readers understanding.




Division of Language Arts/Reading                                        Page 3 of 3                                          Last Updated 12-17-08
•   Think Pair Square - Ask each pair to join another pair and have the four of them combine
    their lists.
•   Reflect and have a few students share the combined lists with the class.


During Reading:        Read/Reread Selection Together

•   The teacher may begin reading the text aloud. Then ask students to buddy read a few
    paragraphs of the text. Have students finish the passage reading silently.
•   Ask students to selectively underline the key details related to the process of
    photosynthesis and the process of human respiration.


After Reading:         Use text to teach strategy that supports the benchmark

•   Two-column note - Have students develop a two-column note listing the details about the
    north and the south leading up to and during the Civil War


                                        North                                        South




Formulating an FCAT-like questions using a Questions Task Card

•   Have students generate discussion about the similarities between the north and the south
    leading up to and during the Civil War.
•   Question Task Card - Have students formulate a question using appropriate Task Card.

                                     HIGH SCHOOL QUESTION TASK CARDS
             Design questions which require students to identify similarities and differences in a passage.
             Support answers with details and information from the text.

                                                     COMPARE/CONTRAST
                                                        (LA.910.1.7.7)

                  •    How are                  and                     similar?
                  •    How are                  and                     different?
                  •    Why does the author compare and                  in this passage?
                  •    How does the comparison between                               and        help to illustrate       ?
                  •    What advantage did                    have over                          ?
                  •    In what way is                        an appropriate comparison?
                  •    Why did                  have more                            than                    ?
                  •    What do                  and                     have in common?
                  •    How is                   ‘s attitude toward
                        like his/her attitude toward                                 ?
                  •    How does the concept in article                relate to the concept in the article       ? Use
                       details from         and         to support your answer.
Question on Overhead:       How was the north different from the south during the Civil War?


                                       Teacher Modeling/Thinking Aloud
Teacher Modeling/Think Aloud           • Teacher and students analyze question by
                                          discussing what is necessary to fulfill the
                                          requirements of the task
                                       • Teacher and students examine text to support
                                          response


•   Read the question aloud and ask students to carefully examine the question.
•   Tell students to go back to the passage and the two-column note and underline the parts
    where the answer might be found. Initially the teacher will model and guide the students
    through this process.
•   As the students gain experience, the teacher may gradually reduce support until students
    are able to accomplish this task independently. Discuss possible answers.



Write Answers to the Questions           Write Answers to the Question
                                         • Students write individual answers
                                         • Students share written responses in
                                            pairs/groups


•   Students will use details and information from the text, their two-column note, and the class
    discussion to write a response to the question.
•   After completing their written response, students will share with a partner, adding missing
    information to their individual answers.



                                  Improve Responses to FCAT Tasks
                                  Compare and Justify
Improve Responses to FCAT         • Guide students in discussing whether the answers fulfill the
                                     requirements of the task and are supported by the text
Tasks                             Develop Better Responses
                                  • Use student responses to build and model complete
                                     paraphrased text-based answers


Compare and Justify
•   After students have compared responses, continue with a whole class discussion of
    whether student responses fulfill the requirement of the task. Go back to the text to find
    support for student responses.
Develop Better Responses
•   Use student responses to build and model top score responses.
•   Use the overhead to model a complete paraphrased text-based answer.
•   Elicit responses from the whole class to develop the top score answer.
•   Model the building of a top score response by showing students how to infuse text-based
    information into the response.


Develop Better Responses

Example of a Top Score Short Response Performance Task


       How was the north different from the south during the Civil War? Use details and
       information from the passage to support your answer.

During the Civil War, the north and the south were different. According to the article, north was

a more industrial area whereas the south was more agricultural and had more farms.

Additionally, the northern soldiers were better equipped than soldiers from the south. The

southern soldiers were fighting in their own territory, and the northern soldiers were fighting on

unfamiliar ground.


Applications for Ongoing
                                      Applications for Ongoing Instruction
Instruction
                                      •   Students practice responding to similar questions
                                      •   Students apply the strategies independently with
                                          various forms of texts
                                      •   Teachers develop assessments using the FCAT
                                          format




Students practice responding to similar questions.

•   Have students select and write a response to another question stem from the High School
    Task Card

       Example:
            What is the effect of comparing the north and the south during the Civil War?
Students apply the strategies independently with various texts.

•   Have students use ABC listing and think-pair-share-square to activate background
    knowledge in other forms of text.
•   During the reading process, ask students to use selective underlining to understand
    important text concepts.
•   After reading the text, ask students to develop other types of two-column notes to illustrate
    comprehension of key ideas from the passage.

Teachers develop assessments using the FCAT format.

•   Teachers and students should develop FCAT-like questions using their subject area
    textbook reading selections.
•   Teachers need to focus instruction on the following:
        • reading text carefully;
        • understanding what the question is asking;
        • understanding and respond to all parts of the question;
        • referring to the text to answer the question;
        • paraphrasing the information;
        • using brief, selective, key quotes to help support responses;
        • explaining all quoted information as it relates specifically to the task;
        • using appropriate information from text photos, captions, and introductory pieces to
           support responses; and
        • answering completely.

Teachers should continuously assess, analyze, and prioritize the strengths and weaknesses in
students’ responses to performance task items in order to make adjustments for further
instruction. Mini-lessons focusing on targeted benchmarks should be taught so students will
have more opportunities to practice developing responses to performance task items.

								
To top