Lesson Planning Template Cohort 5 Literacy Initiative Participants Name: Greg Pittman School: View Ridge Grade: 4 Date: 5/24/05 Grade Level Expectation: Grade 4 (3-5, intermediate) Principles of Learning to be addressed: Comprehension is increased when there is a personal rapport between the student and the material to be learned. Learning experiences linked to emotion (connecting to emotion) are more likely to be remembered. Reading and writing skills will be strengthened more effectively if they are taught in relation to one another. Topic being Explored: 1. Heroes (in the context of Biography) – Defining and Celebrating What makes a hero? How do we define heroes? 2. Reading Comprehension of nonfiction (Biography). Professional Resources Referenced: E. Rothstein/G. Lauber, Writing as Learning D. Hyerle, Thinking Maps: Tools for Learning J. Baltas/D. Nessel, Thinking Strategies for Student Achievement A. Costa, Habits of Mind E. Jensen, Teaching with the Brain in Mind Cognitive Skills: Sequencing Comparing and Contrasting Organizing information graphically Mastering word recognition and word analysis skills Comprehending informational texts skillfully and deeply Instructional Materials Used: Houghton-Mifflin, Grade 4, Blue Book Unit on Heroes (p.526): using two stories from this section of the book Gloria Estefan (p.560-576) Lou Gehrig: The Luckiest Man (p.584-602) Strategies to be Used: Anticipation Guide Possible Sentences Thinking Maps Defining Format Double Entry Journal Read-Talk-Write Reciprocal Teaching Steps to the Lesson: *Preliminary Notes: I’ve designed this as a “mini-unit” to be completed in about 5-7 days. I’ve structured it around my 90 minute literacy block and can complete most of the steps involved for each day. I have used 5 days below but realize there may be more time needed to complete. I have also been using many of these strategies throughout the year and the students are familiar with them. Day 1 1. Defining the literary genre with the students using the defining format (Writing as Learning). Question – “What is a biography?” Students will find a category and characteristics for the question topic. We will have a working definition as we read through two biographies. 2. Exploring the theme – Heroes – using two circle maps. The students will do this on their own in their notebooks and then we will share and create class maps on butcher paper. The first map: “define how the world sees a hero (hero in the middle). Second map: “how does a hero see him/her self? (hero in the middle). *You may ask students what kind of frame you could put around the circle. 3. Play Miami Sound Machine music on cd player. Hand out anticipation guides on Gloria Estefan. Students agree or disagree with statements. 4. Begin to read together Gloria Estefan (p.560-565) with anticipation guides close by. Address the statements when they come up in the reading. When finished reading page 565 ask students to orally clarify, question, predict, and summarize. This will prepare them for the roles of reciprocal teaching during the next story. Day 2 1. Begin Flow map of Gloria’s life so far (up to page 565). Use a red pencil (or any color) for when you write down something you think is heroic. 2. Have partners prepare for Read-Talk-Write. Students will continue reading pages 567-576 on their own. When each partner is finished reading, partner “A” will talk first, then partner “B”. They will both write their own summaries about everything they have just read and heard, remembering as much information as they can. They can check in their book when they are finished for any missed information. 3. Finish Flow map and play some of Gloria’s Spanish language songs for the students. Day 3 1. Focus on Hero – Quick Habits of mind “word splash” using student’s suggestions for what habits of mind are used by heroes. Use the overhead to brainstorm with students and take suggestions. Ask students for clear explanations of how these habits of mind apply. (i.e. persisting, striving for accuracy, etc.) 2. Possible Sentences – pick out 8-10 words from the story Lou Gehrig and put them creatively on the board or overhead. (I try to pick out 1- 2 words that the students may not be familiar with) students create sentences or short paragraphs to create a “story” using these words. They then share their sentences with their partners. Volunteers then share with the whole class. 3. Reciprocal Teaching – assign groups and review the roles of reciprocal teaching. The students will read the first half of Lou Gehrig (p.584- 591). They will then perform their roles in their assigned groups looking to summarize, clarify, predict and question from the story. They will also keep a short double entry journal during this story, recording information from the selection on one side, and writing their thoughts and feelings about the reading on the other side. (If time, play a short clip from “Pride of the Yankees”, showing Lou during his playing days.) DAY 4 1. Reciprocal Teaching – continue Lou Gehrig (p.592-602). Have the students switch roles. 2. Students will work on multi-flow map. The first thing they will do is write “Lou’s illness” in the center box. They will then write about what happened before the illness and what happened after. Discuss any distinct similarities and differences when students are finished. 3. Play the speech from “Pride of the Yankees” on the VCR. Discuss the emotion felt as Lou gives the speech. Day 5 1. Students use a double-bubble map to compare/contrast Lou Gehrig and Gloria Estefan. 2. Students use the double-bubble to write an essay comparing these two heroes and explain how they both fit the definition of a hero. Assessment: Assessment will be taken from Day 5 when the students will write an essay based on their double-bubble map. They will hand in both the thinking map and the essay. *Alternate assessment – Have students create a collage of heroes (pictures from newspapers/magazines/drawings) and give a brief explanation of how each of them fits the definition of a hero.
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