A.4.2+Lesson+Plan+Template

A.4.2 Lesson Plan Template Navigation A.3.2 Lesson Plan Deconstruction A.3.3 Lesson Planning Form A.4.2 Lesson Plan Template (this page)

A.4.2 Lesson Plan Template collaboration can be found [|here.]

Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font.

‍**Planning**

 * **Reading Comprehension Strategy**
 * Inferences and Drawing Conclusions
 * **Reading Development Level:**
 * Advanced
 * **Instructional Strategies**
 * summarizing and notemaking (on graphic organizer)
 * cooperative learning (partners complete graphic organizer during think-aloud)
 * nonlinguistic representation (flip book activity)
 * cues and questions (during visual literacy, guided practice)
 * **Lesson Length:**
 * 45-50 min.
 * **Purpose**
 * We are asking students to engage in this learning experience because we want our students to become independent readers who can make inferences and predictions while reading fictional text. Our goal is to teach them how to use inferencing to reflect on reading and learn from the (text-to-self, text-to-text, text-to-world) experience. We want them to learn how to interpret fictional text with confidence and infer how the text is applicable to their own lives. Reading and inferencing is important for our students because they can use this skill in all content areas. We want students to practice inferencing with this text so they will be able to infer in other classes without the aid of a teacher.
 * **Objectives:**At the end of this lesson the students will be able to:
 * Make inferences regarding character traits of the two main characters in the novel //The Sign of the Beaver.//
 * Discuss //Sign of the Beave//r to make text-to- text, text-to-self, and text-to-world connections by using background knowledge to make inferences about character traits.
 * Discuss //Sign of the Beave//r to make text-to- text, text-to-self, and text-to-world connections by using background knowledge to make inferences about character traits.


 * **Resources, Materials, and Equipment**
 * **Children's Literature**
 * //The Rough-Faced Girl// by Rafe Martin
 * //The Sign of the Beaver// by Elizabeth George Speare


 * **Websites**(for visual literacy aspect of the lesson)
 * Picture by Edward S. Curtis. Retrieved from Life Archives hosted by Google []

>> [|A.3.3 Visual Literacy Graphic Organizer.docx] >> [|Character_Four_Square.docx] >> [|A.3.3_Anticipatory_Guide_for_Inferencing_Lesson.doc]
 * **Graphic Organizers**
 * Visual Literacy Graphic Organizer
 * Character 4-Square Graphic Organizer
 * Anticipatory Guide graphic organizer for Inferencing Lesson
 * Student Checkist/Reflection graphic organizer
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://msreadlibrarian.wikispaces.com/file/view/A.3.3+Student_Graphic_Organizer_Checklist.docx"]] [|A.3.3 Student_Graphic_Organizer_Checklist.docx]


 * **Materials**
 * Construction paper/crayons/scissors for Flip Book

> || Picture courtesy of Maria Camacho ||
 * **Equipment**
 * Whiteboard for projected image
 * Projector
 * Sample flip chart for ESL Students
 * || [[image:msreadlibrarian/ScienceReviewFoldabales2.jpg align="center" caption="Picture courtesy of Maria Camacho "]] ||


 * **Collaboration**
 * Instructors will collaboratively present a visual literacy lesson during the motivation phase of the lesson by presenting students with a picture that is related to their novel, //The Sign of the Beaver//, and helping students complete a graphic organizer (Visual Literacy) that asks questions like, "What are the characters doing? What facial expressions do you see" What are the characters wearing?"

[|A.3.3 Student_Graphic_Organizer_Checklist.docx] [|Teacher_Assessment_Rubric_Implementation.docx]
 * Instructors will model the process of inferring from the picture book, //Rough-Faced Girl//, by collaboratively reading aloud, thinking/questioning aloud, and writing observations and inferences about character traits on a projected graphic organizer (Character 4 Square).
 * Following the modeling think-aloud, students will demonstrate inferencing skills by completing the graphic organizer (Anticipatory Guide), which presents quotes from their novel, The Sign of the Beaver. The students will collaborate and infer which character traits are being presented in the quotes. This will be done with a partner that is assigned by the teacher.
 * Assessment**
 * The students will self-assess the after completing the Anticipatory Guide, during the guided practice part of the lesson.
 * All three teachers will meet after this lesson is completed to assess students understanding of inferencing.


 * Standards (from the TEKS or other state standards)**
 * **Reading and/or writing**
 * English Language Arts TEKS §110.16. English Language Arts and Reading, Grade 5
 * (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
 * **Listening and speaking**
 * English Language Arts TEKS §110.16. English Language Arts and Reading, Grade 5
 * (27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings.
 * (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other grouop members and by identifying points of agreement and disagreement.
 * **Other content areas**
 * **Other content areas**


 * **Information literacy (from the AASL Standards)**
 * Standard 1: Inquire, think critically, and gain knowledge.
 * 1.1 Skills.
 * 1.1.2 Use prior and background knowledge as context for new learning.
 * 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * 1.4 Self-Assessment Strategies
 * 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
 * 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.


 * Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge**.**
 * 2.1 Skills
 * 2.1.2 Organize knowledge so that it is useful.
 * 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
 * 2.2 Dispositions in Action
 * 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
 * 2.4 Self-Assessment Strategies
 * 2.4.1 Determine how to act on information (accept, reject, modify)
 * .2.4.3 Recognize new knowledge and understanding.
 * Standard 4: Pursue personal and aesthetic growth.
 * 4.1Skills
 * 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.


 * **Educational technology**

‍**Implementation**

 * **Process**


 * **Motivation**
 * Visual Literacy - In order to motivate students and provide a "hook" for this lesson, students will "read" a photograph of Native Americans that is displayed on the whiteboard when they arrive to class. Each student will complete a Character 4-Square graphic organizer that encourages him/her to observe, document details, and infer what is going on the in the picture. All three instructors will walk around the room and monitor comprehension and help students with answering questions.
 * **Student-friendly Objectives**
 * Use background knowledge to make inferences about character qualities.
 * Discuss inferences with other classmates to help make connections with the story.
 * Refer to details and personal examples when drawing conclusions or making inferences about character traits.
 * **Presentation**
 * As students walk into the library they will see a photograph on the whiteboard. The librarian will explain how to “read a photograph” and begin asking the students questions that they will answer on the graphic organizer already on the tables. The co-teacher and teacher will walk around the room and check for understanding. After this, the teacher will read aloud “The Rough Faced Girl.” As she reads, she will ask questions about the text and the co-teacher and librarian will model “making inferences” and “drawing conclusions.” Having two different teachers modeling inferences will emphasize the diverse nature of inferencing. When students begin working on the “Quote Inferencing” anticipatory guide, our co-teacher will pull ELL students and work with them as a small group. They will create a quote/inferencing flipbook that will be assessed with the same rubric as the other students. (They are learning the same thing just in a different way.) During an extension lesson, the students will pull information about the characters that will help them write a paragraph that describes the character trait of a particular character. The teachers will help students as they need it during the writing process. The librarian and co-teacher will help the students who are finished writing record their voices for the Voicethread. Both the librarian and co-teacher will help the students create identities on the program and add voices to the thread. The teachers and librarian will sit down together after the lesson and assess the student work together. At this point they will also talk about what worked for the lesson and what they need to do differently the next time they teach it. The teachers will record reflections and write up the final lesson plan to publish on the school’s wiki page.
 * **Student Practice Procedures**
 * Students will work with a partner or small group in order to:
 * Complete the Anticipatory Guide during guided practice
 * Create and complete a Character Flipchart (ESL students only)
 * Self-Asses their inferencing with a checklist.
 * **Guided Practice**
 * Teachers will circulate throughout the room while students are working together to complete the Anticipatory Guide and Checklist/Reflective graphic organizer. They will guide students in asking questions that lead them to infer character traits from the quotes on the graphic organizer.
 * Teachers will circulate throughout the room while students are working together to complete the Anticipatory Guide and Checklist/Reflective graphic organizer. They will guide students in asking questions that lead them to infer character traits from the quotes on the graphic organizer.

[|Student_Self-Assessment.docx]
 * ** Think Aloud - ** With a partner, the students will follow the think-aloud modeling presented by the three teachers in a collaborative teaching session as they complete the Anticipatory Guide and Inferencing Flip Book graphic organizer.
 * **Closure**
 * Bring students back together and have a reporter for each group respond to these questions:
 * Discuss and compare inferences made about characters.
 * Did students make logical guesses about character traits?
 * Do all readers feel the same about the characters?
 * Reflection**
 * How did making inferences help us understand the character traits of Matt and Attean?
 * How did we make these inferences?
 * Did we all infer the same character traits for Matt and Attean?
 * Why are some inferences easier to make than others?
 * How can inferencing help us understand other kinds of text?
 * Self-Assessment**
 * Extensions**(Moreillon 15)
 * __Demonstrate Comprehension__ - students will demonstrate understanding of inferencing by collaboratively creating a VoiceThread, where they explain the different character traits of the characters in the novel.
 * __Technology Integration: __Students can make inferences about the characters of the book and write a paragraph describing that trait. Afterwards, the students would be able to record their voice on a Voicethread and embed it on the teacher webpage. This way all students can add comments to the character trait study. Students will be able to log into VoiceThread and add their own “Identity”. They will then record or type in the piece of text that helped them to understand the character they have chosen. The purpose of this activity is to help students synthesize the information they have gathered about the character and then organize it and present it in a concise way. We also hope the technology aspect will be engaging for the students, and they will enjoy publishing their work on the Web.
 * VoiceThread Sample: [|http://voicethread.com/#q.b2938202.i0.k0]