Lesson+Plan

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

Collaborators: Cheryl Read Maria Camacho Colleen Graves Instructional Level: 5th Grade

‍**Scenario Page and Collaborative Form Page (A3.3 Benchmark)**
**Possible Scenario:**

A fifth grade social studies teacher and her co-teacher are in the library making copies of worksheets for an upcoming novel study on //The Sign of the Beaver.// The two teachers are having a discussion about how difficult it is to teach inferencing skills to students and how teaching the concept of inferencing and reading between the lines to four classes of students is like pulling teeth. The teachers are also worried because they’ve never taught this book before, and they have to create lessons and rubrics to go along with the new unit. The librarian overhears them and mentions that she has a few good lessons for teaching inferencing, and she also tells the two worried teachers that she worked on a lesson about Native Americans and their areas of settlement with another 5th grade teacher last year. The librarian realizes that this is a great opportunity to collaborate with the co-teaching team, so she suggests to the teachers that she would love to help teach the students some **inferencing skills** and can even help **grade some of the work**! She then invites the teachers to meet with her after school the following day to brainstorm some ideas about how they could collaborate on an inferencing lesson for Sign of the Beaver. The primary goal is to teach students how to make predictions and draw conclusions so that the students can read effectively and synthesize learning from a fiction resource. __ State curriculum and national library standards which apply to this lesson are: __ §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.
 * Collaborative Planning Form: (from M1.4) **
 * **Teacher/Topic:** Cheryl Read (Librarian), Colleen Graves (Classroom Teacher), Maria Camacho (Inclusion Teacher) ||
 * **Dates/Times:** March 7, 8 Times: First Period (7:50am-8:40am) two fifty minute class periods ||
 * **1. Why are we asking students to engage in this learning experience? Goals/Standards** ||
 * =====‍ 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. =====
 * English Language Arts TEKS **
 * AASL Standards: Standard/Strand/Indicator **

=
‍** Standard 1: Inquire, think critically, and gain knowledge. **====== **1.1.2** Use prior and background knowledge as context for new learning. 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.
 * 1.1 Skills. **
 * 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.


 * 1.4 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.

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
 * 2.2 Dispositions in Action **

2.4.1 Determine how to act on information (accept, reject, modify). 2.4.3 Recognize new knowledge and understanding.
 * 2.4 Self-Assessment Strategies **

=
‍**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. || Students will observe and practice inferencing skills and techniques in order to:
 * **2. What do we want the students to learn? Performance Indicators/Learning Objectives**

A. Make inferences regarding character traits of main characters in the novel //The Sign of the Beaver.// B//.// Discuss //Sign of the Beaver// to make text-to-text, text-to-self, and text-to-world connections and to practice inferencing as they make those connections. ||
 * **3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator** (Answers created by Cheryl Read, Colleen Graves, and Maria Camacho)
 * **3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator** (Answers created by Cheryl Read, Colleen Graves, and Maria Camacho)

**I. Visual Literacy -** In order to movtivate 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.

**Responsibilities:**
 * The classroom teacher will be responsible for choosing a picture and projecting it on the whiteboard.
 * The classroom teacher will make sure the graphic organizer is on each desk upon student arrival.
 * The librarian will give verbal instructions on how to "read" the photo and complete the graphic organizer.
 * The inclusion teacher will observe the ESL students and clarify meaning if necessary.
 * All three teachers will walk around and quietly observe, answer questions, and redirect as needed.
 * The inclusion teacher will lead a brief "walk-through" of the inferences that can be made from reading the pictures.

**II. Share interpretations -** As the three teachers model the think-aloud strategy using the book //Rough Faced Girl//, students will share their interpretations of character traits found in characters in the book. They will also complete a Character 4-Square graphic organizer where they will document those character traits.


 * Responsibilities:**


 * All three teachers will model the think-aloud strategy using the picture book //Rough Faced Girl.//
 * The librarian will read the story.
 * The classroom teacher and inclusion teacher will model the think-aloud strategy using higher order questioning that leads students to think between the lines. They will use the starter question, "I wonder" as a way to get students engaged in the lesson and also as a way to model the questioning strategy.
 * The inclusion teacher will create and make copies of the Character 4-Square graphic organizer.

**III.** **Inferencing -** During guided practice, each student and his/her partner (except for ESL students) will demonstrate inferencing skills by completing a 3-column Anticipatory Guide graphic organizer that includes the following sections:
 * 1) What the character says
 * 2) What I Know
 * 3) Therefore

The ESL students will work with the ESL inclusion teacher in a small group at a table near the back of the classroom. She will introduce related vocabulary and guide the students in creating an inferencing flip book.

**Responsibilities:**
 * The classroom teacher and librarian will be responsible for monitoring the students and providing assistance.
 * The inclusion teacher will be responsible for guiding the ESL students in learning new vocabulary and creating the Inferencing Flip Book.
 * The inclusion teacher will be responsible for providing a sample Inferencing Flip Book for ESL students.
 * The classroom teacher and librarian will be responsible for jointly creating the Anticipatory Guide graphic organizer.

**IV. 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.


 * Responsibilities: **
 * All three teachers will be responsible for monitoring the students and providing assistance.

**V.** **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.


 * VI. Self-Assessment - ** Students will use graphic organizers to self- assess.


 * Responsibilities: **
 * All three teachers will be responsible for creating the student self-assessment graphic organizers. ||
 * **4. How will they communicate what they learned? Learning Process/Products**
 * **4. How will they communicate what they learned? Learning Process/Products**

A. The students will complete a Visual Literacy graphic organizer during the motivation (hook) part of the lesson. [|A.3.3 Visual Literacy Graphic Organizer.docx]

B. The students will complete a Character 4-Square Inference Chart during the guided practice part of the lesson.

[|Character_Four_Square.docx]

C. The students will complete an Anticipatory Guide graphic organizer during the implementation part of the lesson.

[|A.3.3_Anticipatory_Guide_for_Inferencing_Lesson.doc]

D. Technology Integration - Since we only have one 50 minute period to teach our inferencing lesson, we decided to use technology as an extension. We would like for students to make inferences about the characters of the book and write their own paragraph describing that trait. Afterwards, the students would be able to record their voice on a Voki and actually try to inflect the tone of the character trait. We also played around with the idea of having the students make a Voicethread and embedding it on the teacher webpage so the students could 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] ||
 * **5. How will they/we assess their learning? Assessment Criteria/Tool(s)**
 * **5. How will they/we assess their learning? Assessment Criteria/Tool(s)**

**I.** The students will self-assess the after completing the Anticipatory Guide, during the implementation part of the lesson. [|A.3.3 Student_Graphic_Organizer_Checklist.docx]

II. All three teachers will meet after this lesson is completed to assess students understanding of inferencing.

[|Teacher_Assessment_Rubric_Implementation.docx] ||
 * **6. What resources will the students/we need?**
 * **6. What resources will the students/we need?**

__ Students will need the following resources and materials to participate fully: __ [|A.3.3 Visual Literacy Graphic Organizer.docx] [|Character_Four_Square.docx] [|A.3.3_Anticipatory_Guide_for_Inferencing_Lesson.doc] [|Teacher_Assessment_Rubric_Implementation.docx] __ Instructors will need the following resources for presenting the lesson: __ Document Camera/Projector/Whiteboard [|A.3.3 Visual Literacy Graphic Organizer.docx] [|Character_Four_Square.docx] [|A.3.3_Anticipatory_Guide_for_Inferencing_Lesson.doc] ====‍ [|Teacher_Assessment_Rubric_Implementation.docx]==== WORKS CITED
 * //Sign of the Beaver// book
 * Visual Literacy Graphic Organizer
 * Character 4-Square Chart
 * Anticipatory Chart
 * Construction paper and scissors for flip book (ESL students only)
 * Assessment Checklist/Reflection
 * // Book: Sign of the Beaver // by Elizabeth George Speare
 * __ [|Sign of the Beaver Study Guide] __
 * Visual Literacy Graphic Organizer
 * Link to Picture for motivation (hook) part of lesson.
 * Picture by Edward S. Curtis. Retrieved from Life Archives hosted by Google []
 * Book: //The Rough-Faced Girl// by Rafe Martin
 * Character 4-Square Chart
 * Anticipatory Checklist/Reflection
 * Teacher Assessment Rubric
 * ====‍VoiceThread Sample: [|3.3 Benchmark Sample VoiceThread] ==== ||

[|Abilock, D. (2008, January). Visual Information Literacy: Reading a Documentary Photograph. Knowledge Quest, 36(3), 7-13.] Retrieved January 8, 2010, from Academic Search Complete database.)

Curtis, Edward. // Pomo Indian //. 1924. Photograph. Life photo archive hosted by Google. Web. 7 Apr 2012. < http://images.google.com/hosted/life/f?imgurl=fa3177101e98380f>.

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007. Print.

[|Moreillon, J. (2009, January). Coteaching Published Lesson Plans: A Recipe for Success? School Library Media Activities Monthly, 25(5), 29-30.] Retrieved January 8, 2010, from Library, Information Science & Technology Abstracts with Full Text database.

K-W-L Chart []

//Sign of the Beaver// - Study Guide []