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Revised 2/2012

ED 464 LESSON PLAN


TEACHER Irene Navarro MATERIALS -INTO: posters or chart paper -THROUGH: reading handouts for each student, emotion chart per partners, timeline sorting cards per partners -BEYOND: notebook paper INSTRUCTIONAL UNIT GRADE SUBJECT th 5 History/Social Science TECHNOLOGY -Document Camera EQUIPMENT -Timer

STANDARDS AND OBJECTIVES ACADEMIC OBJECTIVE ELA STANDARD All students will write a journal entry as if they are Christopher Columbus. They will reflect about Columbus life, role-playing as if he is writing about the adventures he had as a sailor and identify the key events in his life in their entry. COMMON CORE STANDARDS
Reading Standards for Informational Text
#10) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently.

READING COMPREHENSION 2.2 Analyze text that is organized in sequential or chronological order. READING COMPREHENSION 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

LITERACY STRATEGY Chunking Text Sequence Events of a Text

SOCIAL STUDIES STANDARDS


US HISTORY 5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.

LITERACY ACTIVITY Emotion Graph

TITLE/AUTHOR OF TEXT Section 5.2- Christopher Columbus (p.48-49) from History Alive! Americas Past

Revised 2/2012

Authors: Bert Bower & Jim Lobdell ADAPTATIONS FOR LEARNERS FOCUS STUDENT #1 RATIONALE ELL Student The need of an EL student will be addressed through peer support activities to provide a low affective filter environment. The teacher will also modify her speech through enunciation and repetition. RATIONALE This student will be able to move in the Graffiti Chart strategy to cater to his/her kinesthetic needs. This student will also be able to talk to their peers during interpersonal activities. Also, the text will be discussed in small sections.

FOCUS STUDENT #2 ADHD Student

METHOD OF ASSESSMENT (outcome, product based) The students journal entries will demonstrate their knowledge of the text and if they were able to identify the key events in Columbus life.

TEXT FEATURES (layout, format, headings) The text has marginalia, images, and footnotes with vocab definitions.

VOCABULARY/ACADE MIC LANGUAGE Vocabulary: East Indies, voyages, and route Academic Language: Predict, Sequence

Revised 2/2012

LESSON PLAN INTO (ORIENTATION) Strategy: Graffiti Charts The teacher will model the Graffiti Charts strategy with a think aloud and post up specific instructions on the document camera. The teacher will also display a timer for students to refer to during the activity on how much time they have left. Students will be instructed by teacher to get up and walk around the room answering questions posted around the room on chart paper The questions that will be posted around the room are: 1) What do you think you will be doing when youre 15? 2) What do you think you have to do to become rich? 3) Have you ever gotten money as a reward? Why were you given the money and who gave you the money? 4) What is the farthest place youve traveled to? 5) Whats a shortcut youve taken? 6) Write about a time youve convinced someone to give you something. How did you convince them? The teacher will go over a few of posters and the students responses

Transition to Through The teacher will state that all the questions they answered relate to things that happened or relate to Christopher Colombus life and they will be learning about him. THROUGH (PRESENTATION, STRUCTURED PRACTICE, GUIDED PRACTICE) Teacher will state objective before the reading: Today, we will be learning about Christopher Columbus by reading about his life and think about what it must have been like to be him, to help you in writing a journal entry from his perspective. Strategy: Emotion Chart/ Timeline Sort Out Strategy #1: Emotion Chart

Revised 2/2012

The teacher will read the passage on Christopher Columbus which will be displayed in the front of the classroom by a document camera and each student will have an individual copy of the text as well. The text will be read in chunks, which have already been pre-selected and divided into seven sections. After each chunk has been read, students will work in pairs and look at their emotion chart together and pick an emotion they think Christopher Columbus may have been feeling based on the chunk that was read. This activity will prep students for through activity because they will already be thinking about how Columbus emotions/feelings based on the events in his life. Example: Student says he would be sad if he were Christopher Columbus because many kings said they wouldnt pay for his voyage based on the section on Columbus looking for someone to support him financially

The teacher will model the strategy with the first chunk through a think aloud with the class

After each chunk, the teacher will ask a few pairs to share what they discussed on the emotion they would have if they were Columbus. The teacher will also discuss and show a support visual for each chunk. Also, the teacher will refer back to the responses from the Into Graffiti Chart strategy, to incorporate into the reading.

Strategy #2- Timeline Sort Out In groups of 4, students will work together to sequence events based on the text This sort out will be completed kinesthetically by sorting out cards with events that were read about Columbus life The teacher will go over the sequence of events and will leave the sequence of cards on the projector for students to refer to during the beyond activity

TRANSITION TO BEYOND The timeline activity will ease into transition to the beyond activity. The teacher will explain now that they talked about the different emotions Columbus had in his life and the events that happened in his life, they now have a good understanding of Columbus life. The teacher will explain that the students are

Revised 2/2012

going to pretend they are Columbus and write from his point of view. BEYOND (INDEPENDENT PRACTICE) Students will write a journal entry from Christopher Columbus perspective reflecting about his life of adventure The writing prompt that will be given and displayed on the document camera: You are Christopher Columbus. You are looking back on your life, which was full of adventure and exploring. You remember all the things you had to do to reach the New World. You are going to write a journal entry about your life so that people who find your journal will remember who you are and what you did. Students will read their journal entries aloud in groups in a round robin share

WRAP UP & DEBRIEFING Teacher will restate objective of lesson Teacher will preview next lessons by talking about how they will be learning about the lives of other explorers who came to the new world Recap: Indicate where in the lesson the activities include opportunities for the following (Write either Into, Through, or Beyond) 1) INTO, THROUGH, BEYOND: Speaking, Listening, Reading, & Writing 2) INTO, THROUGH: Providing low affective filters or low risk situations 3) INTO: Building schemta or background knowledge 4) INTO, THROUGH: Appropriate contextualization support 5) INTO,THROUGH, BEYOND : PEP (purpose, engagement, and prediction) Reflection

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Please explain: 1. Why you chose this particular strategy (not the activity!). The reason I decided to chunk the text is because I wanted to check on the students understanding throughout the text, rather than checking for understanding at the end of the reading. This strategy allowed me to talk about significant events in Columbus life, by taking the text piece by piece with the students. I was able to model reading comprehension by reading the text in sections and reflecting on each section. Furthermore, chunking text supports and monitors the students reading comprehension. 2. Was the strategy effective in supporting comprehension of the text? The strategy of chunking text was effective in supporting the students comprehension because they were given the opportunity to reflect on each section of the text. The students were able to also reflect on the chunked text with the emotion chart activity with their partner. By having the students reflect on the chunked text in partners also allowed students to reflect out loud, which is another way that students could be accountable in ensuring that they understood what was just read. 3. Did your students meet the objective? Explain. My students did meet the objective which is apparent in their journal entries. By looking at their journal entries, I saw how the emotion chart activity and timeline activity gave them support in writing their journal entries. Their journal entries serve as a formal assessment to help me see if my students understood the lesson on Christopher Columbus. Furthermore, all students were able to write from Christopher Columbus perspective, including the key events and how the emotions he felt during this lifetime. Clearly, my students were successful in meeting the objective of this lesson.