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Small Group Lesson Plan 1 (Predicting) Grade Level: 8th Number of Students: 4 Instructional Location: Library Days: 1

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Materials: We The People: Civics in America, Paper, Pencil Standard(s) Addressed: CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently.

Content Objectives Students will be able to make 5 predictions about a text given its pictures, table of contents, chapter headings, maps, diagrams, and other features.

Language Objectives Students will be able to read and comprehend a text written in academic English while making predictions and summarizing these predictions in any form of language they see fit.

Prerequisite Skills: Students have practiced Questioning and other comprehension strategies in their ELA classes Working in groups with others

Enduring Understandings (Big Idea): Making predictions about a text before reading it can help one comprehend what they are about to read before they do it, as well as after.

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Essential Questions: What are ways to pre-read a text and make it easier to comprehend? How does looking at a chapter before reading it increase comprehension?

Title: We the People: Civics in America Author: Michael Barry, Stephen Feinstein, Mary Kathleen Flynn, Ann Sherman, Judith Lloyd Yero Genre: Non-Fiction

Theme(s): What themes will be explored during the lesson? Making predictions about a text, public opinion and interest groups.

Focus: Making predictions about a text.

Vocabulary: What vocabulary words will the students need to know? Approval Rating Enculturation Euphemisms Generalities Lobby Lobbyist Mass Media Name-calling Opinion Poll Propaganda Public Opinion Special Interest Group

Before: How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? Tell the students that as they finish 8th grade and enter high school, they will have to read more and more informational texts for projects, papers, and classes in general. They should learn skills that will help them read through a text and be a more efficient researcher/reader. How will you activate and build on prior knowledge about the topic? Tell the students that they can apply their every day skill of predicting to reading as well. We predict what will happen when we talk to our friends, ask questions in class, and turn in homework. How will you introduce and explain this strategy/skill so that students will understand the how and why?

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Now, we can look at a text and predict what were going to read so we can know what to expect. Knowing what to expect can help us as we read because we will be able to make sense of what were reading as it happens.

During: How will you model this strategy/skill for your students (exemplars and/or demonstrations)? Open up the textbook to Chapter 1, a chapter the class has already read. Since they already know the topic of the chapter, it will be easier for them to see how I am making predictions. Go through the chapter highlighting bolded titles, pictures, and graphs, somewhat summarizing what you think they could be about. Then model writing 1 prediction for what the chapter will be about. How will you provide opportunities for guided practice? Tell the students to write 3 predictions for what Chapter 1 will be about BASED on the information that was given. Have some students share what their prediction was and explain how they came up with that answer. How will students independently practice using the strategy and the skill it targets? Tell students to flip through the chapter and watch for headings, graphs, pictures, and captions that stick out. After they do so, tell them to make 5 predictions on what the chapter is about. After: How will you restate the teaching point and clarify key concepts? Ask the students to share what we talked about today. Answers should resemble the fact that we spoke about predictions, how they can help us in reading, and how to make predictions. If some of these points arent covered, summarize them to the students. How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them become a more effective reader/writer? Ask the students to give an example of when they could use the predicting strategy in one of their classes or at home when reading. How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers? Students will observe that making predictions about a text before fully reading it will aid in their comprehension and focus on the main point of an article rather than simply diving into a text. I will highlight this point and show it as an advantage in reading. How will you provide opportunities to extend ideas and check for understanding? Asking the students the question of how they would use this strategy in class or at home and examples of doing so will check to see if

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students are grasping the concept of making predictions about a text. Having them apply it to other situations outside of the activity we just did will also help them extend their ideas. Assessment: How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. I will collect the written work of students and check for completion and if their 5 (or as many as they could) predictions were written down and compare how many were correct to how many they needed to fix. If the amount of predictions they needed to fix is much greater than how many they got correct, this is a good sign that the skill needs to be retaught/revisited. Extension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? As an extension, after they make these 5 predictions, they can go back to the parts that they made their predictions on, read that section, and check if their predictions were correct or not. If they were correct, put a check mark, if incorrect, fix the prediction so that it matches what the chapter was truly covering. Differentiated Instruction: How will you adapt and differentiate instruction for your learners? For students who worked slower and at a lower level when compared to others, I told them that they only had to make three predictions about the chapter or as many as they could until they ran out of time. Since it was a small group, I didnt want to make students feel inadequate when compared to others, so this option was carefully offered to the whole group, but as a last resort. Modify and Changes to Plan: Based on todays lesson, what changes will you make for tomorrows lesson? Set a time limit for activities. !

! ! Small Group Lesson Plan 2 (Summarizing) Grade Level: 8 Number of Students: 4 Instructional Location: Library Days: 1

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Materials: Multiple DBQ Documents, Paper, Pencil Standard(s) Addressed: What Common Core Standards will be addressed during the lesson? CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.RI.8.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? Students will be able to read through and synthesize a

Language Objectives What language will students be expected to utilize when illustrating their understanding? Students will use academic English to explain themselves.

! document being used for their DBQ, creating a bulleted list of important points about the article, and writing a summary of the article at the end of the lesson.

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Prerequisite Skills: Students have practiced Questioning and other comprehension strategies in their ELA classes Working in groups with others Enduring Understandings (Big Idea): Breaking an artifact into smaller pieces and focusing on main ideas can help you summarize and find the main points and purpose of an article in order to aid in research and comprehension of a text. Essential Questions: How can we summarize and comprehend documents in a more effective manner?

Title: Multiple Documents

Theme(s): Focus: Vocabulary: What themes will be What strategies and skills What vocabulary words will the students need to know? explored during the will be the focus of the Author: lesson? lesson(s)? Summarizing a Summarizing a text. Genre: document, student speech and if it should be limited online. Before: Setting the stage, activate and build background knowledge, introduce and explain How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? Explain that these documents are ones that they will be actually using for their DBQ assignment and it will help them tremendously to use this skill at least once as practice before they complete the assignment.

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How will you activate and build on prior knowledge about the topic? Ask the students if theyve ever taken notes in class. Do they take notes as they go, or simply try and summarize everything at the end? Do they read something out of a textbook as a class and never talk about it? Does the teacher expect them to understand everything theyve read the first time through? Most answers should indicate no, and that notes are taken step by step. Explain that we are going to be modeling something similar to this today, but on our own. How will you introduce and explain this strategy/skill so that students will understand the how and why? Tell the students that summarizing and taking down main points of what they think is important in the article will help create a clear picture of what the artifact is trying to convey. The first step they will do when looking at an artifact is to pick out the main points. After collecting what they think the main points are, they will summarize what they are taking away from the artifact as a whole. During: Explicit instruction, active engagement in meaning making, and practice (you should be checking for understanding throughout) How will you model this strategy/skill for your students (exemplars and/or demonstrations)? Pick a paragraph from any chapter in the book and read it aloud to the class. Stop after sentences that give a main idea or important information and write it down in a bulleted list. After reaching the end of the paragraph, go back and read through the points that were just made. How will you provide opportunities for guided practice? Have the students read the paragraph following the one that was just read and have them make their own summary on it. After students have finished this, create a discussion about the similarities and differences between the conclusions that the students had come to. Students should most likely have the same summaries. If not, look back at where they differed from one another and how to talk about these differences. How will students independently practice using the strategy and the skill it targets? Hand out the documents A,D,J and F for the DBQ exercise that is currently happening in class. Each student should receive one document that is different from another in the group. Tell the students to use the skill they just learned in order to summarize these key points. After: Restate teaching point, clarify key points, extend ideas, check for understanding How will you restate the teaching point and clarify key concepts?

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After the student shave all written their summaries for their own documents, bring the group back together and recap what they did today. Explain that they learned a new strategy called summarizing that encourages students to pick out main points and find the whole idea from it. This strategy can help break informational texts down into smaller pieces, making them easier to understand and comprehend. How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them become a more effective reader/writer? Ask the students for one way that this strategy helped them understand the document than if they simply looked at the document briefly and came to a conclusion about it. How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers? Ask students to name the benefits from using this strategy as compared to others and ask them if they feel as if using it again would help them. How will you provide opportunities to extend ideas and check for understanding? Checking for understanding in this lesson should be fairly easy; the students can either summarize a document correctly, comprehend what it is communicating, or they cannot. Listen closely to their explanations of their summaries and whether they are on the right track or not. Assessment: How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. Collect the summaries and bulleted points from the students. Make sure each student has written a well thought out summary for his or her document. Look for specifics that should be in each summary of the document. Extension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? Extending this lesson can be achieved by having students switch documents and complete the same process they just did for their own. After they complete their second summary, have the students compare what one another had. Tell them to look for similarities and differences between what they interpreted for the document and have them explain how they reached their conclusion. Differentiated Instruction:

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How will you adapt and differentiate instruction for your learners? Some documents are only pictures with a caption while others are long blocks of text. Give the students who struggle with reading long passages a picture based document to begin with. Have them look for details within the picture in order to find details to create a summary off of rather than reading words on a page. Modify and Changes to Plan: Based on todays lesson, what changes will you make for tomorrows lesson? None. !

! ! Small Group Lesson Plan 3 (Summarizing Part 2) Grade Level: 8 Number of Students: 4 Instructional Location: Library Days: 1

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Materials: We The People: Civics in America, Paper, Pencil Standard(s) Addressed: What Common Core Standards will be addressed during the lesson? CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.RI.8.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? Students will be able to read through and synthesize a Language Objectives What language will students be expected to utilize when illustrating their understanding? Students will use academic English to explain themselves and their

! document being used for their DBQ, creating a bulleted list of important points about the article, and writing a summary of the article at the end of the lesson. Prerequisite Skills: Students have practiced Questioning and other comprehension strategies in their ELA classes Working in groups with others Summarizing smaller documents Making predictions Enduring Understandings (Big Idea): findings.

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Breaking an artifact into smaller pieces and focusing on main ideas can help you summarize and find the main points and purpose of an article in order to aid in research and comprehension of a text. Essential Questions: How can summarizing a text help us understand it on a deeper level?

Title: We the People: Civics in America Author: Michael Barry, Stephen Feinstein, Mary Kathleen Flynn, Ann Sherman, Judith Lloyd Yero

Theme(s): What themes will be explored during the lesson? Summarizing a text, public opinion and interest groups.

Focus: What strategies and skills will be the focus of the lesson(s)? Summarizing a text.

Vocabulary: What vocabulary words will the students need to know? Approval Rating Enculturation Euphemisms Generalities Lobby Lobbyist Mass Media

! Name-calling Genre: Non-Fiction Opinion Poll Propaganda Public Opinion Special Interest Group Before: Setting the stage, activate and build background knowledge, introduce and explain

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How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? Explain to the students that yesterday we worked on summarizing a smaller sized document and now we are going to apply this strategy to a larger artifact: chapter 12. How will you activate and build on prior knowledge about the topic? Ask for steps that the students took in summarizing their artifacts from the previous lesson. During: Explicit instruction, active engagement in meaning making, and practice (you should be checking for understanding throughout) How will you model this strategy/skill for your students (exemplars and/or demonstrations)? Explain that when you summarize larger texts, its usually good to look at headings to get a hint as to what sections should be summarized as a whole. Go through the chapter and count about how many sections you would summarize yourself. How will you provide opportunities for guided practice? Have the students read through the first section that you named and summarize it on their own. Have them share their summaries. If any disagreements occur, have students explain their thoughts behind their findings and go back through the text to come to a new conclusion. How will students independently practice using the strategy and the skill it targets? Have the students finish summarizing the rest of the chapter. After: Restate teaching point, clarify key points, extend ideas, check for understanding How will you restate the teaching point and clarify key concepts? Explain that once again, we worked through summarizing a text, but this time it was larger and more complicated. How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them

! become a more effective reader/writer? Have the students share the difficulties and successes they faced with this strategy. Do the successes outweigh the difficulties?

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How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers? How will you provide opportunities to extend ideas and check for understanding? If the successes outweigh the difficulties, this is definitely a technique that you should add to your list of strategies when reading. Have them share their summaries with everyone else and create a master summarization of the chapter for everyone to see. Assessment: How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. Listen to the conversations that the students are having with one another and to the conversation that creates a master summary of the chapter. Extension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? Students can work ahead and begin working on the next chapter in order to practice what they had just learned and work ahead in the unit. Differentiated Instruction: How will you adapt and differentiate instruction for your learners? The textbook has many different pictures and ways to summarize it. Reading parts of this aloud or with a partner may help certain students who need it. Modify and Changes to Plan: Based on todays lesson, what changes will you make for tomorrows lesson? Give students the option of working in pairs so that the work is not as overwhelming. An entire chapter may seem like a lot when first looked at, which can cause some of the students to have anxiety. However, ensure that they have more than enough time to work on this and it is not a test, just practice. !

! ! Small Group Lesson Plan 4 (Making Connections) Grade Level: 8 Number of Students: 4 Instructional Location: Library Days: 1

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Materials: We The People: Civics in America, Paper, Pencil Standard(s) Addressed: What Common Core Standards will be addressed during the lesson? CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? Students will be able to relate an entire chapter out of their textbooks to their own lives in three different ways (text to self, text to text, and text to world.)

Language Objectives What language will students be expected to utilize when illustrating their understanding? Students will use academic English to explain themselves.

Prerequisite Skills: Students have previously predicted and summarized the text so they have a strong understanding of what they have read. Enduring Understandings (Big Idea): Making connections with things we read helps us retain information better.

! Essential Questions: How do you connect with the text? How can connecting with a text give it more meaning? Title: We the People: Civics in America

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Vocabulary: What vocabulary words will the students need to know? Approval Rating Author: Michael Enculturation Barry, Stephen Euphemisms Feinstein, Mary Generalities Kathleen Flynn, Ann Lobby Sherman, Judith Lobbyist Lloyd Yero Mass Media Name-calling Genre: Non-Fiction Opinion Poll Propaganda Public Opinion Special Interest Group Before: Setting the stage, activate and build background knowledge, introduce and explain How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? Tell the students that today we will be working on making connections between informational texts we read and our own lives in order to make sense of what we are reading and apply it to daily use. How will you activate and build on prior knowledge about the topic? Ask the students if in math, when they learn something new, if theyre more likely to remember it if they are just told how to do it, or if they actually can remember why it works. Students should respond with the fact that they remember things when they know how and why it works rather than just a step-by-step process. Explain that its easier to remember what we read when we think about how or why something works, or make connections. How will you introduce and explain this strategy/skill so that students will understand the how and why? In this strategy, the students will be looking for specific things that they can connect with, whether it be something that is personal (textto-self connection), something that theyve read before (text-to-text connection), or something that theyve heard about happening

Theme(s): What themes will be explored during the lesson? Public opinion, interest groups, making connections.

Focus: What strategies and skills will be the focus of the lesson(s)? Making connections.

! somewhere in the world (text-to-world connection).

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During: How will you model this strategy/skill for your students (exemplars and/or demonstrations)? Go back to chapter 12 and read a paragraph aloud from any section. Pause when you think of something that relates to your life. This could be anything from something that happened to your family or something you heard on the news. How will you provide opportunities for guided practice? Students will read through the paragraph following the one that was just read, thinking about connections that can be made. Ask for 3 examples that students came up with. How will students independently practice using the strategy and the skill it targets? The rest of the hour, tell the students to read through the rest of the chapter that they had already predicted. Have them write down at least three things that they can connect with. After: Restate teaching point, clarify key points, extend ideas, check for understanding How will you restate the teaching point and clarify key concepts? I will review what was learned by restating the activity that was completed for today: we read through a textbook and could actually find things that we can connect with learned. This makes reading informational texts MUCH more interesting and makes them have meaning in our lives. Because of the connections we made, we will be able to remember almost everything we learned through reading the text. How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them become a more effective reader/writer? I will ask students what they thought about the strategy and what difference it made to them through reading. How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers? How will you provide opportunities to extend ideas and check for understanding? I will explain that making connections is something that we already do in our everyday lives. We are always reminded of something else when thinking about another thing.

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How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. I will collect their pages that have their connections on them to see if they supported their connections with evidence. What they connect to should have some accuracy and match the idea of what was already read. Extension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? I could extend this lesson by having students find more connections under the category that they had the least amount of connections under (text to self, text, or world). Differentiated Instruction: How will you adapt and differentiate instruction for your learners? Students will have a given amount of time to complete as much as they can. This small group is equally abled, so there isnt any extreme adaptations or accommodations to be made. !