Lesson Plan 6: Organization Patterns

UTL 640E
Kathryn Kelley / Austin High School
9th
11/10/15
6th Period / 10:35 12:10 & 8th Period / 2:45 4:15

Sarah Smith
English I /
Teach # 9 &10

Enduring Understandings & Essential Questions:

Videogameshavebeenstudiedfortheireffectofincitingviolence,buttheyhavealso
beenusedtoaidthelearningandsocialskillsofadolescentswithsocialdisordersand
learningdisabilities,soadolescentsmustbeawareoftheiruseoftechnologyand
technologyseffectontheirpersonalityandactions.
Aresomeadolescentsmorenaturallyinclinedtowardviolentacts,ordovideo
gamesaffectalladolescentsthesamewayandcauseviolentacts?(p)
Howcanvideogamesandtechnologypositivelyimpactadolescentslives?(c)
Whatisthemostprominentandcontroversialeffectofvideogames?(f)
Detectingtheorganizationpatternsinnonfictionexpositorytextsaidsthe
comprehensionoftheideasinthetextbecauseareaderisabletoseethehowideasor
eventsprogressinthetext,whichleadstodeepercomprehensionandmoresophisticated
responsetotheinformation.
Whataredifferentorganizationpatternsofnonfiction,expositorytexts?(f)
Arecertainorganizationpatternsmorepopularormoreeffectivethanothers?(c)

Lesson Objective:
AfterlearningaboutthefivetypesoforganizationpatternsinaPrezipresentation,
studentswillworkinsmallgroupswiththreearticlesfrompreviousreadingtoidentify
theorganizationofthearticlesandmakeindividualgraphicorganizersforeacharticle
depictingtheorganizationofthatarticleinordertoenhancetheircomprehensionand
analysisskillsofexpositoryskills.

Resources/Materials:
A.TODObeforethedayofthelesson:
PreparePrezionOrganizationalPatterns
(https://prezi.com/9vmefucskxhu/organizationalpatterns/)
Organizestudentsintogroupsof4
MakecopiesofOrganizationPatternshandout
Haveextracopiesofthearticlesifanystudentneedsthem?
B.Forthelessonitself:

Studentswillhavecopiesofthethreearticles(TheProsandConsofGaming,
MakingaVideoGame,andComputerGamesStuntTeenBrains
Arrangedesksintogroupsof4

TEKS Addressed in the Lesson:

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide evidence from
text to support their understanding. Students are expected to make subtle inferences and
draw complex conclusions about the ideas in text and their organizational patterns.

Steps in Lesson:
Engagement(~5minutes)(FirsttwoslidesonPrezi)Togetthestudentsthinking
aboutlookingatindividualpartsorcharacteristicsandthenfiguringouthowtheyrelate
toeachother,Iwillshowtwoslideswithdifferentpartsofafloweranddifferentpartsof
abasketballplayerandwillaskHowdothesepartsrelatetogether?Whatdotheymake
up?
Whenyougothroughatextlookingforitsorganizationpattern,youfind
differentcomponentsfirst.Andthenyoufigureouthowthoserelatetogetherand
thatwillshowyouwhattheorganizationofthetextis.
StatedObjective(~1min)Today,weregoingtolearnaboutfivedifferentpatternsof
organizationintexts,andthenapplyourknowledgeofthepatternstothethreearticleson
gamingyouhavereadoverthelastweeksinclass.IhaveaPrezithatgoesoverthe
differentpatterns,thenyouwillsplitintogroupsandusegraphicorganizerstorecognize
thepatterns,andwellbecheckinginasaclassaswego.
ActiveLearning(~80minutes)
Introduce(13minutes):WewillgooverPrezionthefivedifferentorganization
patterns,andIwillaskforstudentstogiveexamplesofwhatthesepatternscould
looklikeinthesimplestform,notjustinafulllengthtextform.
o Studentswillhaveanorganizationpatternshandout,butIwillbe
reinforcingandelaboratingonthatinformation.
o Ifneeded,Iwillusethedoccamtoshowthegraphicorganizersthatare
associatedwitheachorganizationpattern.
Explain(12minutes):Beforewestartonanalyzingeacharticleforits
organizationpattern,wewilldiscussthemainideasofthethreearticlesandwhat
theyrememberaboutthearticles.
o Whatdoyourememberaboutthearticles?Whatweretheyabout?Did
youlearnanythingnewafterreadingthem?
o WewillalsoreviewtheirhomeworkassignmentonInterpretingthe
Data(inattachedPDF)duringthistimeasanotherrefresheronthe
contentofthearticles(sostudentsdontusetheirgrouptimetojustread

thearticle,butratherfocusonthestructureandlookforpatternbuzz
words).
Apply(40minutes):Students,intheirgroupsof~4,willreadandanalyzeeach
ofthethreearticlesfor~13minuteseach.Astheyreadeacharticle,theywill
drawagraphicorganizerfromtheorganizationpatternhandoutanddeciderwhere
theseparatecomponentsofthearticlefitintotheirgraphicorganizer.Thegroups
willfirstlookatTheProsandConsofGaming,thenMakingaVideoGame,
andfinally,ComputerGamesStuntTeenBrains.
o Iwillpacethemthroughthistime,bysignalingattheendofeach13
minutesthattheyshouldmoveontothenextarticle,andcancomebackif
theyarenotfinishediftheyhaveanyextratimeattheend.
Ifcertaingroupsgetdonebeforeothers,Iwillaskstudentstouse
thegraphicorganizerstheyselectedfortheirinclassarticlesto
organizeatopicthattheyselect,i.e.adescriptionofbasketball,a
comparisonoffootballvs.soccer,orthechronologicalorderof
theirlastbirthday/firstdayofschool/etc.
Evaluate(15minutes):Afterallgroupsaredonemakingtheirgraphicorganizers
foreacharticle,wewillgothrougheacharticleandIwillaskthegroupswhich
patterntheychose. Oncewevedecidedonthecorrectpatternforthearticle,I
willaskonegroupthatchosethatpatternwhytheychoseitandwhatwordsor
specificpiecesoftexttheylookedatthathelpedthemdecideonthecorrect
pattern.
o Whatwerethespecificwordsorcharacteristicsyoulookedforinthe
articletohelpyoufigureoutwhatpatternitfollows?

Closure(3minutes):Iwillaskthestudentswhichpatterntheythinktheyreadthemost
inanyofthereadingtheydo,inschoolandoutofschool,andtogetthemthinkingabout
whywearelearningaboutorganizationpatterns,Iwillputoutafewquestionsandask
for3volunteerstoanswereachquestion.
Whydoyouguysthinkitsimportanttobeabletotellhowpiecesofwritingare
structured?
Didyouunderstandthearticlesanybetteronceyouhadpulledthemapartand
lookedatthegraphicorganizeryoumadeoutofthearticle?

Modifications:
6thPeriod:
Martin(504,ADHD):Smallgroupswillkeephimontask(whengroupedwiththe
rightstudents)andholdhimaccountabletosharingandtalkinginaproductive
way.
o Visualrepresentationsoftheorganizationpatternswillreinforcethe
conceptsheslearning.

o Sharingasagroupattheendofclassdiscussionwillallowhimtonot
havetospeakupifhedoesntfeelcomfortable.
Marcanthony(IEP):Smallgroupswillkeephimontaskandhelphimwithany
difficultiesheshavingunderstandingthedifferentorganizationpatterns,andthe
contentofthearticles.
o Visualrepresentationsoftheorganizationpatternswillreinforcethe
conceptsheslearning.Makingthegraphicorganizerswillbeahandson
learningopportunitytogethimengaged.
Jonathan(504,Anxiety/Depression):Smallgroupswillhelphimfeelmore
comfortableexpressinghisideasifneedsanyextrahelp.
o Visualrepresentationsoftheorganizationpatterns,andhavingtodraw
themhimself,willhelpreinforcethecontentandhelphimfeelmore
confidentwiththecontent.
o WillgivehimasignalaheadoftimeifIplanoncallingonhimtospeak
duringwholeclassdiscussion.

8thPeriod:
Joaquin(IEP):Smallgroups(possiblytriadsorpairsbecauseofthesmallersize
of8thperiod)willhelphimfeelmorecomfortablecontributingtothediscussion
andgivehimsupportwiththedirectionsandfocusoftheactivity.
o Shouldstatementstothewholeclasswillhelphimmonitorhisprogress
duringthediscussion.Checkinginwithhisgroupduringthediscussion
portionswillallowmetocheckforunderstandingandmonitorhowheis
workingwithhisgroup.
Alec(IEP):Smallgroupswillhelphimfocushisbehaviorsandgroupinghim
withtherightgroupwillleadtoamorefocusedactivityfortheclass.
o Iwillbemonitoringhisgroupforhowheisworkingwithhispeersand
alsowillberedirectinghimwithinthegroupifheishavingtrouble
focusingorisdistractinghisgroup.
o Sharingasagroupattheendofclassdiscussionwillallowhimthe
opportunitytosharehisinsightwiththeclass.
o Redirectionswillbedonequietlyandincludespecificinstructionsonwhat
behaviorisnotappropriateforthesettingandwillhaveatimelimit
attached.

Differentiation Strategies:

Prezipresentationwillgivestudentsthebackgroundknowledgefortheirgroup
work,andwillhavetheopportunitytosharewiththeclass.
Workinginsmallgroupswillallowstudentstolearnthroughcollaborationand
translatetheiroralcommunicationintoadrawnandwrittenrepresentation.
Drawingthegraphicorganizerswillbeavisualrepresentationoftheconceptsin
thislesson,andwillbeahandsonopportunity.

Evaluation Strategies:
(informal):checkingforunderstandingbyaskingforexamplesofeachpatternaswego
throughPrezi
(informal):monitoringgroupworkandcheckingifgroupsaredrawingtheirgraphic
organizersastheyworkwitheacharticle
(informal):wholeclassdiscussionatendofclassontheorganizationalpatternofeach
article

Notes/Recommendations for next time:

Thinkmoreaboutwhyweareteachingorganizationpatterns?Whatisthe
meaningofthislessonincontextoftheyearlonglearning?
Engagementworkedwellbutneedtobemoreexplicitabouthowthepartswork
togethertomakeawholeandthateachparthasitsownfunction.Shoulduse
manmadeexamples?
Pacingingroupswasgood,andgroupselectionworkedoutwellforstudentsto
stayontaskinbothperiods.
MODELINGneedstohappeninthislesson,itmightevenbealessonwherewe
workthroughallthearticlestogethersothattheycanseeanexampleofhoweach
patternworksinatext,becausedifferentgroupswerecomingtodifferentpatterns
anddidntunderstandthedifferencesbetweentwopatternsthatbothseemedto
workinthetext.
Couldchangethislessontoincludeshorttextsforeverypatternsothatstudents
canseewhattheyeachlooklike?Prettysurestudentswerestrugglingwiththis
lessonbecauseitwasdifficulttovisualizewhateachpatternissupposedtolook
like.
Whatotherchecksforunderstandingworkinthislesson?Howcanwecutdown
thechunksoflearningsoitseasiertomovethroughthelessonandkeepall
studentsonthesamepage?