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Literacy Lesson Plan

Name: Elizabeth Tkaczynski

Topic(s) of lesson: Cite evidence and form an opinion from the evidence

Grade Level: 4th Grade

Goals/Lesson Objective(s):

SWBAT cite evidence from the text in order to organize the pros and cons of different
environments and articulate their thoughts to their peers.

SWBAT present their information to the group in order to inform others about the text. Commented [t1]: I am eliminating this objective based
on the suggestion of my Penn mentor. I am also adding
a piece to the first objective to cover the presentation
SWBAT relate pros and cons of different environments and form an opinion on where they aspect of this lesson plan.
would want to work as a scientist.

Standards:
CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details

summarize the text, CC.1.2.4.B Refer to details and examples in text to support what the text

says explicitly and make inferences, CC1.4.4.D Create an organizational structure that

includes information grouped and connected logically with a concluding statement or section,

CC.1.4.4.E Use precise language and domain-specific vocabulary to inform about or explain

the topic, and CC.1.4.4.S Draw evidence from literary or informational texts to support

analysis, reflection, and research, applying grade-level reading standards for literature and

informational texts.
Assessment: Commented [L2]: Great. These directly link to the
Students will be informally assessed throughout the group discussions on what the pros and learning objectives.
cons of the environments are.

Students will present their pros and cons to the class and hand in their graphic organizer for
me to assess (both the presentation and the organizer will be assessed).

Students will write an exit ticket with their choice of environment to work in with one good
reason as to why they chose it.

Classroom Arrangement/ Management Issues:

This lesson will be done in the library so I may have to work around other people being in
there too.The small group will be divided in half to research different environments. I have to Commented [L3]: If it might be noisy there, prepare
manage the small group discussions to keep them productive and on task. I have to manage yourself and the students for the noise.
the responses the students give in order to ensure the whole group understands each others
thinking. I may have issues of students not wanting to work together or not wanting to present
their information in front of the group, so I will have to manage collaboration.

Materials:

- Globe (identify where the locations are for the reading topics. Its coming from home.)
- Arctic article (https://www.natgeokids.com/za/discover/geography/general-geography/ten-
facts-about-the-arctic/)
-Amazon Rainforest article (https://www.natgeokids.com/za/discover/geography/physical-
geography/amazon-facts/)
- Graphic organizer (https://docs.google.com/document/d/1OCALYh6Mdk2CKdUUr6QbvjW_-
tRIz4iIopNGHHXsxx0/edit?usp=sharing)
- White board in library
- Eraser for dry erase board
- Markers for dry erase board
- Chart paper for group consensus data for mini presentation (get from school)
- Markers for chart paper
- Paper for the exit tickets
Before (Introduction and Hook): 10 minutes

I will start the lesson by showing the students a small globe I have and asking them to identify
where we are (Philly/ East Coast). Commented [L4]: Relevant to the students good!

Then, I will ask them to find the Arctic. We will talk briefly about what we know about the Arctic
and I will record their thoughts on the board. Commented [L5]: Activates prior knowledge

Then we will do the same thing for the Amazon Rainforest. Locate it, refer to prior knowledge
the students have, and Ill record it. Commented [L6]: Consider planning in advance some
higher-order thinking skills (HOTS) questions to ask the
What do we know about the Arctic/ Rainforest? What kind of climate would you experience in students during this discussion.
each location? What plants/ animals do you picture living in the Arctic/ Rainforest? Why do Commented [t7R6]: What do we know about the
you think it is cold/hot there? Arctic/ Rainforest? What kind of climate would you
experience in each location? What plants/ animals do
you picture living in the Arctic/ Rainforest? Why do you
Then I will say that there is still a lot of information we dont know about those locations so we think it is cold/hot there?
are going to explore some articles to find out.

I will pose the idea: We are all scientists today and we are trying to figure out what Commented [L8]: Good way of framing the lesson to
environment we want to work in. Many scientists study animals and plants, like the story motivate the students to learn about the different
Porpoises in Peril weve read or like the story I told you about my work with crabs. So since environments
we are all scientists, we need to decide where we want to study: in the rainforest or in the
Arctic. We also have to have reasons for our final decision. So, as we read our article, I want
you to keep track of the pros, good things, and cons, bad things, about the environment you
are reading about. Make sure you keep track of evidence to support why you think its a good
or bad thing too. Once you have all finished reading the information silently on your own and Commented [L9]: Are the students used to getting all
you have written down some thoughts about the pros and cons, you are going to work with the the instructions upfront at one time? If not, take them
two other people who read the same article in order to make a poster of the pros and cons. step by step through the lesson without first giving
them all the instructions at once.
But, what about the article you didnt read? How are you going to find out that information? As
a group of scientists, we need to work together and collaborate. So, once we have done our Commented [t10R9]: See comment below describing
research, we need to present our findings to the rest of the group so that we all have a shared how I plan to give instructions. Outline of lesson up
front but more detail as the lesson progresses and we
knowledge. Only after you have all of the information can you decide where you want to do reach each activity.
your research as a scientist.

I would also write down the steps for the lesson on the board so that everyone can see them
1. Read your one article silently to yourself.
2. Make notes on your graphic organizer while you read or right after youre done reading
3. Work with your group to make a poster on your environment
4. Present your findings to the rest of the scientists Commented [L11]: Reading up to this point, I think it
would be better to take the students through the lesson
one step at a time without giving all the instructions up
I want to also assign each group member a specific job so that everyone is included: front.
Manager, scribe, and editor. The manager will be in charge of keeping everyone on topic, the
Commented [t12R11]: I plan on giving them a step-
scribe will write on the poster, and the editor will check that the evidence is cited for each
by-step outline of the lesson up front but I will explain in
point. detail each part of the lesson as we get to it. The
reading and graphic organizer piece will be described
I plan on giving them a step-by-step outline of the lesson up front but I will explain in detail in detail in the beginning but I want them to know that
each part of the lesson as we get to it. The reading and graphic organizer piece will be group work and a presentation are coming up so that
they think about the graphic organizer as an important
described in detail in the beginning but I want them to know that group work and a tool for the rest of the lesson instead of busy work. I will
presentation are coming up so that they think about the graphic organizer as an important tool explain the group work and roles in detail when we get
for the rest of the lesson instead of busy work. I will explain the group work and roles in detail to that point and I will talk more in depth about the
presentation when we get there.
when we get to that point and I will talk more in depth about the presentation when we get
there.

During (Learning Activities):

1. The first activity is reading silently the article on one of the environments and making
notes on the graphic organizer about the pros and cons of being a scientist in that Commented [L13]: Model this. It might sense to
area. I am going to have students reread and add evidence to their organizers if they model this after the students have finished reading.
finish early. I will also model it before they start reading because I know some students Think about what students who finish reading before
others should do, e.g., re-read or look up vocab words.
will read through the articles quickly and be ready to start the graphic organizer before
other students. (10 minutes) Commented [t14R13]: I am going to have students
reread and add evidence to their organizers if they
finish early. I will also model it before they start reading
2. The second activity is to collaborate with the rest of the students who read the same because I know some students will read through the
article in order to work on a poster together highlighting pros and cons with evidence. articles quickly and be ready to start the graphic
Before the start of this activity is when I will explain the three roles within the group organizer before other students.
(manager, scribe, and editor) and that everyone has an important role. (10 minutes). Commented [L15]: If they havent done this type of
activty before, you need to explicitly teach and model
3. The third activity is a mini presentation to the rest of the scientific community on the these roles.
region they are experts in so that everyone knows about both environments without Commented [t16R15]: Yes. I plan on explicitly
having to read both articles. Each student will each present one pro and one con from modeling each role because they have not worked this
their poster so that everyone is participating in their learning. (~10 minutes- 5 way in class.
minutes for each group but not forced on them to take up the whole 5 minutes). Commented [L17]: 5 minutes is probably a little long
for this type of presentation.

If students arent used to presenting to one another,


After (Closing): its probably a good idea to go over and model what it
means to be a good audience member. Depending on
The closing will be the final assessment of the lesson where students do an exit ticket on whether you think its important to teach presentation
which location they have decided to work in as a scientist and one reason why they chose that skills, you may want to go over those and briefly model
this as well.
environment. I will ask them to think about everything they learned about each environment
and to think of the most important reason for them to choose the environment they chose. Commented [t18R17]: I wont force the 5-minute time
After they finish writing out the exit ticket I will have each student (or a few volunteers) say period on the groups. It is just an over estimation for
how long it may take each group to present. I will
which environment they chose and why, if there is any time leftover to do so.
model what the audience should do and talk about
presentation skills briefly as well.
Anticipated Student Responses:

I am anticipating that the students will be able to find the two environments on my globe with
some scaffolding to assist them. As far as the responses to the pros and cons activity I expect
the Amazon rainforest group to say:

Pros- Lots of animals and plants, beautiful vegetation that releases oxygen, and a long river
that could be explored.

Cons- Deadly animals like the poison dart frog, scary fish with teeth on its tongue, and dark
environment since it has a thick canopy.

For Antarctica I expect the responses to be:


Pros- Home to wildlife like polar bears, narwhals live there and they are called the unicorns of
the sea, and the arctic is important for the global climate.

Cons- Temperatures as low as -70 degrees, a whole day of darkness and a whole day of light,
and the whole area is ice over water with no land.

For the exit ticket I expect to see a variety of responses that cite an example from the posters
the students will have made.

Accomodations:

My guiding question involves meeting students at their various levels and helping them
expand their thinking through differentiated instruction. In this lesson, I am providing supports
for the lower students by allowing group work in mixed groups, providing specific roles for
participation, and by making the exit ticket assessment something that they can do by using
the posters made with the help of their classmates. For the upper level kids, they can fill in the Commented [L19]: Do you think it would help to
graphic organizer more fully during that time and try to really find evidence for their reasoning differentiate the graphic organizer for this group?
and be a support in their mixed level groups. My idea is that everyone will benefit from the Commented [t20R19]: I am going to allow for
situation being a problem they have to solve and that everyone will gain confidence when I incomplete graphic organizers, as long as every
continually refer to them as capable scientists. I am going to allow for incomplete graphic student has at least one pro and one con to contribute
organizers, as long as every student has at least one pro and one con to contribute to the to the group discussion. I dont think the graphic
organizer needs to be differentiated though. I think all
group discussion. I dont think the graphic organizer needs to be differentiated though. I think of the students can access the organizer how it is set
all of the students can access the organizer how it is set up. up.

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