Benedetto 1

Name _Theresa Benedetto________________________

Lesson Title: Non Fiction Poster/Presentation Planning

Grade
LessonLevel:
Title: 4
Grade:
A. Standard
MDE grade level or CCSS
CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.

B. Objectives/Targets and I CAN Statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
The students will (TSW) complete a presentation/poster planning sheet to record their co-created planning
I CAN plan a presentation about my topic to share with others.

TSW will choose a subtopic from a nonfiction book to plan, create a poster, and present to the class.

I CAN choose one subtopic to share and present.

Formative Assessment...

Students will complete a planning guide with their partner to be approved by the teacher before gathering
materials to create their poster.

C. Lesson Management: Focus and Organization

C. Lesson
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?

Lesson Management:
Brainstorm steps to take in order to make a meal and steps to take in order to write a paper.
Discuss the importance of planning and partner work
Model completing the planning guide using the subtopic “Cracks in the Earth”
Choose subtopic from their text and read together
Complete their poster/presentation planning guides with their partner
Show their completed guide to the teacher
Begin creating their poster
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Student Management:
Movement-
Students will move to different areas of the classroom to complete their partner work task.

Active Student Participation-

Students will actively participate in brainstorming the importance of planning in the anticipatory set and with the
material displayed in the “Cracks in the Earth” subtopic excerpt. Students will respond to formative assessment
guides and develop their group-work skills with their partner (e.g., planning, division of equal responsibility, playing to
strengths, etc.).

Classroom Management Focus-

Students will have three volume/engagement levels:

0.   Silent work – whether it be independently working or listening and learning from the teacher during
instruction. Hands must be raised and voices quiet in order to be called on by the teacher to have
anything clarified or to participate in discussion.
1.   Whispering to their neighbor for a pair and share
2.   Using a “2 inch” voice – group work.

D. Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
•   The teacher will (TTW) generate interest by beginning the lesson with real life examples of planning
•   TTW access the students’ prior knowledge of non-fiction features through modeling
•   TTW display the end-result of the unit (examples of previous student work)
•   TTW review the stop and jot technique previously used
•   TTW practice/displaying on the doc camera a planning guide the subtopic “Cracks in the Earth”

E. Input: Setting up the Lesson for Student Success

Task analysis:
•   What information does the learner need? If needed how will it be provided?  
•   How is the lesson scaffolded?  
Task Analysis
•   Introduce two scenarios where planning is required for a quality result.
•   Discuss the need for planning in the two scenarios.
•   Display the learning targets on the board.
•   TTW review the tasks completed to build up to this lesson.
•   TTW introduce and display the two learning targets on the board.
•   TTW introduce the “Cracks in the Earth” subtopic through the NF text on earthquakes.
•   TTW demonstrate responsive reading by modeling thinking while reading.
•   TTW model components of planning by completing the planning guide on the document
camera.
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•   TTW explain the process of beginning the poster once planning is approved by the
teacher.
•   The students will be reminded of their partner/text pairings. The students will come get
their text and one planning guide for the pair. This happens on “GO”.
•   TTW provide the class with their groups and designated work area.
•   TSW complete the planning guide.
•   When complete, the student will come to the teacher to show their work. If given the go-
ahead, the pair will begin creating their poster.
•   Closure

Thinking Levels: questions to engage students’ thinking

Remembering: What subtopics and text features contain important information in NF texts?
Understanding: What are the key parts of the subtopic?
Applying: Planning out a quality poster and presentation to teach to their peers.
Analyzing: What are the main points? What information are we keeping and what information are we leaving out?
Evaluating: Who should complete/present XYZ information?
Creating: Complete a planning guide for creating a poster and presentation.

Accommodations: Differentiating to meet student needs

1.Remediation/Intervention-
Students who have received guided support in ELA will only need to include only 2 sentences on any of the included
information on their posters.

2.Extension/Enrichment-
Students who are highly motivated in ELA may create additional features on their poster (e.g., include more than 4
information components to their poster) if they believe they can complete the poster in a timely manner. These highly
motivated students will likely reach the poster creation portion during this 30 min block.

Methods, Materials, and Integrated Technology:

•   Poster/presentation planning guide (2 page handout)
•   Pencil
•   0,1,2 cut outs for management strategy
•   document camera
•   Non Fiction (NF) text with outlined subtopics
•   Construction paper
•   Lined paper
•   Coloring tools
•   Scissors
•   Glue stick
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F. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
•   Model how to complete planning guide
•   Model how to choose appropriate information
•   Model mapping out poster

G. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
What subtopic will be helpful for your audience?
What is the key information?
Where/how will we display this on our poster?

H. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
Brainstorm the importance of planning.
Choose which information to include on a poster of “Cracks in the Earth.”
Complete a planning guide.

I. Collaborative (You Do Together) and/or Independent Practice (You Do)

What practices will be demonstrated/modeled?
Work in pairs to complete reading, planning guides, and begin creating posters (if time allotted).

J. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Students will return to their seats and the class will review how planning will help them create quality projects. The
students can give a sneak peek trailer to the class with one fact on their topic.

TTW provide the following questioning:

When your parent asks you what you learned in reading today you cannot say “nothing”. Instead you will say?
How can planning help you in other subjects? Such as your science project?

K. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
If the student has completed the two pages in the planning guide, then the lesson objectives have been met.

Reflection on the lesson and data collected will drive further instruction.
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L. Reflection
How do you know that the objective(s)/target(s) was met? What
is your evidence?
Using your assessment data how will you change the lesson or
instruction for the next time?
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?

(Revised/Edited by Elementary Team, 2014)