Jason Peterson 2/20/12 Jigsaw Reading Lesson Time: One 50-minute period class Setting: Senior elective: Literature

from Around the World. 25 students: 10 White, 8 African American, 6 Latino/a, 1 Asian. Gender: 10 male, 15 female. Five of the Latino/a students speak Spanish but they are bilingual and are not classified as English Language Learners. One student has ADHD. All students are of varied ability, but as this is an elective, students are in this class because they want to be and are genuinely interested in the content. It is a class designed for a college track student. Theory Into Practice Background: Douglas Fisher and Nancy Freys research on jigsaw reading inspired me to use it for this lesson. I did not know what to do with the four chapters I cover in this lesson (Commander Sabarmatis Baton, Revelations, Movements Performed by Pepperpots, and Drainage in the Desert). I did not feel any important narrative turns occurred in these chapters, and we needed to finish up Book II of Midnights Children by the end of the week. Fisher and Frey recommend using a complimentary jigsaw reading when you have different readings that offer similar perspectives. I felt this was the best answer for our situation, so that each student could still keep up with the content but we could save some time. So, each group will take a different chapter and summarize it for the group, discussing also how Rushdies modes of connection played a role in it. This allows students to work on reading comprehension, which is a key part of our standards. Also, each group will get more practice analyzing modes of connection. This is a pretty stand-alone lesson, so students will not need much preparation in order to benefit from the lesson. To identify modes of connection, they will have to have been in class during that particular lesson. Obviously, keeping up with the reading is also important to effectively summarize the events of their chapter. However, any student could benefit from the reading comprehension practice. During the lesson, students will have to stay focused while reading and engage in the web activity. It is important for students to achieve the goals of this lesson mostly because Midnights Children is a tough text, and their comprehension skills could really improve from time spent reading it. Also, students will benefit from applying Rushdies modes of connection to new contexts, as that concept will be a critical focus toward the end of the week. Objectives: -Students will show the ability to summarize a chapter from a text for another audience, including identifying and explaining major themes, through the construction of their mind maps. -Students will also show their understanding of Rushdies modes of connection by apply a mode to the events of the chapter in their mind maps.

Materials: -Midnights Children -Computers (in the computer lab) Preparations: I need to reserve the computer lab for our use. The students also need to understand how to use WiseMapping. I will type up basic instructions for the students to use to save class time. Also, I need to check out an audiobook of Midnights Children from the library. Procedures: -Class meets in the computer lab. Have students get into their jigsaw groups. Each group is assigned one of the four chapters covered in the lesson (two groups will cover Drainage in the Desert). Students in their groups take turns reading aloud their assigned chapter. Allow students to look up historical figures and events as they read. Remind students to look for vocabulary words to put in the class dictionary. (35 minutes) -Activity: After reading, groups will go to the WiseMapping website (www.wisemapping.com) and click on Try Demo! They will create a mind map summarizing the events of the chapter, including the events in Saleems life and the historical events. For connections between Saleems life and historical events, students must write the mode of connection in the bubble connecting them. They should have multiple strands for each event, providing the details of that event. (15 minutes) -Each group will briefly present their mind map to the class at the beginning of the next class period. Dismiss Class. Discussion Ideas: -What themes are present in your groups chapter? -What mode of connection does Rushdie use in the chapter? Bilingual/ESL Accommodations: Again, our bilingual students will be supported through active participation and social integration (Faltis and Coulter 37-38). As for the specific reading, I will give the bilingual students opportunities to do multiple readings of the text. We learned in Special Education 405 that repeated reading is the most important factor in improving fluency (10/26 lecture). It does not matter whether the first reading is oral, silent, or listening, the students fluency will be much improved during a second reading. So, I will make myself available before school or during a study hall, so that any of our students (bilingual or not) who want to come in and either listen to an audiobook of Midnights Children (which I will check out form the local library) or read silently can do so. These students will then be more fluent when they read in their group during class and will improve their reading fluency overall.

Special Education Accommodations: In general, I have my two behavioral systems in place for our student with ADHDpositive reinforcements and self-regulation (see: Modes of Connection Lesson for more details). For this specific lesson, I anticipate my student with ADHD will struggle with staying focused throughout the whole reading period. Since each group will be looking up historical events on the computer throughout their reading, I will appoint him in charge of that job for his group. This will give him a chance to stay to stimulated during the reading, while also staying focused on the text. The vulnerability is that he will get distracted visiting other websites. However, I will be monitoring the whole class for this, so he will probably be caught pretty quickly if it happens. As for his hyperactivity, I will suggest that he could stand when he reads and sit when he listens, or some kind of combination that allows him to move occasionally without distracting his group members. Assessment: Just like in my last lesson, I want to differentiate my assessments in order to keep my students interested and in order to give them multiple means of expressing their knowledge to me (Hall, Strangman, and Meyer 8). So far my lessons have only involved speaking and writing. While these are important English skills, I feel students should be able to express understanding in other ways too. I had yet to incorporate a visual activity in my lessons. I utilized the WiseMapping activity to allow the students a fresh way to think about the text and express their knowledge of it. Since the focus of this lesson is primarily on reading comprehension and not so heavy on the analysis, this assessment will cover our needs. This assessment is critical as a supplement to my writing and speaking assessments. For the students who seemed to struggle on the free writes and my verbal assessments, I can assess whether they are actually struggling with the concepts or whether it is writing and speaking they struggle with. If they do well on the WiseMapping activity, I can modify my instruction to support their rhetorical skills, or if they do poorly, I can continue to work on the concepts with them. Extension Ideas: Although this is meant to be a stand-alone lesson for reading comprehension, I was still able to connect it to the previous and future lessons. Rather than have them simply summarize their chapters for the class, I wanted to keep the class thinking about modes of connection. This lesson allows them to apply what they learned about modes of connection in the first lesson, which should increase their understanding and retention of the concept. They will use the concepts again in later lesson plans. I chose to jigsaw these three readings because there were no critical turns in the narrative. So, I felt we could break up these readings, have each group summarize them for the other groups, and still give each group practice analyzing the connections between Saleem and India. They will need to have a good grasp of the content from these chapters as we move on to the next chapters, so their WiseMapping summaries are important. Source of Activity: I decided to use jigsaw reading for this chapter because of research performed by Douglas Fisher and Nancy Frey, which I discussed in my Theory Into Practice Background section. Also, my SPED 405 instructors made me aware of the WiseMapping site, which is a critical part of the lesson. Resources and References: Faltis, Christian and Coulter, Cathy. Teaching English Learners and Immigrant Students in

Secondary Schools. Upper Saddle River, NJ: Pearson Education, Inc., 2008. Fisher, Douglas and Frey, Nancy. Improving Adolescent Literacy: Content Area Strategies at Work. Saddle River, NJ: Pearson Education, Inc., 2008. Hall, Tracey, Strangman, and Meyer. Differentiated instruction and implications for UDL implementation. National Center on Accessible Instructional Material. 14 January 2011. 7 November 2011. <http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated> Rushdie, Salmon. Midnights Children. New York: Random House Trade Paperbacks, 2006. SPED 405. 10/26 lecture. Content Standards: -1.B.5d Read age-appropriate material with fluency and accuracy. -1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.