Mini Lesson Plan # 6
Lesson Plan Title: Reading: Collaborative Reading: What to do When They Can’t Read the Textbook
Name: Debbie Nuttall Date: 3/09/15 Grade Level: 3
ELD Objectives: What do you want students to be able to do as a result of this lesson? Include academic language and vocabulary objectives. Objectives must be measurable.
ELD Language Objective: Students will know vocabulary and basic information related to planets in order to read the textbook
ELD Content Objective: Synthesize information to make a poster about the planets
Cog. Taxonomy/DOK Levels: DOK level 4 (Synthesize)
ELA Language Standards for Grade Level -
Language 3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELA Content Standards for Grade Level –
Reading Informational Text #7 – Use information gained from illustrations (maps, photographs) and the words in a text to demonstrate understanding of the text (eg. Where, when, why, and how key events occur).
ELD Standards (2014) that apply
Materials
· Science textbook
· Books and articles about planets at various reading levels
· journal
· Poster board or chart paper
· markers
Key Academic Vocabulary
· planet
· star
· asteroid
· meteor
· telescope
· constellation
Research Based Learning Strategies (provide text chapters/reference)
Pre-Assessment: How will you determine prior knowledge?
Students and teacher will make a KWL chart
Motivation Strategy: How will you catch attention of students and focus their minds on the learning goals?
Tell students they will make posters about a plant to present to the class
Real World Connection: How are learning goals relevant to students’ lives?
All students will be able to observe the night sky
All strategies will be research based and from one of the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.
Collaborative (engagement with others).
Teacher will arrange and assign books according to reading level. # 1-5. Level 1 is most difficult, level 5 is easiest.
Interpretative (comprehension and analysis of written and spoken texts)
Using an informational book about the sun, the teacher will teach a mini-lesson on note taking, finding information, and asking questions.
Productive (creation of oral presentations and written texts)
· Teacher will demonstrate on an overhead the note taking process on a data chart
· Instructions for compiling information and making the poster will be given.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.
Collaborative (engagement with others)
· Each student will sign up to work a group on a specific planet
· Each student will be given a book or article according to his or her reading ability. Students will do their research individually and then report back to
Interpretative (comprehension and analysis of written and spoken texts)
· Students will ask and answer questions of the group to add to their own understanding. Notes can be taken on a data chart.
· Each student will have a chance to discuss their findings and how they want their poster to look.
Productive (creation of oral presentations and written texts)
· Each group will compile their information to make a poster.
· Students will make a class presentation of their planet.
Review and Assessment: What specific assessment tools are being used?
· Student data chart, poster, and oral presentation
Student Reflection: How will you provide for student reflection on learning?
· Students will make a KWL chart
Teacher Reflection
What do you anticipate to be a problem for specific students?
· ELD Objective – The academic vocabulary will be difficult.
· Content Objective –
What would likely go well? Why? Students will be able to make a poster, which will support their oral presentation.
In what area(s) would you like to develop more proficiency?
Learning how much time and giving students enough practice to learn academic vocabulary.
What theory or theorists would most strongly support use of this
strategy? Krashen and the Affective filter process supports using this strategy. Teachers, by choosing books at the learner’s level, lowers the affective filter. This helps the student feel more comfortable and confident reading and sharing ideas with their peers.
Attach copy of student work –
Extension:
Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer.
Online Resources:
Videos on planets
https://www.youtube.com/watch?v=jEXWxNbpTzU
https://www.youtube.com/watch?v=gAEINCu_GD0
Solar system song
https://www.youtube.com/watch?v=gAEINCu_GD0
Lesson Plan Title: Reading: Collaborative Reading: What to do When They Can’t Read the Textbook
Name: Debbie Nuttall Date: 3/09/15 Grade Level: 3
ELD Objectives: What do you want students to be able to do as a result of this lesson? Include academic language and vocabulary objectives. Objectives must be measurable.
ELD Language Objective: Students will know vocabulary and basic information related to planets in order to read the textbook
ELD Content Objective: Synthesize information to make a poster about the planets
Cog. Taxonomy/DOK Levels: DOK level 4 (Synthesize)
ELA Language Standards for Grade Level -
Language 3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELA Content Standards for Grade Level –
Reading Informational Text #7 – Use information gained from illustrations (maps, photographs) and the words in a text to demonstrate understanding of the text (eg. Where, when, why, and how key events occur).
ELD Standards (2014) that apply
Materials
· Science textbook
· Books and articles about planets at various reading levels
· journal
· Poster board or chart paper
· markers
Key Academic Vocabulary
· planet
· star
· asteroid
· meteor
· telescope
· constellation
Research Based Learning Strategies (provide text chapters/reference)
Pre-Assessment: How will you determine prior knowledge?
Students and teacher will make a KWL chart
Motivation Strategy: How will you catch attention of students and focus their minds on the learning goals?
Tell students they will make posters about a plant to present to the class
Real World Connection: How are learning goals relevant to students’ lives?
All students will be able to observe the night sky
All strategies will be research based and from one of the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.
Collaborative (engagement with others).
Teacher will arrange and assign books according to reading level. # 1-5. Level 1 is most difficult, level 5 is easiest.
Interpretative (comprehension and analysis of written and spoken texts)
Using an informational book about the sun, the teacher will teach a mini-lesson on note taking, finding information, and asking questions.
Productive (creation of oral presentations and written texts)
· Teacher will demonstrate on an overhead the note taking process on a data chart
· Instructions for compiling information and making the poster will be given.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.
Collaborative (engagement with others)
· Each student will sign up to work a group on a specific planet
· Each student will be given a book or article according to his or her reading ability. Students will do their research individually and then report back to
Interpretative (comprehension and analysis of written and spoken texts)
· Students will ask and answer questions of the group to add to their own understanding. Notes can be taken on a data chart.
· Each student will have a chance to discuss their findings and how they want their poster to look.
Productive (creation of oral presentations and written texts)
· Each group will compile their information to make a poster.
· Students will make a class presentation of their planet.
Review and Assessment: What specific assessment tools are being used?
· Student data chart, poster, and oral presentation
Student Reflection: How will you provide for student reflection on learning?
· Students will make a KWL chart
Teacher Reflection
What do you anticipate to be a problem for specific students?
· ELD Objective – The academic vocabulary will be difficult.
· Content Objective –
What would likely go well? Why? Students will be able to make a poster, which will support their oral presentation.
In what area(s) would you like to develop more proficiency?
Learning how much time and giving students enough practice to learn academic vocabulary.
What theory or theorists would most strongly support use of this
strategy? Krashen and the Affective filter process supports using this strategy. Teachers, by choosing books at the learner’s level, lowers the affective filter. This helps the student feel more comfortable and confident reading and sharing ideas with their peers.
Attach copy of student work –
Extension:
Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer.
Online Resources:
Videos on planets
https://www.youtube.com/watch?v=jEXWxNbpTzU
https://www.youtube.com/watch?v=gAEINCu_GD0
Solar system song
https://www.youtube.com/watch?v=gAEINCu_GD0