Photo: Longview CP School. School Banner. 2014.Huyton. http://www.longviewprimary.co.uk. PNG file.3 Mar.2014.
Lesson Plans
Lesson Background
Introduction
Subject: Literacy, Science, Social Studies
Grade Level: 4th grade
The website that is being used in this lesson is DOGOnews. This fits the unit of study because DOGOnews is an online website presenting news and non-fictional articles for students. These articles are written specifically for student interests and seemed to be of high appeal. Actually, some of these non-fictional articles are even written by children, which offer news from a “younger” point of view. After all, as stated on their website, “DOGO means young or small in Swahili,” so what other title would be more fitting for children? Once on the website, there are three main tabs (pages) to choose. The first tab is entitled “News” which enables the user to select from a variety of categories (Current Events, Entertainment, Sports, Social Studies, Science, International, etc.,). The second tab entitled “Maps” allows the user to utilize Google Earth imagery to read articles from other countries and discover what’s happening in that ‘corner’ of the world. The third tab is entitled, “Site” which uncovers other kid-friendly websites for children. The hundreds of websites have been carefully and safely selected before links are added to DOGOnews
Differentiation Narrative:
There are two students in particular that need differentiation. Student A is a female who has been identified as having Specific Learning Disability (SLD). She demonstrates a severe discrepancy between intellectual ability and achievement. Student A does not achieve adequately for her age; she struggles with listening/reading comprehension and written expression. Therefore, based upon her needs, she will be given written step by step directions (not just verbal instructions), headphones to listen to the nonfiction articles, and be paired with another student who will be the writer of the two for the organizer.
Student B is a male who is identified as a Special Education student who has an IEP (Individualized Education Program). He must be given extended time to complete any or all assignments/assessments. One of his learning goals is to complete half of any assignment compared to the general education student.In addition, Student B will also have no time limit for assignment completion.
Content Standard(s):
Reading Standards for Informational Text (Gr.4)
CCSS ELA Literacy R1 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
National or State Technology Standard(s):
ISTE standards (3) Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information
3b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
-Use digital tools (age appropriate, search engines, graphic organizers) to locate and organize relevant and reliable information from a variety of digital sources
Content/Instructional Objective(s):
Students will be able to write a topic.
Students will be able to identify and name at least 8 key content vocabulary words about the topic.
Students will be able to summarize information collected from a nonfiction article in at least a 6 sentence paragraph.
Students will be able to use the eight content vocabulary words within the summary paragraph.
Students will be able to circle the vocabulary words within the summary paragraph.
Students will be able to draw a picture or symbol that summarizes the topic.
Language Objective(s):
Students will be able to read or listen to an informational article from DOGOnews
Students will be able to discuss the nonfiction article with a partner.
Students will be able to collaborate to complete “Write About” organizer
Students will be able to collaborate in listing eight vocabulary words about the article (four from each person)
Students collaborate to determine the main idea and summarize the text using the eight content vocabulary words.
Materials, Media, Resources:
1. Smartboard
2. YouTube Video “Inspirational Quotes Empowering Kids”
3. Learning target posted on closet wall
4. Elmo
5. DOGOnews article “Overweight Aquarium Turtle is Placed on a Diet!”
6. “Write About” organizer from 25 Quick Formative Assessments for a Differentiated Classroom by
Judith Dodge (2009)
7 (24 ) laptops
8. (12 ) headphones
9. pencils
10. Student Step by Step Directions to DOGOnews
11. Assessment Data “Write About”
11. Write About Homework Assignment
12. Time for Kids Magazine:”Fierce Floods Hit Colorado”
13. Time for Kids Magazine: “A United Front”
14. Time for Kids Magazine: “Hoop Dreams”
13. Time for Kids Magazine: “Whistled Words”
Lesson Procedure:
Initiation:
Hook: Students will view a YouTube video entitled, “Inspirational Quotes Empowering Kids.” The catchy tune accompanying the brief quotes will be projected onto the Smartboard in order to grab their attention to help them understand that if they put their minds to an idea they can accomplish it if they try. (Timing 51 seconds)
After watching the YouTube video, students will read aloud with the teacher the learning target:“Today we are learning how to summarize informational text in order to determine what is important by using supported key vocabulary and details. We will know we are successful when we are able to summarize information into a six sentence paragraph which includes the 8 content vocabulary words. (Timing 2 minutes)
The teacher will entice the students by asking, “Do you like exploring exciting topics that interest you? Do you like designing pictures? Then the teacher will comment, “I can’t wait to show you DOGOnews Are you ready? (Timing 1 minute)
Performance Tasks:
The strategy that will be used to reach the learning target is an organizer called “Write About” for the written summary with vocabulary words and a drawing to compliment the text. (Timing 30-40 minutes)
Development of Lesson:
After reading the learning targets as stated above:
1. The teacher calls students to the rug in order to model, using the Smartboard, how to go to DOGOnews website.
2. Once at the website, the teacher will demonstrate how to click on the News tab which shows the informational categories offered. Students may choose any, but the Video, category (Current Events, Science, Sports, Social Studies, Did You Know, etc.,)
3. The teacher will model for the students by choosing Current Events and clicking on the article, “Overweight Aquarium Turtle is Placed on a Diet!” Then the teacher will read aloud the short article to the students.
4. The teacher will also use an Elmo to display a copy of the “Write About” organizer that will accompany their task. The organizer is shown on a separate wall area simultaneously as the article is still visible on the Smartboard.
5. The teacher will walk through how to complete the organizer using the article “Overweight Aquarium Turtle is Placed on a Diet!” as a model to ensure what to do. The teacher will use guided practice with the students to complete the three sections of the organizer as a class; Write the topic of the article, List eight key vocabulary words found from the article, summarize the important parts and details from the article using the 8 vocabulary words embedded in the paragraph, and then draw a picture or symbol to summarize the topic.
6. The teacher asks, “Are there any questions? Give me a thumbs-up, in the middle, or down if you understand what you are about to do? Students will check their comprehension.”
7. Students are instructed to return to their seats, turn on the laptops, and type in DOGOnews.com in the address bar.
8. Students are told they have five minutes to agree upon a nonfiction article with the partner they sit next to. They must both agree on the same article because they are working in pairs to complete this task.
9. Once pairs have agreed on the same article, each student begins to read and/or listen to the article using headphones.
10. After both students have read and/or listened to the article, they collaborate to figure out the topic of their article, analyze and determine eight essential vocabulary words necessary to include in order to write a summary. Both students work together to formulate a six sentence paragraph using the eight determined content vocabulary words. Finally, they create a drawing that would summarize the topic of this chosen article.
Closure:
To end the lesson, each pair will share their “Write About” organizers with the group. My class is set-up in groups of four, therefore, each pair can report to one another the summary, list of key content vocabulary, and drawing or symbol about their nonfiction article. I will know the students have learned what I have taught them based upon the completion, or lack thereof, of their “Write About” organizer and the shared discussions with each other. The teacher will circulate around the room taking anecdotal notes during their table sharing time. After five to seven minutes of students sharing with students, the teacher will ask, “What were your successes in completing this assignment? What were any challenges? What needs to be still worked on?” (Timing 10 minutes)
Assessment Strategies:
Students who have demonstrated mastery of the learning target (objective) will have completed the “Write About” organizer clearly. This success to name/list key content specific vocabulary is only evident if comprehension of the nonfiction article occurred. Successful students in reaching the target had to utilize that vocabulary and organize a six sentence paragraph.The feedback that is needed for this assignment would be both written and verbal. Giving feedback to students to indicate how well there were able to choose and use content vocabulary is important. Students need to know if their summaries have described their learning of a topic. I believe this assessment organizer is reliable because research shows that summarization yields the greatest leaps in comprehension and long-term retention of information. This organizer was a valid measure of this learning objective.
Student Step by Step Directions to DOGOnews
Step 1: Turn on the laptop by opening the laptop screen
Step 2: Hit Ctrl + Alt + Delete buttons together at the same time
Step 3: Click the Google Chrome Icon two times
Step 4: Put the cursor at the top of the screen in the address bar and type in www.DOGOnews.com
Step 5: Once at the website, put the cursor on the “News” tab. Select from any subcategory (except for videos). Begin reading/listening to YOUR chosen nonfictional article.
Supplemental Materials:
“Write About” Homework Assignment
Directions: You will independently practice another “Write About” assignment at home. If you have digital access to a computer at home, you can go back on to DOGOnews to chose your new informational article. If you do not have a computer at home you must choose from the four pre-selected Time For Kids articles from Ms. McDaniel.
Introduction
Subject: Literacy, Science, Social Studies
Grade Level: 4th grade
The website that is being used in this lesson is DOGOnews. This fits the unit of study because DOGOnews is an online website presenting news and non-fictional articles for students. These articles are written specifically for student interests and seemed to be of high appeal. Actually, some of these non-fictional articles are even written by children, which offer news from a “younger” point of view. After all, as stated on their website, “DOGO means young or small in Swahili,” so what other title would be more fitting for children? Once on the website, there are three main tabs (pages) to choose. The first tab is entitled “News” which enables the user to select from a variety of categories (Current Events, Entertainment, Sports, Social Studies, Science, International, etc.,). The second tab entitled “Maps” allows the user to utilize Google Earth imagery to read articles from other countries and discover what’s happening in that ‘corner’ of the world. The third tab is entitled, “Site” which uncovers other kid-friendly websites for children. The hundreds of websites have been carefully and safely selected before links are added to DOGOnews
Differentiation Narrative:
There are two students in particular that need differentiation. Student A is a female who has been identified as having Specific Learning Disability (SLD). She demonstrates a severe discrepancy between intellectual ability and achievement. Student A does not achieve adequately for her age; she struggles with listening/reading comprehension and written expression. Therefore, based upon her needs, she will be given written step by step directions (not just verbal instructions), headphones to listen to the nonfiction articles, and be paired with another student who will be the writer of the two for the organizer.
Student B is a male who is identified as a Special Education student who has an IEP (Individualized Education Program). He must be given extended time to complete any or all assignments/assessments. One of his learning goals is to complete half of any assignment compared to the general education student.In addition, Student B will also have no time limit for assignment completion.
Content Standard(s):
Reading Standards for Informational Text (Gr.4)
CCSS ELA Literacy R1 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
National or State Technology Standard(s):
ISTE standards (3) Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information
3b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
-Use digital tools (age appropriate, search engines, graphic organizers) to locate and organize relevant and reliable information from a variety of digital sources
Content/Instructional Objective(s):
Students will be able to write a topic.
Students will be able to identify and name at least 8 key content vocabulary words about the topic.
Students will be able to summarize information collected from a nonfiction article in at least a 6 sentence paragraph.
Students will be able to use the eight content vocabulary words within the summary paragraph.
Students will be able to circle the vocabulary words within the summary paragraph.
Students will be able to draw a picture or symbol that summarizes the topic.
Language Objective(s):
Students will be able to read or listen to an informational article from DOGOnews
Students will be able to discuss the nonfiction article with a partner.
Students will be able to collaborate to complete “Write About” organizer
Students will be able to collaborate in listing eight vocabulary words about the article (four from each person)
Students collaborate to determine the main idea and summarize the text using the eight content vocabulary words.
Materials, Media, Resources:
1. Smartboard
2. YouTube Video “Inspirational Quotes Empowering Kids”
3. Learning target posted on closet wall
4. Elmo
5. DOGOnews article “Overweight Aquarium Turtle is Placed on a Diet!”
6. “Write About” organizer from 25 Quick Formative Assessments for a Differentiated Classroom by
Judith Dodge (2009)
7 (24 ) laptops
8. (12 ) headphones
9. pencils
10. Student Step by Step Directions to DOGOnews
11. Assessment Data “Write About”
11. Write About Homework Assignment
12. Time for Kids Magazine:”Fierce Floods Hit Colorado”
13. Time for Kids Magazine: “A United Front”
14. Time for Kids Magazine: “Hoop Dreams”
13. Time for Kids Magazine: “Whistled Words”
Lesson Procedure:
Initiation:
Hook: Students will view a YouTube video entitled, “Inspirational Quotes Empowering Kids.” The catchy tune accompanying the brief quotes will be projected onto the Smartboard in order to grab their attention to help them understand that if they put their minds to an idea they can accomplish it if they try. (Timing 51 seconds)
After watching the YouTube video, students will read aloud with the teacher the learning target:“Today we are learning how to summarize informational text in order to determine what is important by using supported key vocabulary and details. We will know we are successful when we are able to summarize information into a six sentence paragraph which includes the 8 content vocabulary words. (Timing 2 minutes)
The teacher will entice the students by asking, “Do you like exploring exciting topics that interest you? Do you like designing pictures? Then the teacher will comment, “I can’t wait to show you DOGOnews Are you ready? (Timing 1 minute)
Performance Tasks:
The strategy that will be used to reach the learning target is an organizer called “Write About” for the written summary with vocabulary words and a drawing to compliment the text. (Timing 30-40 minutes)
Development of Lesson:
After reading the learning targets as stated above:
1. The teacher calls students to the rug in order to model, using the Smartboard, how to go to DOGOnews website.
2. Once at the website, the teacher will demonstrate how to click on the News tab which shows the informational categories offered. Students may choose any, but the Video, category (Current Events, Science, Sports, Social Studies, Did You Know, etc.,)
3. The teacher will model for the students by choosing Current Events and clicking on the article, “Overweight Aquarium Turtle is Placed on a Diet!” Then the teacher will read aloud the short article to the students.
4. The teacher will also use an Elmo to display a copy of the “Write About” organizer that will accompany their task. The organizer is shown on a separate wall area simultaneously as the article is still visible on the Smartboard.
5. The teacher will walk through how to complete the organizer using the article “Overweight Aquarium Turtle is Placed on a Diet!” as a model to ensure what to do. The teacher will use guided practice with the students to complete the three sections of the organizer as a class; Write the topic of the article, List eight key vocabulary words found from the article, summarize the important parts and details from the article using the 8 vocabulary words embedded in the paragraph, and then draw a picture or symbol to summarize the topic.
6. The teacher asks, “Are there any questions? Give me a thumbs-up, in the middle, or down if you understand what you are about to do? Students will check their comprehension.”
7. Students are instructed to return to their seats, turn on the laptops, and type in DOGOnews.com in the address bar.
8. Students are told they have five minutes to agree upon a nonfiction article with the partner they sit next to. They must both agree on the same article because they are working in pairs to complete this task.
9. Once pairs have agreed on the same article, each student begins to read and/or listen to the article using headphones.
10. After both students have read and/or listened to the article, they collaborate to figure out the topic of their article, analyze and determine eight essential vocabulary words necessary to include in order to write a summary. Both students work together to formulate a six sentence paragraph using the eight determined content vocabulary words. Finally, they create a drawing that would summarize the topic of this chosen article.
Closure:
To end the lesson, each pair will share their “Write About” organizers with the group. My class is set-up in groups of four, therefore, each pair can report to one another the summary, list of key content vocabulary, and drawing or symbol about their nonfiction article. I will know the students have learned what I have taught them based upon the completion, or lack thereof, of their “Write About” organizer and the shared discussions with each other. The teacher will circulate around the room taking anecdotal notes during their table sharing time. After five to seven minutes of students sharing with students, the teacher will ask, “What were your successes in completing this assignment? What were any challenges? What needs to be still worked on?” (Timing 10 minutes)
Assessment Strategies:
Students who have demonstrated mastery of the learning target (objective) will have completed the “Write About” organizer clearly. This success to name/list key content specific vocabulary is only evident if comprehension of the nonfiction article occurred. Successful students in reaching the target had to utilize that vocabulary and organize a six sentence paragraph.The feedback that is needed for this assignment would be both written and verbal. Giving feedback to students to indicate how well there were able to choose and use content vocabulary is important. Students need to know if their summaries have described their learning of a topic. I believe this assessment organizer is reliable because research shows that summarization yields the greatest leaps in comprehension and long-term retention of information. This organizer was a valid measure of this learning objective.
Student Step by Step Directions to DOGOnews
Step 1: Turn on the laptop by opening the laptop screen
Step 2: Hit Ctrl + Alt + Delete buttons together at the same time
Step 3: Click the Google Chrome Icon two times
Step 4: Put the cursor at the top of the screen in the address bar and type in www.DOGOnews.com
Step 5: Once at the website, put the cursor on the “News” tab. Select from any subcategory (except for videos). Begin reading/listening to YOUR chosen nonfictional article.
Supplemental Materials:
“Write About” Homework Assignment
Directions: You will independently practice another “Write About” assignment at home. If you have digital access to a computer at home, you can go back on to DOGOnews to chose your new informational article. If you do not have a computer at home you must choose from the four pre-selected Time For Kids articles from Ms. McDaniel.
writeaboutdatatable.docx | |
File Size: | 5 kb |
File Type: | docx |
Reflection On Learning:
Based upon the “Write About” Data Table, my students had difficulty summarizing nonfictional text. Only 10 out of 24 students (41%) were able to master the summarizing learning target. Therefore, the plan of instruction for the next day will be to reteach and slowly model how to summarize. There is some misunderstandings or academic gaps occurring which that prohibits the ability to summarize effectively. Also, according to the data table, 16 out of 24 students (66%) were successful in analyzing the content vocabulary needed in order to summarize. However, four pair of students need additional lessons to focus on how to recognize and synthesize vocabulary information in order to formulate a summary. Therefore, the four pairs of students who scored less than 25% in the content vocabulary section will need additional exposure and practice in identifying content vocabulary correctly.
In order to meet the needs of the fourteen students who have not mastered these objectives, a plan will need to be in place to address their deficiencies. The remediation lesson the following day will have the same procedure, but appropriate modifications will be added to ensure academic success. First, the teacher will read aloud a K-3 nonfiction article from DOGOnews instead of a grade 4 article using the Smartboard. Next, students will use wipe boards and pens to record four key content vocabulary words. Then, students will share their identified vocabulary and list them on their individualized wipe boards. The teacher will record all the content vocabulary generated from the students on chart paper. After that, students will utilize the listed content vocabulary and write four sentences about the nonfiction article using those words.
The learning targets for the next day’s lesson would be the following:
Students will be able to sit on the rug and to listen to a K-3 nonfictional article being read aloud to them by the teacher from the Smartboard.
Students will be able to recognize and list four important content vocabulary words from the read aloud DOGOnews article. (Research to Build and Present Knowledge; CCSS ELA Literacy W. 4.8)
Students will be able to write four sentences about the article using the content vocabulary. (Research to Build and Present Knowledge;CCSS ELA Literacy W. 4.2D)
Reflection on Teaching:
I believe my teaching strengths is the ability to use summaries and visual representations as a strategy for learners. Asking students to reflect upon their learning is extremely important to their academic development. They must reorganize information to help understand the articles for themselves. True learning occurs because there is a process which incorporates concrete experience, collaborative discourse, and reflection. Using visuals or representations from drawings create students who are better able to understand and recall a concept. By using the “Write About” organizer it provides the opportunity and likelihood of retention of information later on. Combining written expression with visualization is motivating to students. Allowing both mediums provides the opportunity for students to communicate about their learning. The images students draw help visual learners retain the information better than simply discussing or writing the concept.
Overall, my strengths as a teacher is that I am planned and prepared to teach everyday. I believe it is imperative to be ready to educate my students because their achievement is depending on it. My expectations of their learning is high. I know it is necessary for me to set my sights higher because I have a greater chance of them achieving more. If my expectations are high most students will rise to the occasion. I am continuously growing in this profession. It is necessary that I keep up with the latest information through professional development, workshops, and even going back to college to attain a Master’s or Sixth year degree. Learning new ideas and teaching methods can revitalize and inspire me as a teacher which will have a huge impact on my students. Lastly, I truly believe in my students! I want them to succeed academically and in life. My motto is every student is reachable and teachable.
My teaching improvements are being mindful to create more engaging lessons that require Bloom Taxonomy’s analyzing, evaluating, and synthesizing information which will help them to increase the use of their critical thinking which in turn will make their learning experiences more authentic. Therefore, I need to be sure to vary my teaching methods. When planning remediation or next week’s lessons it is essential for me to remember every student has a different learning style with their own strengths and weakness just like a teacher. Varying my teaching techniques will keep my students interested in my class.
Based upon the “Write About” Data Table, my students had difficulty summarizing nonfictional text. Only 10 out of 24 students (41%) were able to master the summarizing learning target. Therefore, the plan of instruction for the next day will be to reteach and slowly model how to summarize. There is some misunderstandings or academic gaps occurring which that prohibits the ability to summarize effectively. Also, according to the data table, 16 out of 24 students (66%) were successful in analyzing the content vocabulary needed in order to summarize. However, four pair of students need additional lessons to focus on how to recognize and synthesize vocabulary information in order to formulate a summary. Therefore, the four pairs of students who scored less than 25% in the content vocabulary section will need additional exposure and practice in identifying content vocabulary correctly.
In order to meet the needs of the fourteen students who have not mastered these objectives, a plan will need to be in place to address their deficiencies. The remediation lesson the following day will have the same procedure, but appropriate modifications will be added to ensure academic success. First, the teacher will read aloud a K-3 nonfiction article from DOGOnews instead of a grade 4 article using the Smartboard. Next, students will use wipe boards and pens to record four key content vocabulary words. Then, students will share their identified vocabulary and list them on their individualized wipe boards. The teacher will record all the content vocabulary generated from the students on chart paper. After that, students will utilize the listed content vocabulary and write four sentences about the nonfiction article using those words.
The learning targets for the next day’s lesson would be the following:
Students will be able to sit on the rug and to listen to a K-3 nonfictional article being read aloud to them by the teacher from the Smartboard.
Students will be able to recognize and list four important content vocabulary words from the read aloud DOGOnews article. (Research to Build and Present Knowledge; CCSS ELA Literacy W. 4.8)
Students will be able to write four sentences about the article using the content vocabulary. (Research to Build and Present Knowledge;CCSS ELA Literacy W. 4.2D)
Reflection on Teaching:
I believe my teaching strengths is the ability to use summaries and visual representations as a strategy for learners. Asking students to reflect upon their learning is extremely important to their academic development. They must reorganize information to help understand the articles for themselves. True learning occurs because there is a process which incorporates concrete experience, collaborative discourse, and reflection. Using visuals or representations from drawings create students who are better able to understand and recall a concept. By using the “Write About” organizer it provides the opportunity and likelihood of retention of information later on. Combining written expression with visualization is motivating to students. Allowing both mediums provides the opportunity for students to communicate about their learning. The images students draw help visual learners retain the information better than simply discussing or writing the concept.
Overall, my strengths as a teacher is that I am planned and prepared to teach everyday. I believe it is imperative to be ready to educate my students because their achievement is depending on it. My expectations of their learning is high. I know it is necessary for me to set my sights higher because I have a greater chance of them achieving more. If my expectations are high most students will rise to the occasion. I am continuously growing in this profession. It is necessary that I keep up with the latest information through professional development, workshops, and even going back to college to attain a Master’s or Sixth year degree. Learning new ideas and teaching methods can revitalize and inspire me as a teacher which will have a huge impact on my students. Lastly, I truly believe in my students! I want them to succeed academically and in life. My motto is every student is reachable and teachable.
My teaching improvements are being mindful to create more engaging lessons that require Bloom Taxonomy’s analyzing, evaluating, and synthesizing information which will help them to increase the use of their critical thinking which in turn will make their learning experiences more authentic. Therefore, I need to be sure to vary my teaching methods. When planning remediation or next week’s lessons it is essential for me to remember every student has a different learning style with their own strengths and weakness just like a teacher. Varying my teaching techniques will keep my students interested in my class.