Lesson+Planning+Template

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· Reading Comprehension Strategy - Main Idea · Reading Development Level - Advanced (6th grade) · Instructional Strategies Locating information, ** not "research-based" ** - by this definition Summarizing, Labeling expository text features, ** not "research-based" ** - by this definition and Completing 5 Ws Graphic Organizer
 * || ** Template for Collaborative Lesson Plan – A. 4.3 ** ||
 * Follow this lesson plan template. Keep the template text in ** red ** font. Add your information in ** black ** font. ||
 * Planning

**There are two research-based instructional strategies (Marzano, Pickering, & Pollock) on your list: summarizing and the 5 Ws graphic organizers,** **which fit the "Identifying Similarities and Differences" strategy****. (Please see CS4TRC pp. 12-13.)**

(The research-based instructional strategies are on page 20 · Lesson Length - 50 minutes ·  Purpose - The purpose of this lesson is to teach students how to determine main idea by summarizing information found through researching different cultures. They will detail the information found in their research using the 5 Ws model. ·  Objectives 1. TLW locate information resources on at least two different cultures using both print and electronic resources. 2. TLW record expository text features on sticky notes and label the book. 3. TLW complete a graphic organizer detailing the 5 Ws for two different cultures using print and electronic resources. 4. TLW assess their own understanding using a rubric.

· Resources, Materials, and Equipment Children’s Literature __World Book__ Encyclopedias set-printed text "Cultures of the World" set-printed text Websites @http://www.everyculture.com/ [] [] Excellent choice of student-friendly Web-base resources

Graphic Organizers 5 Ws I am assuming the questions provided on the graphic organizer are sample questions, yes?

Materials "Cultures of the World" expository set from Marshall Cavendish Children's Books Copy of 5 Ws graphic organizer (above) Sticky notes for labeling expository text features - Great idea Large chart tablet to fill in 5 Ws during CT and TL think-pair-share Copy of assessment rubric

Equipment Computers for research SmartBoard or Projector for modeling

· Collaboration TL and CT conduct a think-pair-share to model summarizing using main idea 5 Ws. After the TL and CT demonstrate how to use the 5 Ws graphic organizer, the students will be separated into two groups. One group will utilize the databases and online research to find information on culture and complete their graphic organizer with the help of the teacher-librarian.The other group will look through the print resources provided by the teacher-librarian and will use these resources to complete the 5 Ws graphic organizer with the help of the classroom teacher. Both the CT and TL will monitor students progress when completing the graphic organizer. Excellent and effective use of two educators

· Assessment The students will be assessed on how well they locate information through observations by the TL and CT. The CT will make anecdotal notes for assessing students on their ability to locate expository text features based on the placement of sticky notes. Students will demonstrate understanding of main idea, summarizing information, locating and recording resources, and using facts in the graphic organizer. The TL and CT will jointly assess students' understanding using the criteria set forth in the rubric at the end of the day during the reflection stage of the collaboration process. The TL will collect information to use for guiding further information literacy instruction and the CT will use the data to guide classroom instruction with regards to students' understanding of cultures and reading comprehension strategies. Both the students and teachers will use the same rubric to assess the graphic organizer. This is an effective rubric. You may want to review the difference between facts and opinions when you present the rubric.

· Standards 1. Inquire, think critically, and gain knowledge. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (15) Culture. The student understands the similarities and differences within and among cultures in different societies. The student is expected to: (C) analyze the similarities and differences among selected world societies; and (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (4) Information Acquisitions. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software.
 * __ 21st-Century Standards __**
 * 2.1.2 ** Organize knowledge so it is useful.
 * __Reading Comprehension TEK:__**
 * __Social Studies TEKS__:**
 * __TA TEKS:__**

Reading and/or writing Students will read expository texts to determine main idea and will record this information in a graphic organizer.

Listening and speaking Students will listen to the TL as she demonstrates how to locate information online. They will also listen during a think-pair-share modeled by the TL and CT. Students will speak while working in groups to complete their graphic organizers.

Other content areas Social Studies - Students will research and locate information on at least two different world cultures and detail this information in a graphic organizer.

Information literacy  Students will determine if the information found on culture is appropriate to the assignment. They will also evaluate this information to find main idea and summarize their research.

Educational technology  Students will use online databases and websites to locate information.

Implementation · Process Motivation As a part of a global society, it is important that students understand the similarities and differences among different cultures and how these relate to them personally. This helps to foster a community of respect both in the classroom and outside of the classroom. This also allows students to obtain new knowledge about other cultures and how to relate to others in a knowledgeable and respectful manner, for example during interaction on social networking sites such as MySpace of Facebook. Within this global society, including the school community, they will live and interact in a future they create together. By creating a respectful learning environment, students can contribute to their learning without fear that their ideas, perspectives, and cultures will be rejected.

Ask students how many of them have interacted with peers on social networking sites or even texting. Have students give examples of a time when they have had a disagreement with a friend over a misunderstanding online. The TL and CT will role play an example of how cultures can misunderstand each other with a gift example. The TL can present the CT with a gift. The CT will take the gift and put it aside without looking at it. (This is common practice in Korea.) The TL will become upset and start an argument over the situation. After this role-playing skit, the CT will explain how differences between cultures can cause misunderstandings. The CT and TL will interject any personal cultural misunderstandings and explain the importance of understanding other cultures when communicating. This is an excellent way to get students involved in the lesson and in thinking about the importance of global understanding. Brava for the culturally-specific role play. I learned something!

Student-friendly Objectives 1. Read about two different cultures online or in a book. 2. Use sticky notes to label the features of an expository book. (This is an unfortunate aspect of the Web being non-standardized. It would be challenging to find Web sites that supply the text features of hard copy books - but then that learning wouldn't transfer to many, many sites. Oh, well. Such is the price of freedom.) 3. Fill in a graphic organizer with information from two different cultures. 4. Assess your work using the rubric. Presentation TL will project the online Encyclopedia Britannica utilizing a projector or a Smart Board and walk students through a demonstration on how to use the encyclopedia. The teacher-librarian talks as she navigates the encyclopedia and encourages students to follow along on their computer while the classroom teacher monitors. The TL will make sure that students know they will have to record the resources they find on their graphic organizer. (Do they already know the format? Will they use Easybib or another citation generator?)

Use one of the books from the //World of Cultures// expository text set to model using sticky notes to label the text features. Describe how to use different features, including table of contents and index, to locate information. Think aloud when labeling the features with sticky notes about how the feature can help find information.

Model how to fill in the graphic organizer during a Think-Pair-Share between the TL and CT. The teacher will read aloud a book from //World of Cultures// while thinking aloud about the 5 Ws. Both the TL and CT will demonstrate summarizing what they have read. They will then record the main idea of their summary for each of the 5 Ws on a large chart tablet.

Students will be divided into two groups. One group will work with the TL to locate resources online using the online encyclopedia and websites above. The other group will work with the CT to locate resources on different cultures using the set of //World of Cultures// expository texts. Halfway through the time allotted, the groups can switch to work with other resources. Both TL and CT will monitor student progress when completing the graphic organizer. Students may also work in small groups to assist each other with completing their graphic organizer. Students working in the same group should not have more than one culture in common.

Student Participation Procedures - These are precise and descriptive. Can you shorten these descriptions so you could post them succinctly for student's review? Remember the "audience" for these is students. 1. The students will conduct a search on the online encyclopedia independently while the TL and CT monitor them. 2. The students will utilize sticky notes to label the features that will help them locate information in one of the "World of Cultures" expository texts as they think aloud with a partner. 3. As the students divide up into groups, they will locate resources using the online encyclopedias and databases, and then switch groups and locate resources in printed texts. Student Practice Procedures -These are precise and descriptive. Can you shorten these descriptions so you could post them succinctly for student's review? Remember the "audience" for these is students. 1. Students will work together to complete their graphic organizers summarizing the main idea 5 Ws of two different cultures. 2. Students will assess their work using the assessment rubric. (Example: Use the rubric to assess your work.) Guided Practice Students will work in groups to label expository text features while the CT and TL monitor their progress. They will also work in groups to complete the 5 Ws graphic organizer while the CT monitors students using print resources and the TL monitors students using electronic resources. Effective specificity and logical responsibility for monitoring

Closure Students will share their graphic organizers with the rest of the class. This could take a very long time. How could you speed this up and still accomplish the goal of students' reviewing one or more of the learning objectives?

Reflection Students will reflect on what they have learned about the similarities and differences in cultures and how it directly relates to them and how they will apply this information now and in the future in a global society. Will they write about this or discuss this as a class? How can text features help us identify main ideas? How will students use summaries to create main ideas? How does the concept of main idea relate to understanding cultures?

· Extensions (Moreillon 15) Students will create their own cultural scrapbook to share with the class based on the 5 Ws graphic organizer. They will have the opportunity to present their scrapbook in electronic or print format using Web 2.0 tools such as Animoto, VoiceThread, or PhotoStory. Students can also use the information gained as a springboard for a future research project on countries and their cultures. Brava for integrating Web 2.0 tools and giving students choices!



Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||