Lesson+Plan+Template

**﻿ **[[file:May_Pitts_A 4.2 Collaborative Lesson Plan.doc]]
I copied and pasted your work here. I need to be able to make comments directly on your wiki page.

· **Reading Comprehension Strategy** · Determining main ideas **Reading Development Level** · Advancing · **Instructional Strategies** · Notemaking and summarizing · **Lesson Length** · 5 days (60 minutes per day) · **Purpose** · Students will learn about the lives and presidency of the four presidents from Texas: Dwight Eisenhower, Lyndon Johnson, George H.W. Bush, and George W. Bush. You have noted what students will learn, but not how they will learn it. You should include mention of the reading comprehension and instructional strategies in the purpose for the lesson. See examples in CS4TRC and the lesson plan you deconstructed.
 * Planning**

· **Objectives** · Students will collaborate with a partner to research their selected president using electronic and print resources. · Students will create a //PowerPoint// detailing and summarizing their selected president's life including his childhood, schooling, professional career, presidency, and retirement. · Students will present their //PowerPoint// to the class using proper oral presentation skills. Why PowerPoint? There are so many Web 2.0 tools that could be more engaging for students: VoiceThread, Animoto, GoAnimate and more...

· **Resources, Materials, and Equipment** **Children’s Literature** · Biographies of Dwight Eisenhower, Lyndon Johnson, George H.W. Bush, and George W. Bush **Websites** · [] · [] · [] · [] · []

These are appropriate Web sites. You might want to link to a resource or two for copyright-free photographs of the presidents so students can practice the ethical use of information when they illustrate their presentations.

**Graphic Organizers** · See page 7 of lesson plan for notemaking graphic organizer Page 7???

**Materials** · Teacher-Created Rubrics: · Student Rubric [] · Teacher Rubric [] I would reverse the order of the criteria on your rubrics to put "determining main ideas" at the top of your assessments. They are the main ideas!

· Graphic Organizer (see page 7 of lesson plan) · Pens/Pencils **Equipment** · Computers with Internet access as well as access to Microsoft //PowerPoint// · Computer with projector · Electronic encyclopedia software with information on Dwight Eisenhower, Lyndon Johnson, George H.W. Bush, and George W. Bush

· **Collaboration** Days 1 and 2: · While Mrs. May presents the project, Mrs. Pitts will walk around and pass out rubrics, help maintain students’ attention, and point out the location of the biographies. While students research, both Mrs. May and Mrs. Pitts will walk around assisting students as needed, Mrs. Pitts focusing mostly on assisting with Internet research while Mrs. May focuses more on assisting with print research. Days 3 and 4: · Mrs. Pitts will present the //PowerPoint// introduction while Mrs. May walks around helping to maintain students’ attention. While students work on their //PowerPoint//s, both Mrs. May and Mrs. Pitts will walk around assisting students as needed. Day 5: · Mrs. May will lead the discussion about proper presentation techniques while Mrs. Pitts sets up the projector and directs students on how to log-on and get their //PowerPoint// on the screen. During the presentations, Mrs. May will monitor the audience’s behavior while Mrs. Pitts assists with technology. · **Assessment** · Educators will provide students with a rubric at the beginning of the project. Students will use this rubric to self-assess their work throughout the project and educators will use the rubric to assess students' work at the end of the project. · **Standards -** There are many standards listed that you are not teaching or assessing (skimming and scanning, distinguishing between primary and secondary source documents, data from experts, surveys, interviews...) I would delete these. **Reading** **and/or writing** TEKS- English Language Arts and Reading (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.

3rd-gade ELA-R TEKS related to Main Ideas: See your rubric.

**Listening and speaking** TEKS- English Language Arts and Reading (27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:  (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and  (B) follow, restate, and give oral instructions that involve a series of related sequences of action.

**Other content areas** TEKS - Social Studies  (19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: (A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; (22) 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:  (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.

**Information literacy -** AASL Standards Indicators missing TEKS- English Language Arts and Reading (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

**Educational technology** · Microsoft //PowerPoint// · Internet

· **Process** **Motivation -** How are you maximizing the benefit of two educators in the motivation section? (One idea is for one educator to role play a talk show host while the other play a famous guest. The questions asked and answered should be "main ideas." The educators use think alouds to talk about main ideas - and supporting details - as they conduct the interview.) Day 1: · //Cues and Questions//: Have you ever wanted to be president? Did you know there are four people from Texas, just like you, who have gone on to become president of the United States? Brainstorm some character traits you think a president should have. Today and tomorrow you will be researching a president from Texas and thinking about what character traits he had that made him a good president. Day 3: · //Cues and Questions//: Do you enjoy viewing presentations on the computer? What are some characteristics that make a computer presentation interesting and fun? Today and tomorrow you will be creating a //PowerPoint// presentation about your president to show to the class. Be sure to be creative and make it exciting to watch! Day 5: · //Cues and Questions//: Today you will be showing your classmates the //PowerPoint// presentations you’ve worked so hard to create. Brainstorm some characteristics of a good presentation. How should you speak? What should you remember? How should you act as an audience member? **Student-friendly Objectives** Days 1 and 2: 1. Collect information from multiple sources of information including print and Internet. 2. Make notes on information in own words. 3. Record the sources of information. 4. Cooperate, collaborate, and communicate with a partner. Days 3 and 4: 1. Take notes from previous days and create a Microsoft //PowerPoint// presentation. 2. Record the sources of information in the //PowerPoint// on a Works Cited slide. 3. Self-assess the //PowerPoint// using the given rubric. 4. Cooperate, collaborate, and communicate with a partner. Day 5: 1. Use proper presentation techniques to present //PowerPoint// to the class. 2. Be an encouraging audience member during classmates’ presentations. 3. Cooperate, collaborate, and communicate with a partner. **Presentation** Project note-making graphic organizer and use President Obama as an example. Explain that even though President Obama did not come from Texas like the presidents that the students will be choosing from we will use President Obama as an example. Mrs. May will use the think aloud strategy to start filling out example page including sources of information. Mrs. Pitts will circulate during presentation to make sure students are understanding. Yes to the think alouds and modeling notemaking on the graphic organizer, but this is not the most effective use of two educators. Mrs. Pitts is acting in the role of an aide rather than a co-teacher. Instead Mrs. May could think aloud while Mrs. Pitts thinks aloud and records her main ideas.
 * Implementation -** For the purposes of the assignment and in order to apply the rubric, I will only review Day 1 of this unit.

Review note-making strategies- not just copying but reading and writing information in own words and citing sources. Talk about check box for Include in PowerPoint on graphic organizer, explain that this will be checked later after all the facts are found; after note-making then partners will decide what is to be included in the PowerPoint. For second or third-grade student you will want to teach students notemaking. This is another opportunity for the educators to model and use think alouds. Students will divide in partners to choose president, read, and make notes. Teachers will circulate to help facilitate the process. **Student Practice Procedures** Days 1 and 2: · Raise hand for assistance or to ask a question. · Locate relevant resources (at least one print and one website). · Record information on note-making graphic organizer and record the source of all information. · Take turns with partner in all activities (writing, typing, etc.). Days 3 and 4: · Raise hand for assistance or to ask a question. · Use information on note-making graphic organizer to create a //PowerPoint//. · Collaborate and compromise with your partner on all decisions. · Take turns with partner in all activities. · Frequently self-assess //PowerPoint// using given rubric. Day 5: · Raise hand for assistance or to ask a question. · Practice proper presentation techniques. · Take turns in presenting with partner. · Be an encouraging, respectful audience member during classmates’ presentations.

**Guided Practice** · Educators monitor students for proper use of note-making graphic organizer; monitor students to make sure partners are finding main ideas and summarizing, citing sources, and planning for //PowerPoint// presentation. Good detail about what educators will be monitoring.

**Closure** · Review the names of the four presidents from Texas. Review/amend brainstormed list of character traits of a president from Day 1. Are the character traits the "main ideas"? Then the term should be used in the closure in order to reinforce this strategy.

**Reflection** · How did working with a partner help you in this project? How did self-assessment using the rubric guide you as you completed the project? What is the most important thing you learned through completing this project?

There should be a question about determining main ideas, notemaking, or summarizing in the reflection.

· Write a haiku about the President you researched · Create a collage about important life events of your President · What is the average age of men who are President? Why do you think it is this number? The first two extensions could lend themselves to further classroom-library collaboration for instruction. I am curious about the third. ???
 * Extensions** (Moreillon 15)

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