This lesson takes place on Day 16 of a 20-day unit. Prior to this lesson, the students will have read Number the Stars by Lois Lowry in class. They will have used a KWLQ chart to activate background knowledge on the Holocaust. They will have listened to a few excerpts from I Am a Star: Child of the Holocaust by Inge Auerbacher. They will make notes and fill out a graphic organizer on the information learned so far.
Dr. M. - Italicize all titles.
Planning
Reading Comprehension Strategy -
Synthesizing
Reading Development Level
Advanced
Research-based Instructional Strategies
Summarizing and note taking (As you know, I prefer the term "notemaking." Whichever you choose, come to consensus with classroom teachers and be consistent. Your rubric uses the term "note making.")
Lesson Length
50 Minutes
Purpose
The purpose of this lesson is for the students to read expository text and make notes on their learning.
Objectives At the end of this lesson, students will be able to 1. Activate background knowledge. 2. Make notes and record their source. 3. Synthesize the information from an expository text.
Equipment (Technology) computers with online access to WorldBook webpage Interactive white board
Collaboration Educators model making notes from an article on the Holocaust from World Book online using the Synthesizing Graphic Organizer that is displayed on the Interactive Whiteboard. They will monitor student's making their own notes from an article on the Holocaust from World Book online. The educators will share the responsibility for assessing the students' notes on the Synthesizing Graphic Organizer.
Assessment The teacher and the librarian will monitor the students while they work. The students will fill out the synthesizing graphic organizer which will be turned in for a grade. The teacher and the librarian will use a rubric to assess the students' learning.
Standards TEKS - §110.16. English Language Arts and Reading, Grade 5 Reading and/or writing (11) 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: (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
Listening and speaking (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Other content areas (NAME them) §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid 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;
Educational technology §126.7. Technology Applications, Grades 3-5. (3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to: (B) collect and organize information from a variety of formats, including text, audio, video, and graphics; (C) validate and evaluate the relevance and appropriateness of information;
Information literacy
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills. 2.1.4 Use technology and other information tools to analyze and organize information.
Implementation: Process- Motivation
The librarian will show the students a video from the US Holocaust Memorial Museum website that will entice them to learn more about the Holocaust. The video is about a Jewish boy close to their age who survived the Holocaust. Together the librarian and the teacher will lead a brief discussion about what they saw in the video.
Student-friendly Objectives 1. Identify new information. 2. Respond to text before, during, and after reading. 3. List main ideas and (supporting?) details.
Presentation The teacher and the librarian will model finding an article about the Holocaust on the WorldBook online webpage. The webpage will be shown on the interactive white board so that all students can see. The librarian will be on the computer and the teacher will have the synthesizing graphic organizer. They will work together to find and read an article. They will think aloud to fill out the graphic organizer based on what they read.
Student Participation Procedures or Student Practice Procedures 1. Take turns. 2. Make notes on their graphic organizer.
Guided Practice The students find articles on WorldBook Online and make notes using their synthesizing graphic organizer. The students will use the "Putting the Pieces Together" rubric to self-assess their work. Both the librarian and the teacher will monitor the students while they work.
Closure The students will find a partner and think-pair-share about what they learned from the article they read. The teacher and the librarian will ask the students to share what they learned and what they found interesting or surprising.
Reflection What does it mean to synthesize information? How does activating prior knowledge and new information help in changing the way you think? How does note making help with your learning?
Extensions (Moreillon 15) The students can share their flyers with the class. They can display their flyers in the library or in the hallway. They can create a hallway memorial to showcase what they have learned. They can gather a text set of books that take place during the Holocaust.
After this lesson the students will use all their graphic organizers and the KWLQ chart to write a summary of their learning. Then they will create a flyer using the website www.smore.com that will include the knowledge they have gained during this unit.
This lesson takes place on Day 16 of a 20-day unit. Prior to this lesson, the students will have read Number the Stars by Lois Lowry in class. They will have used a KWLQ chart to activate background knowledge on the Holocaust. They will have listened to a few excerpts from I Am a Star: Child of the Holocaust by Inge Auerbacher. They will make notes and fill out a graphic organizer on the information learned so far.Dr. M. - Italicize all titles.
Planning
Reading Comprehension Strategy -Synthesizing
Reading Development Level
Advanced
Research-based Instructional Strategies
Summarizing and note taking (As you know, I prefer the term "notemaking." Whichever you choose, come to consensus with classroom teachers and be consistent. Your rubric uses the term "note making.")
Lesson Length
50 Minutes
Purpose
The purpose of this lesson is for the students to read expository text and make notes on their learning.
Objectives
At the end of this lesson, students will be able to
1. Activate background knowledge.
2. Make notes and record their source.
3. Synthesize the information from an expository text.
Resources, Materials, and Equipment -
Children’s Literature (All Genres)
None for this particular lessonWebsites (and Databases)
WorldBook Online
U.S. Holocaust Memorial Museum video
Graphic Organizers (and Rubrics)
Synthesizing Graphic Organizer
Assessment rubric
Materials (Other Consumables)
None
Equipment (Technology)
computers with online access to WorldBook webpage
Interactive white board
Collaboration
Educators model making notes from an article on the Holocaust from World Book online using the Synthesizing Graphic Organizer that is displayed on the Interactive Whiteboard. They will monitor student's making their own notes from an article on the Holocaust from World Book online. The educators will share the responsibility for assessing the students' notes on the Synthesizing Graphic Organizer.
Assessment
The teacher and the librarian will monitor the students while they work. The students will fill out the synthesizing graphic organizer which will be turned in for a grade. The teacher and the librarian will use a rubric to assess the students' learning.
Standards
TEKS - §110.16. English Language Arts and Reading, Grade 5
Reading and/or writing
(11) 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:
(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
Listening and speaking
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Other content areas (NAME them)
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid 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;
Educational technology
§126.7. Technology Applications, Grades 3-5.
(3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to:
(B) collect and organize information from a variety of formats, including text, audio, video, and graphics;
(C) validate and evaluate the relevance and appropriateness of information;
Information literacy
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills.
2.1.4 Use technology and other information tools to analyze and organize information.
Implementation:
Process-
Motivation
The librarian will show the students a video from the US Holocaust Memorial Museum website that will entice them to learn more about the Holocaust. The video is about a Jewish boy close to their age who survived the Holocaust. Together the librarian and the teacher will lead a brief discussion about what they saw in the video.
Student-friendly Objectives
1. Identify new information.
2. Respond to text before, during, and after reading.
3. List main ideas and (supporting?) details.
Presentation
The teacher and the librarian will model finding an article about the Holocaust on the WorldBook online webpage. The webpage will be shown on the interactive white board so that all students can see. The librarian will be on the computer and the teacher will have the synthesizing graphic organizer. They will work together to find and read an article. They will think aloud to fill out the graphic organizer based on what they read.
Student Participation Procedures
or
Student Practice Procedures
1. Take turns.
2. Make notes on their graphic organizer.
Guided Practice
The students find articles on WorldBook Online and make notes using their synthesizing graphic organizer. The students will use the "Putting the Pieces Together" rubric to self-assess their work. Both the librarian and the teacher will monitor the students while they work.
Closure
The students will find a partner and think-pair-share about what they learned from the article they read. The teacher and the librarian will ask the students to share what they learned and what they found interesting or surprising.
Reflection
What does it mean to synthesize information? How does activating prior knowledge and new information help in changing the way you think? How does note making help with your learning?
Extensions (Moreillon 15)
The students can share their flyers with the class. They can display their flyers in the library or in the hallway.
They can create a hallway memorial to showcase what they have learned.
They can gather a text set of books that take place during the Holocaust.
Link to our collaborative discussion for the lesson plan:
collaborative discussion for A.4.2
After this lesson the students will use all their graphic organizers and the KWLQ chart to write a summary of their learning. Then they will create a flyer using the website www.smore.com that will include the knowledge they have gained during this unit.