|Lesson Plan Info:||Lesson Plan - Using the Reading English Language Arts Lesson Design Template|
|Title:||Using the Reading English Language Arts Lesson Design Template|
|Creator:||Carla Williamson: firstname.lastname@example.org|
|Subject:||Reading and English Language Arts|
|Grade Level:||Fifth Grade|
|Essential Questions:||If you do not have purpose and you do not receive feedback, you cannot have confidence. Students need a clear focus of why they are doing what they are doing. This is best accomplished when teachers organize around inquiry. When we organize daily learning around a question and students receive feedback, the learning makes sense and the students have a clear goal. In other words, essential questions allow students to make meaning of their learning. Every unit design should target one or more essential questions, and every lesson within the unit should be designed to explore one of the essential questions for that unit.|
|Sponge Activity:||Teachers will often use Daily Oral Language, Mountain Language, Mountain Math, journal writing, the author’s suggested sponge activity, or an activity designed to address skill development related to a particular benchmark item. Keep in mind that sponge activities do not involve direct instruction from the classroom teacher. Suggested time for sponge activity is 10 minutes.|
|Activating Prior Knowledge:||Before-literacy strategies activate prior knowledge so that students can scaffold to new knowledge. That is why powerful teachers build explicitly on their students‘ prior knowledge and experience. These strategies help students to create mental models so the abstract, printed word can have immediate meaning. They are the "hook" to get students interested in the lesson. Some examples would be viewing, developing or responding to videos, photographs, objects; role-playing; using graphic organizers, analyzing a book jacket; listening to a read aloud by the teacher; K-W-L to determine what students know, want to know and expect to learn before reading new text; direct reading/thinking activity. The suggested time to be set aside for the activation of prior knowledge is 15 minutes.|
|Vocabulary Development:||The effective
vocabulary teacher builds a word-rich environment in which students are
immersed in words for both incidental and intentional learning. This
teacher also makes deliberate plans for words to be incorporated in
listening, speaking, reading and writing vocabularies. The strategies used
within each lesson not only teach vocabulary effectively, but also allow
the teacher to model good word-learning behaviors for the students.
Research conducted in
the past ten years reveals that vocabulary knowledge is the single most
important factor contributing to reading comprehension. The larger the
reader’s vocabulary, print or oral, the easier it is to make sense of
text. Vocabulary instruction does lead to gains in comprehension, but
methods must be appropriate to the age and ability of the reader. In its
April 2000 report on the essential components of reading instruction, the
U. S. National Reading Panel stressed that no single method of vocabulary
instruction is most effective; instead, using a variety of methods leads
to increased vocabulary learning.
|Skill Lesson Through Direct Instruction and Modeling:||While designing the unit, the author identified specific skills of which the student should demonstrate proficiency during the unit of study. This portion of the lesson targets those cited skills and involves direct instruction and modeling on the part of the teacher. The suggested time for this portion of the lesson is 10 minutes.|
strategies deepen understanding during the learning process. It is
critical that the teacher structure lessons so young teens will have time
to work in groups. This practice helps students deepen and broaden their
understanding of the subject matter. When students talk about the content,
when they must explain it, they learn what they know as well as that of
which they need to gain further knowledge.
Teachers may use concept models, questioning techniques, directed reading-thinking activities, two-column note taking, prediction, summarization strategies, sequence charts, story boards, role playing or think alouds to help the students become actively engaged in their reading while they are reading. It is important for teachers to model the strategies as they help students learn how to translate the concepts found in their reading into concrete formats that are easier for students to understand and remember. Active literacy is the heart of the lesson and should receive 30 minutes of the instructional time daily.
|Post Literacy:||It is important that
the teacher provide students with time to summarize, synthesize and
analyze the day‘s learning. We strongly recommend that teachers focus on
strategies that will develop students‘ summarization skills.
Summarization, one of the top nine most effective teaching strategies
identified by Robert Marzano, Debra Pickering and Jane Pollock, is defined
as "restating the essence of text or an experience in as few words as
possible or in a new, yet efficient, manner." Teachers should keep in mind
that summarization does not have to be done in writing. Summarization can
be done orally, dramatically, artistically, visually, physically,
musically, in groups or individually. Summarization is one of the most
underused teaching techniques, but research demonstrates that it will
result in some of the greatest gains in comprehension and long-term
retention of information.
After reading the text, teachers must require students to summarize, synthesize and analyze what they have read. The teacher may have the students write a one-sentence summary of the reading, or use a graphic organizer to depict their concrete understandings of the reading. Some of the effective post-literacy strategies are group summarization, K-W-L, reciprocal teaching, SQ3R, semantic mapping, learning logs, RAFT, writing-to-learn, discussion web or creative debate. The suggested time for post-literacy is 5 minutes.
|Reflection:||We believe the teacher should reflect upon the performance of each student during the unit of study by asking these questions: Have all students mastered the content standards targeted for this unit of study? Is it necessary to re-teach a concept to some members of the class while others benefit from an exercise that enriches or extends their learning during the unit? Teachers should also cause students to reflect upon their learning during the unit of study by having them reflect on questions such as: What have I learned? Are there concepts or skills I believe I need to continue to work with? We often neglect reflection, this very important stage in the learning process. By taking time to reflect upon where our students are in their learning, we can design the next unit of study to better meet their identified needs. The suggested time for this often neglected, but powerful, aspect of learning is 5 minutes.|
|Materials:||A list of the materials used in each day‘s lesson is helpful to the teacher.|
|Duration:||No Data Entered|
|Files Uploaded||No Files Uploaded|
|Date Created:||October 12, 2007|
|Date Modified:||October 18, 2007|