Final Lesson Plan (2)

Lesson Plan Title: What Is THAT? (Using Inference in Science to Develop Reading Literacy and Comprehension)

Casie Hayward - 5th grade Language Arts

(1) 50 minute lesson

“Big Idea” this lesson plan supports - (Guiding/Essential Questions):   How can inference help to develop reading literacy and comprehension?

Lesson Plan Component	Criteria
Title	Relates to Instructional Goals and Objectives
GSE’s/GLE’s/Frameworks Common Core	Reading Standards for Literature (Key Ideas and Details) RL.5.1. - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Reading Standards for Informational Text (Integration of Knowledge and Ideas) RI.5.7. - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Writing Standards (Research to Build and Present Knowledge) W.5.7. - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.9. - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. NETS for Students 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 4. Critital Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information.
Objective(s)	Students will quote accurately from a text when explaining what the text says and when drawing inferences from the text. Students will draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Students will conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Students will recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will apply digital tools to gather, evaluate, and use information.
Materials	A leaf and other assorted mystery objects (flower petal, sugar, piece of hair, pencil lead, a penny) six microscopes Slideshow about inferencing (mystery bottle) projector What Is THAT worksheet
Anticipatory Set	Start with Mystery Bottle slideshow. Slide 1- Start by telling students you went for a run on the beach this weekend. Slide 2 - While you were running you saw a dark bottle in the sand near the water’s edge. Slide 3 - Read the clues to the class and ask the students what they think is in the bottle and list them on the board. Ask for reasons why they what is in the bottle. Slide 4 - Have students look over list Slide 5 - Explain to students that what they just did by deciding what was in the bottle without actually seeing it is called inferring or making inferences. Slide 6 - Explain to students that inferring is like “reading between the lines” by taking what you already know and use the clues given to decide a reasonable possibility. Explain that having this skill will make them better readers by improving their decoding skills and comprehension. Slide 7 & 8 - have students form small groups and have students try to infer what is being explained on the slide by the clues given. Ask for reasoning. Slide 9 & 10 - follow same process for slides 7-8 but now slides contain zoomed in photos.
Procedures	Assign new small groups and have students go through text clues at each table. Students should discuss opinions of what is under the microscope just with text clues and schema. Students will record what they believe is on the slide on the Text Clues column in their Detective Recording Sheet. Teacher needs to be checking in throughout discussion making sure students are discussing opinions and using the clues to infer what is on the slide. Teacher will tell students to now look through microscope. Students will take turns looking through microscope and discuss what they see. Discuss new or more confident opinions of what is on slide. Students will now write under Inference on their Detective Recording Sheet what their new or more confident inference is on slide. Teacher will announce what was on each slide. HOTS - How did you hypothesize about what is under the slide without knowing exactly what it is beforehand? HOTS - How are you going to collaborate with your classmates and deduce what was under the slide? HOTS - Can you prove your hypothesis without truly know what is under the slide? How?
Closure	Teacher will announce group rotation so all groups visit each microscope station and complete their discussion and inference collection. Teacher will gather in meeting area in small groups to discuss in large group what each inferred about text clues then microscope view. Teacher will lead reflection discussion about what inferences made sense and what made them off base. Teacher will lead reflection about how making inferences in reading can guide reader in better comprehension and literacy. Teacher and students will collaboratively fill out KWL chart on easel about inferring. K-What we already know, W-What we want to know, L-What we learned.
Assessment	Students will create a Glogster poster to represent inferences while using text clues and microscope clues about what was under three microscopes. Students will have to create a login with an email address. Here is my artifact example: http://mscasie.edu.glogster.com/inferring-lesson-artifact Here is a screenr of how to create a glog: <iframe src="http://www.screenr.com/embed/83HH" width="650" height="396" frameborder="0"></iframe> and here is a screenshot of the glogster: Students must follow a rubric: Rubric for Artifact Here is a screenshot of the rubric:
Modifications/ Accommodations	According to student needs, number of slides represented on glogster can be changed. According to student needs, number of microscopes visited and inferred about can be changed. According to student needs, paraeducator may scribe and/or assist with glog creation for student.

Final Lesson Plans (1)

Lesson Plan Title: Research Building Blocks: “Organize This!”

Casie Hayward

3rd grade

“Big Idea” this lesson plan supports - (Guiding/Essential Questions):   How can an outline guide research and go on to guide writing a research paper?

Lesson Plan Component	Criteria
Title	Research Building Blocks: “Organize This!”
GSE’s/GLE’s/Frameworks Common Core	Reading Standards for Informational Text (Key Ideas and Details) RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (Integration of Knowledge and Ideas) RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (Writing Standards) W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly NETS Research and Information Literacy b. Locate, organize, analyze, evaluate, synthesize,   and ethically use information from a variety of sources and media Creativity and Innovation b. Create original works as a means of personal   or group expression sources and media Critical Thinking, Problem Solving, and Decision Making c. Collect and analyze data to identify solutions   and/or make informed decisions
Objective(s)	Students will determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Students will integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Students will write informative/explanatory texts to examine a topic and convey ideas and information clearly Students will locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Students will create original works as a means of personal   or group expression sources and media Students will collect and analyze data to identify solutions   and/or make informed decisions
Materials	Colored paper (four different colors) Example Outline Format Sample Outline for Beluga Whale Graphic Organizers
Anticipatory Set	Hand out the Example Outline Format and explain that students will be making sentence strips for their research topic. Model the activity by making a sentence strip and placing it on the board using the Beluga whale topic or one of your own choosing. Record each big question or category on a different colored sentence strip and place it on the board. Give members of the group or class colored sentence strips. Remind students to match the color of the sentence strip on which the fact is written to that of the big question (category) it is about, recording only ONE fact fragment (note) on each strip. These do not have to be complete sentences. Students bring their fact strips to the board and place them under the appropriate big question/category (same color strip) indenting them as in outline form. After all strips are placed on the board, the sequence of the notes under a big question/category may be changed to place similar facts together. This will help the facts flow once the students start writing.
Procedures	Add the appropriate Roman Numerals (categories) and letters (notes) to create an outline form. (See Sample Outline on the Beluga whale.) Remind the students that an outline highlights the essential information they want to include in their final product and helps organize their information. Modeling for students how to use an outline enables them to determine the sequence of their report. It is important for students to learn that they decide which information is most important for their readers to know at the beginning of the report, and to think about ways to make the report flow from section to section. HOTS - How does an outline help you create a research paper? HOTS - Can you work with a partner and critique each others outlines? What works? What needs improvement? HOTS - How will you connect and synthesize your outline to your research paper?
Closure	Students will partner up and critique each others outlines. They will discuss what worked well and what needs improvement. They will discuss KWLs (What they Know, what they Want to know, and what they Learned. They will list as a group on the board their KWLs to complete a class KWL chart.
Assessment	Students will be assessed by using Read, Write, Think Notetaker to make an outline for their own research topic. Students do not need a login to use Notetaker. using this link: http://www.readwritethink.org/classroom-resources/student-interactives/readwritethink-notetaker-30055.html Here is my example of Notetaker: http://interactives.mped.org/interactives/print_notetaker.aspx and a screenshot: Screenr for Read Write Think Notetaker: <iframe src="http://www.screenr.com/embed/toHH" width="650" height="396" frameborder="0"></iframe> Rubric for Read Write Think Notetaker: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2328483&
Modifications/ Accommodations	If this method of outlining and organizing information is not appropriate for my students, other graphic organizers are available online.

Technology Integration Field Experience

http://prezi.com/haqqvb_5b2rx/?utm_campaign=share&utm_medium=copy

Mid Term Podcast on Audioboo

listen to ‘Mid Term Podcast - EDU 533’ on Audioboo

West Coasting with My Family

West Coasting with My Family

Lesson Plan Research and Review

is an online program that creates "word clouds" from words you type. The more you type the same word, the larger that word will be displayed in the word cloud. You do not need to register or submit an email address to use it. This could be a great marketing tool for adults or students could create wordles about characters they are reading about in books. The word cloud Wordle creates is cool but if you wanted to type a poem or sentences you cannot keep the words together in the cloud.  Other than that drawback, Wordle is a fun tool for kids and adults!

Here is a Wordle is about education.

source for photo

Prezi is a digital presentation tool. Prezi is a great way to show information in a fun, organized way that is more visually interesting than your basic Power Point presentation. To access Prezi, you do need to sign up for an account with your email address. Prezi is super easy to you. I would advise one to check out the Prezi video, "Getting Started" to see all the fun ways to use the program. This would be a great way to boost a company presentation or a class assignment.


Here is a screen shot of the Prezi I created for Digital Citizenship.

 Applying Technology to Lesson Plans

Lesson 1: A Bear of a Poem 

I would add technology to this lesson plan by using Wordle in session one. Students need to create a poem about the story they read. I would have my students enter in the most important words (nouns and verbs) more so they would be more eye-catching.

NETS Student Standard applied: 1. Creativity and Innovation (b) create original works as a means of personal or group expression. 

Lesson 2: A "Cay" ribbean Island Study 

I would add technology to this lesson plan by using Prezi for the final project. The students have to research a Caribbean Island (people, language, location, climate, vegetation, animal life, government/history, industry and tourism). I would have them choose an appropriate Prezi template to display the information. Hopefully they would find interesting videos and photos to include in some of the slides. 

NETS Student Standard applied: Research and Information Fluency (b) b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.