READING LESSON PLAN INFORMATIONAL TEXT - Science

Transcription

1 Crystal Schott EDU 532 April 30, 2012 READING LESSON PLAN INFORMATIONAL TEXT - Science Grade Level: 3rd grade Text citation: Barman, C., DiSpezio, M., Guthrie, V., Leyden, M. B., Mercier, S., & Ostlund, K. (1992). Addison-Wesley Science (2nd ed.). Reading: Addison-Wesley Publishing Company Inc.. Summary: In chapter 8 of the textbook students learn about how the land changes as a result of living things, water, and wind. Content Objectives: Lesson level: Students to learn about how land changes, specifically students will understand changes to the earth s surface and their causes. Students will know and use the vocabulary words listed below in order to increase their understanding of the reading: weathering, erosion, valley, canyon, runoff, delta, soil deposits, glaciers, windbreak, dune, acid rain, and delta State Standard: Identify and describe natural causes of change in the Earth s surface (erosion, glaciers, volcanoes, landslides, and earthquakes). (E.SE.03.22) Process Objectives: Literacy: Students will recognize and apply the strategy of activating prior knowledge before they read the text. Students will practice the strategies of summarizing, clarifying, questioning, and predicting as they read the chapter. Students will understand the meaning of vocabulary concepts that relate to earth processes. Prior Knowledge Chart the background knowledge that students will need in order to understand the lesson. KNOW earthquake, storms, floods, swamp mountain, rocks, waves, rain, sand, change DON T KNOW How trees split rocks weathering, erosion valley, canyon, runoff, delta, soil deposits, glaciers, windbreak, dune, acid rain Materials Teacher will need a flip chart or board with markers to record student answers. Note card summarizing the roles of summarizing, questioning, clarifying, and predicting.

2 Students will need 3x5 note cards to write their summaries, questions, clarifications, and predictions on. Lesson Sequence Prereading: I will begin my lesson by showing students a You Tube video of a time-lapsed video of the Cancun beach recovery project at: I will ask students what they already know about the video. I will then tell them that we just practiced a strategy called, activating prior knowledge. This strategy will help you connect the information you already know to the new information you are going to learn about how the surface of the Earth changes. (PReP Prereading exercise) I will then say, I am going to have you practice activating your prior knowledge in another way. I m going to give you all a word and I want you to raise your hand and tell me what the word or phrase I share with you makes you think of. I will say Tell me everything you think about when I say change. I will write each word or phrase the students think of and follow up with the question What made you think of? All students will listen to the elaboration of prior knowledge. I will repeat this procedure using the words in the previous knowledge listed in the previous section to prompt students to share what they already know. Words to Explore: Change, earthquake, storms, floods, swamp, mountain, rocks, waves, rain, sand, erosion, glacier, deltas When we have finished going through the list as a class I will prompt students to add more ideas to what we have already come up. I will also tell students that they will need to learn some words prior to reading the text, so they can use their knowledge of these words to help them learn. Students will learn the following words prior to reading: valley, canyon, dune (see handout) Following this activity, I will tell the students that we will discover how the textbook authors think these ideas are related and why they are important.

3 Prereading Vocabulary Instruction Valley 1. In the book, the authors write about how valleys are formed by changing the land. Let s all say valley. 2. A valley is a low place in the land between chains of hills or mountains When a car runs over your bike, it is often ruined to the point that you cannot ride it. You could say that the car caused the destruction of your bike. When a house is wiped out by an earthquake, and people can t live in it anymore, then the earthquake cause the destruction of the house. When a city is ruined by a giant hurricane, there is an area of destruction where no one can live anymore like New Orleans. 5. Students will come up with other examples of destruction. 6. Judgments: Example: Vandalism Non examples: Repairing a torn roof Fixing a leaky faucet 7. Students will say the word destruction aloud again. Canyon 1. In the book, the author writes that the eruption of the volcano caused an earthquake. Instruments registered a strong earthquake. 2. Let s all say register. 3. Register means to make a record of something either by measuring or listing it. 4. We can register or record our weight by using a scale. When we register at the social security office, they record our name, and other information. We can register or record our address at the post office. 5. Students will come up with other examples of register. 6. Judgments: Examples: Put your name in for a raffle ticket to win a car Put your name down to vote Non Examples: Sign a letter 7. Students will say the word register aloud again. Dune 1. In the book, the author writes that the eruption of the volcano caused an earthquake. Instruments registered a strong earthquake. 2. Let s all say register. 3. Register means to make a record of something either by measuring or listing it.

4 4. We can register or record our weight by using a scale. When we register at the social security office, they record our name, and other information. We can register or record our address at the post office. 5. Students will come up with other examples of register. 6. Judgments: Examples: Put your name in for a raffle ticket to win a car Put your name down to vote Non Examples: Sign a letter 7. Students will say the word register aloud again. During reading: I will begin the reading by telling students that we will be practicing a strategy that good readers use as they read in order to learn as much as they can about the reading. As students read, they stop pause several times as they read the story and practice four strategies that good readers use. One strategy we call summary. When good readers summarize, they try to think about the most important information in one sentence. Another strategy that good readers use is clarify. Clarify means to make words and sentences more clear, so if there is a word that you don t know or a part of the text that is confusing, you might need to stop and clarify. Students will also clarify the following vocabulary words as they read: weathering, erosion, runoff, deltas, glaciers, and windbreak. A third strategy that good readers use is questioning. Good readers ask many types of questions. For example, you might read and ask I wonder questions. For example, the authors of the textbook might not tell you all the information you want to know or you might wonder if this section is related to something you already know about. Another type of question is a test or teacher question. Good readers think about questions that the teacher might ask them, or what might be on a test. The last strategy that good readers use as they read is predicting. As you read, you think about what might happen next in the story or the information the author might write about next. So let s do an activity in which we practice these four strategies. (Adapted from Tamara Jetton, Explicit Language for Teaching Reading Strategies, 2012) I will read Lesson 1: How Land Changes p and stop at the end of each section. (Introduction, Living Things Change Land, and Breaking Up Rock) see next page. At each point, I will ask students to help me summarize, clarify, question, and predict the information that they just read Following the three stopping points, I will tell students to read the next section of the Chapter (Section 2: Water Changes Land, p ) as a group and practice the four strategies with their table mates (groups of 3-5 students). Students will spend the next minutes working with their group as I circulate and provide support and guidance where needed. Finally I will assign Lesson 3: Wind Changes Land (p ), for students to individually practice summarizing, clarifying, questioning, and predicting.

5 Stop page 188 Summarize: During Reading Reciprocal Teaching for Chapter 8: The Changing Land Water, wind and living thing change land. Some changes are slow others are quick. Clarify: Question: Predict: rapid, Grand Canyon, millions of years Types of changes that might be caused by earthquakes, volcanoes, floods, and storms. What are other examples of things that change? How did the Earth look before? How did the Grand Canyon form? What are slow changes to the land? How quickly does a volcano erupt? What are some of the ways people change land? The authors will talk about fast and slow changes. The author will tell about how people change the land next. Stop page 190 Summarize: People change the land to build houses and roads. Animals and plants also change the land. Clarify: Gopher, carrying away materials, swamp Question: What are some of the materials that people dig up? What kinds of machines do you need to dig through a mountain? How long does it take to dig through a mountain? Why would you want to go to all the trouble of making a road through a mountain; why not go around? How can you build homes in a swamp? What are other ways animal might change the land? How can a tree split a rock with its roots? How strong are tree roots? Does it matter what kind of tree? Predict: The author will talk about how water changes the land next.

6 Stop page 192: Summarize: Clarify: Weathering is rock wearing away and breaking into bits. Sometimes the bits are carried away by water or wind. Weathering, erosion, Great Plains, pot hole Great Plain is no good for farming. Question: Where does weathering take place? Why does our town have so many pot holes? How does water get inside rocks? How big of a piece of rock can the wind carry away? How can farmers fix the land in the Great Plains? How old is the Grand Canyon? Predict: I think the next chapter section will talk about other things that change the land.

7 READING LESSON INFORMATIONAL TEXT- Social Studies Grade Level: 3 Text citation: Banks, J. A., Colleary, K. P., & Parker, W. C. (2007). Michigan's First People. In Michigan (pp ). New York: Macmillan/McGraw-Hill. Summary In chapter 2 of the text Michigan the authors introduce the idea of identifying Michigan s first people as Native Americans. The text covers a time period starting with Paleo-Indian culture through Hopewell culture (400 C.E.). The focus on this section is placed on the interaction of the people with the climate and the definition of culture. Content Objectives: Lesson level: Students will learn about Michigan s first known human residents, in particular the Paleo-Indians and the Hopewell people. Students will examine how climate influences people and culture, (particularly in Michigan). Process Objectives: Literacy: Students will recognize and apply the strategy of activating prior knowledge before they read the text. Students will recognize and apply the strategy of analyzing the reading task before they start reading. Students will also practice the strategies of summarizing and identifying key ideas as they read expository text. Common Core Standard: RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Prior Knowledge Chart the background knowledge that students will need in order to understand the lesson. KNOW Native American Michigan Stone tools Hunting Concept of migration DON T KNOW climate Paleo-Indians archaeologist culture burial mound Where Michigan is in relation to Northern Asia and Europe Hopewell people Norton Mounds Artifacts Natural resource

8 Materials I will prepare a semantic map (see attached) for students to fill in. I will also need a copy of the semantic map (projected onto screen) to model what to fill in for my students. Classroom Technology: overhead or document projector. Students: Copy of semantic map, pencil, Michigan textbook, removable highlighter tape Lesson Sequence Prereading: I will begin my lesson by telling students that we will be reading about the first people that lived in Michigan. We will be using our social studies book to learn more about them. In order to help us do that we are going to use a reading strategy that will help us set our purpose for reading. I will remind students that good readers use this strategy to help them focus on what is important to pay attention to when they read. I will tell students today we are going to focus on identifying the big ideas and supporting details we read about in our social studies book. I will tell them Let s practice the strategy of setting purpose. When I say go, take a moment to look by yourself at the section we will be reading today starting on page 42 and continuing through page 47 (these page numbers will be written on the board as a reminder). As you preview the section, think about what ideas seem important. Students will be given 3 minutes to preview the text. I will then ask them to share with a partner what they identified as important. Then, I will have them share what their groups found important with the whole class until all of the suggestions of main ideas have been orally discussed. Next, I will tell students, You will use this note sheet to help you think about what you already know and record the big ideas we are going to read about. Let s use this strategy to help us practice focusing on our purpose for reading. What big ideas are we focused on today? I will use the list generated from the class on what they felt the big ideas were (making sure to identify changes in land and climate, Paleo-Indians, and the Hopewell). I will show them how to fill this information in on their semantic map, modeling on the projected copy. I will give students time to fill this in before moving on. Then I will state, Through the story, the authors will give you more information about these main ideas, we can write supporting details near the big ideas (model where this information will go). Following this activity, I will tell the students that we will read to find supporting details about the big ideas we identified.

9 During Reading: (Most important word strategy) Before we read the text selection, I will continue my lesson by reminding my students that good readers determine the most important information as they read. I will tell them that one way we can determine the most important parts is by focusing on key words, phrases, and ideas that the author wants you to know. We are going to do an activity to help us focus our reading today on what the author thought the most important ideas are. I will ask the students for ideas on how authors let us know that words and phrases are important. I will list these on a large piece paper (to be referred to later), making sure to include the following: Font size, highlighting, bolding, using words like important and remember. I will read the chapter introduction on page 42 aloud to help demonstrate the process the students will use. After the section has been read I will demonstrate at think-aloud to show the process of identifying important words and phrases. The first thing I noticed is that the chapter title Michigan s First People is written in bold. This tells me the author wanted me to notice this important phrase. As I read further I see this key phase In this chapter you will learn about Michigan s first people. Their story is an important part of the story of Michigan. So I know the author think the first people are important to Michigan s history and will be telling us about it in the rest of the chapter. Who are the first people? When I look back at the section I see we are talking about Native Americans or Indians, these are key words. The author also tells us that this happened long ago and it was written about in the 1800 s which tells us, the readers, what time period we are talking about. Each section will have at least one key idea that the author wants you to know. These most important words and phrases can help you later to write a summary of what the author was writing about. If I were to summarize this first page I would say Chapter 2 is about the history of Michigan s first people, the Native Americans. The key phrases Native Americans and first people were part of my summary I will have the students read pages aloud to their table groups (groups of 3-5 students), then pause and work as a group to write down key words and phrases. Students will be instructed to take turns reading each paragraph out loud, pausing to look for key words and phrases after each paragraph. Removable highlighter tape may be used to help student mark in their books what they thought key ideas were. After each group has finished finding the key ideas in section A (The First Michiganians), Students should read section B (The Hopewell, p.46-47) independently. This time when they pause between paragraphs they should each write down what they thought were the key phrases and ideas without talking to their neighbors. This piece of paper will be collected, so I can see which students may need additional help. I will also be circulating throughout the room during the assignment to gauge how students are working.

10 Name: Date: Section Title: Pages: BIG IDEAS Supporting Details

11 Name: Date: Section Title: Pages: EXAMPLE Early Native Americans BIG IDEAS 1. The Paleo-Indians were the first people in Michigan. 2. Hopwell Indians were the next Michiganians. Supporting Details Paleo-Indians came to Michigan after the glaciers melted. Arcaelogists found tools made by the Paleo-Indians in Michigan. The Hopwell build mounds to bury the dead. The Hopewell were part of a trade network.

12 Chapter 2: Michigan s First People p. 42 Important words and phrases: Main idea: P. 44 (Introduction) Important words and phrases: Main idea:

13 P.45 Section A: Important words and phrases: Main ideas: P Section B: Important words and phrases: Main ideas: