Inventionslp2

=Lesson Plan #2=


 * Date:** Thursday, March 26, 2009 12:40-1:30pm


 * Housekeeping Stuff:** Reintroduce students and teachers to remember names of each other. Teachers will announce that students are to be on their best behavior because "we" want to give their teacher a good report on them. Teachers will arrange seating so students are not sitting next to each other. Teachers will then check each student's reading progress to make sure they have completed the reading assignment that is due today. We will ask students to get their books and pull out their foldables so we can check to make sure they have done them. Ms. Kautz will record students' progress and participation. 
 * Student/Classroom Description:** 8th grade Language Arts. 5 Students: 3 girls and 2 boys. No exceptionalities.

 Students will be able to summarize what they have read so far. Students will be able to effectively construct 3 possible test questions, including answers, about what they have read so far in their texts. Students will be able to identify up to 6 main ideas or interesting facts about their books, depict them as drawings, and explain significance.
 * Lesson Description/Rationale:** This lesson will help us to see where each student is at in their books. We can check for comprehension by having individual discussions and completing the picture fact sheet together. This lesson is also important because it will give the students a purpose for reading the rest of the book.
 * Materials & Equipment:**
 * 5 handouts for the 6 box picture activity, plus extras, just in case
 * discussion questions for individual evaluation
 * books assigned.
 * Learing Objectives:**

1.B.3d ** Read age-appropriate material with fluency and accuracy. **1.C.3a** Use information to form, explain and support questions and predictions.
 * Learning Standards:
 * 1.C.3b** Interpret and analyze entire narrative text using story elements, point of view and theme.
 * 1.C.3d** Summarize and make generalizations from content and relate them to the purpose of the material.

=Lesson Content=

Set Induction:

 * (Ms. Lacio)** We will begin today's lesson with a thumbs up/thumbs down sharing session. Students will have to rate their book either with a thumbs up (good) or thumbs down (bad) and tell why they think this way. (3-5 minutes)

Going around the circle, students verbally summarize, in 1-2 sentences, what their book is about. After sharing their thoughts we will move on to a BOHA.(**Ms. Snyder)** Students will pick approximately 3 things from their text or foldable that they found interesting or important. (3 minutes) Using there selections, they will then create 3 mulitple choice or T/F questions that they might think could appear on an exam. Students should provide the correct answer for these test questions as well. (These will later be used when assessing the students). (5 minutes)

Content & Activities:
3. **(20 min)** After discussing the books individually with each student, teachers will bring the students back together in a group so we can do a group activity. *WFW TRANSITION (Mr. Fogle): Now we are going to do another activity. Our example of our foldable was of James Naismith, the guy who invented basketball. We are now going to draw at least 3 pictures of main ideas about our people that we got from our reading. I did an example of James, where he invented basketball, but never got a patent on the idea and so he actually did not make any money from the invention. I drew this picture to represent this idea and on the bottom underneath the picture I wrote down what the picture represents and why I chose it. We will be doing this activity with you, also. Remember you are to pick out at least 3 main ideas that you got from the book that you want to draw and then write what the picture is and why you think it is important. You can do more than 3 if you think it needs to. Teachers will be drawing with the students, but also talk to them about the pictures they do draw to spark some conversation. Ask why they may have chose each idea or fact.
 * WFW Intro/Transition:**
 * 1) **(10 min)** Students and teachers will break out individually according to their books. Teachers should lead a small discussion having students summarize what they have read, if they like it (why or why not), what they find interesting, did they find something that they didn't know about their person, etc. Below are more specific examples of what the teachers will ask:
 * What do you think of the text so far?
 * Has your opinion of Tim changed any now that you have learned some about him? How?
 * What is your favorite part of the book so far?
 * What is something new that you learned about Jonas Salk?
 * Is there something about this book that you don't like
 * What did you find in the reading that you did not already know about Daniel Hale Williams?
 * 1) **(5 min)** Ms. Kautz: Students will now do an activity called REAP. This activity will enhance the one-on-one conversations the students just had with their ISU students. This will allow the students to place the information that they have just discussed into an organized written format.
 * R- read on your own (which you have already done for homework)
 * E- encode the text by putting what you have read in your own words
 * A- annotate the text by writing your own ideas (notes, significant words, quotes)
 * P- ponder what you read by making personal connections and/or connecting this reading to other reading you have done
 * Description: As a group, students and teachers alike will be creating a 6 box picture fact sheet. The sheet will consist of 6 boxes on the front. The top 3 boxes will be used to draw pictures that summarize the first half of the text that was read. The bottom 3 boxes will contain text that explains the pictures. These pictures and text will summarize the first part of the book. For homework, and as a during reading activity, the students will complete the back side of the worksheet in the same manner for the second half of the book.

Closure: 5 min.
For the next meeting, students must finish their 6 box picture activity if they have not had time to do so in class. Students will also need to have completed reading the rest of the text by the next class meeting.
 * Ms Kautz: Elisha should have the rest of the book, chapters 5-8 read by the next class meeting.
 * Ms. Lacio: Tyler will finish the book (Chapters 6-9), and finish the 6 box picture activity by for next class meeting.
 * Ms. Snyder: Both Carolina and Erin should finish reading their books, finish filling out folable (if there's room left), and should finish the 6 box project started in class if they didn't finish it within the allotted time.
 * Mr. Fogle: Daniel needs to read Chapters 9-15 by the next class.

Literacy Techniques Used:

 * Group discussion
 * Individual discussion
 * Interpreting reading into drawings