LocalLp2

Lesson Plan #2

 * Date:** March 26, 2009


 * Housekeeping Stuff**: We will check to make sure each of our students are present. We will find out how much each student read and check for completion of the concept ladder (answered the applicable questions).


 * Student/Classroom Description**: Our group of students consists of five eight graders from a Language Arts class. There are three females and two males. We will be teaching from approximately 12:40-1:30.


 * Lesson Description/Rationale**:

The lesson is important because it reviews what has already been read and gives students direction on what they will be doing next. In the previous lesson, the students generated questions that were placed on a concept ladder foldable to be used during reading. Today, the students will reviewing, in-depth, what they have learned about their particular person. Overall, the lesson will give us an idea of what has been accomplished so far.The students will benefit because they will be sharing information learned with the group, which will increase their comprehension of the material. The students will beneift in the long-term because their knowledge of local people throughout different decades will continue to increase.


 * Illinois State Learning Standards**:

4.B.3a**: Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
 * 1.A.3a**: Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g. scientific, political, literary, mathematical).
 * 1.A.3b**: Analyze the meaning of words and phrases in their context.
 * 1.B.3d**: Read age-appropriate material with fluency and accuracy.
 * 1.C.3d**: Summarize and make generalizations from content and relate them to the purpose of the material.
 * 2.B.3a**: Respond to literary material from personal, creative and critical points of view.
 * 3.B.3a**: Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
 * 4.A.3c: Restate and carry out multistep oral instructions.


 * Materials & Equipment**:

1. Vocabulary Worksheet  2. Ten Sheets (construction) Paper 3. Tape 4. Markers 5. Each group will have a copy of their book. 6. Notecards 7. Copies of crossword puzzles for each student and answer keys 8. An example of the "Who am I" foldable   1. Individually, the students will be able to recall basic facts about their assigned biography by filling out a crossword puzzle. 2. As a class, the students will be able to appropriately discuss facts about their biography that they felt were important. 3. As a class, and individually, the students will be able to design a foldable and then fill it in correctly about their book. 4. Individually, the students will be able to prepare and give a mini speech about exciting facts they discovered through reading to inform their classmates on their given person. 5. Individually as they read, the students will be able recognize words that were difficult for them to understand from their biography and fill them onto the vocabulary worksheet.
 * Lesson Objectives**:

=Lesson Content=

Set Induction:
 __Crossword Puzzle (10 minutes)(Leslie):__ Our group have all made crossword puzzles about the first half of our books. The crossword puzzle will consist of ten questions related to each persons lives. Individually, the students will have ten minutes to fill out the crossword puzzle. The students will be able to use their books for help to look up any questions. "Now that everyone has read the first half of their books, we have a crossword puzzle for you to complete. Use your notes and memory from your reading so far to fill in the questions about your biography. You will have ten minutes to fill out the crossword puzzle and if you have any questions, please just raise your hand." After the students complete the crossword puzzle, we will start the activities.

Content & Activities:
__Discussion__ (Jake) 5 minutes __Transition:__ "Let's break off into our individual student and teacher groups for discussion about the first assigned reading and the completion of the concept ladder." 1. In the individual student and teacher group the student will need to convince the teacher he/she has read the assigned reading by discussing key points that they had come across in their reading. Here are examples of questions to discuss: -What was one thing that you did not know about your person before you read? -Why was this person such an important figure in American culture and history? -Would you like to have known this person? Do you think you could have been friends with them? -Do you think this person would have been famous if they had been born in a different decade? Betty Freidan: "How did she become the founder of NOW?" "What were some of the hardships she faced being a feminist?" "How did she go about doing all of the movements that she did?" "Where were some of the places she lived and traveled to as part of her feminist movement?" Marlon Brando: "Who/What were some of his inspirations?" "How influential was his childhood on the person he became?" "Why is he considered one of the greatest actors?" "What were some of his quirks?" Walt Disney: "What was the most interesting thing you learned so far of his life?" "What made him be so successful in his life?" "What hardships did he have to face during his career?"

 2. The discussion will be based around the concept ladder that the student should have filled out while they were reading. Also check for completion of the concept ladder.

__Who Am I?__ (Allyce) 15-20 minutes __Transition:__ “Now that we have reviewed what we have learned in our biographies, we are going to create a ‘Who am I?’ booklet. This is one I already created. Can you use the clues I have written to guess who it is I am talking about?” Share the foldable example 1. As a group, we will construct the ‘Who Am I?’ foldable using construction paper. 2. In student/teacher pairs, fill out the foldable to include interesting facts unique to their person of interest. Some ideas to include on the flaps may be date and place of birth, profession, information of family, and what they are famous for creating or doing. "On each flap you will write a characteristic that is unique to your person of interest. Some things to include may be their date and place of birth, profession, family, or an accomplishment of theirs." __Mini-Speech__ (Jessica) 10-15 minutes __Transition:__ "Now that we have completed our 'Who Am I' foldables, we would like each of you to compose a short speech on your person to share with the rest of the group." Pass out notecards. 1. "You may each outline your ideas on this notecard, but we would like you to not read directly off the notecard while giving your presentation." 2. "You are allowed to incorporate information from the foldable, but feel free to include any other interesting facts you have learned about your person." 3.Give students time to think/jot down ideas on notecard; teachers will be sitting next to student if further assistance is needed. 4. Students will present in the order of their decade.  5. As the students are listening to their classmates giving their speeches, we will ask them to write down at least 2 important facts from each mini-speech. __Vocabulary Search__ (Natalie) 5-10 min __Transition__: "Ok everyone, now that we have finished up our content for the day I'm going to pass around this Vocabulary sheet. This a blank chart that you're going to fill in about what you have already read and what you will continue to read. Please just add any vocabulary words that you noticed that you weren't quite sure what they meant and write the page number and what you think they mean. Next time we meet we will all go over the words together. For now, we will all each pick out one word from our book that we quite didn't understand and we will go over with you how you will put it into this chart."  1. Pass out worksheet to students. 2. Explain directions about worksheet. 3. Give students a few minutes to add any words that they noticed during the first half of the reading so that we can help them to understand the worksheet. 4. Explain that the rest is homework to be done as they read the second half of the book.

Closure:
(Allyce) 2 minutes We will wrap up today’s lesson be reviewing what we have done and what is to be done by our next season. “Today we reviewed what we have read so far in our books. We created a foldable to help review this information as well as giving a brief speech to our group. For our next class we would like all of you to finish your books as well as continue to fill out your concept ladder we made last time. Also complete your vocabulary worksheet by having at least 10 words.”<span style="color: rgb(232, 2, 2); font-family: 'Comic Sans MS',cursive;">

Literacy Techniques Used:
1. Discussion 2. Foldable-"Who am I" 3. Concept Ladder 4. Crossword Puzzle/Individual 5. Vocabulary Search (together and Individually)

Assignments for Next Week:
Frank Lloyd Wright: Finish the book and filling in the concept ladder. Complete the vocabulary worksheet as well. Marlon Brando: Finish the book and concept ladder. Complete the vocabulary worksheet. Walt Disney: Finish the book and continue filling in the concept ladder. Also, complete the vocabulary worksheet. Michael Jordan: Finish the book and continue filling in the concept ladder. Complete the vocabulary worksheet as it applies. Betty Freidan: Finish the book and continue filling in the concept ladder. Complete the vocabulary worksheet also as you read.