LocalLp3

Lesson Plan #3

 * Date**: April 7, 2009


 * Housekeeping Stuff**: We will check to make sure all of our students are present. We will find out if our students completed their assignments (finish book, concept ladder and vocabulary sheet) and how far they are on their mini-speech.


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

This lesson is also an important lesson for the students. Since the students were supposed to have read the rest of their assigned novels, this lesson will have to wrap everything up collectively that the students have learned from the readings. The students will be doing this by developing short speeches using the information that they have collected in previous assignments and lessons and turning it into a short speech for the rest of the group. This will give the rest of the group insight to what that individual student had encountered in his/her readings. Hopefully, this will allow the whole group to be able to relate their people and develop understanding of why that person was placed in the "Local" group. This lesson is based on comprehension and communication.
 * Lesson Description/Rationale:**


 * Illinois State Learning Standards**:
 * 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.C.3a**: Use information to form, explain and support questions and predictions.
 * 1.C.3d**: Summarize and make generalization from content and relate them to the purpose of the material.
 * 3.B.3a**: Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
 * 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.

Critical thinking worksheet Loose Leaf paper Notecards Novel
 * Materials & Equipment**:

The students will be able to deliver a planned speech to educate the other students on the biography that they read and to prove that they did the required reading.  The students will be able to work with their individual teacher to find out the meaning of the vocabulary words on their sheet by using context clues or a dictionary if needed. The students will be able to construct a well written essay to connect the text  to their personal lives and how it relates to them. The student will be able to connect what they have learned to how they will use it in their given school writing assignment.
 * Lesson Objectives**:

=Lesson Content=

Set Induction: (Leslie)
Our group will individually go with our students and discuss the concept ladder and discuss the end of the book. Our group will make sure they had no problems with finding their questions they had on the concept ladder to help with their papers for class. Also, we will give the students time to add any other information to their speeches for the presentations. Also, the students need to include in their speeches how each person was affiliated locally to this area. "Now that we all have finished reading the books, we can now get with our assigned teachers and discuss the concept ladder with any questions that you have." Also, I will make sure you were able to fill out the questions from the concept ladder without any problems." "Also, you can finish your speech that we will be presenting to the class." "One important aspect of the speech should explain how your person has contributed locally to your area." "You will have 10-15 minutes to finish any part of the speech, please go with your teacher."

Content & Activities:
I will let the students know it is time to present their mini-speech to the group. I will remind them that they will be presenting in decade order, and to make sure to include how their person falls into the local category. We will give them time to prepare and add new information from the second half of their book. I will make sure to tell the rest of the group members that they are to write down either two question or comments to ask the person giving the speech after they are done. They will be encouraged to share, but even if they don't they will be told that their questions or comments will be collected at the end. We will allow the students 5-10 minutes to discuss any problems that they had with words that they encountered when they were reading or previously read. "Take out your vocabulary worksheet and discuss with us the words that you wrote down." "What do you think the word means?" "How was the word used in the book?"
 * 1. Mini-Speech 10 minutes**
 * 2. Vocabulary Sheet 5-10 minutes**

Students will be given 15 minutes to respond to the questions on the critical thinking question worksheet that we will provide for them in class on a sheet of loose leaf: "Next we will respond in writing to the following questions: You can use more than one paragraph to answer these questions. They do not need to be answered together but your response must be at least a page."
 * 3. Critical Thinking Writing Questions 15 minutes (Allyce)**
 * What would the world be like without the person you have studied?
 * Do they have any qualities you respect? Any qualities you wish you had or wouldn't want?


 * Closure**: (Natalie) We will sum up the lesson by having the students come up with ideas for how they will incorporate what they learned from their book into their paper that they have to do for class. "Have you learned what you thought you would learn?" "What are your essay requirements for the assignment you have to do?" We will have the students talk about this with us for a few minutes and then sum up the lesson by commending them for doing a good job. "You have all done a good job on completing your readings and assignments. We hope you learned a lot and we wish you luck on your paper and the end of your last year in middle school. Thank you for working so hard with us."

Literacy Techniques Used:
1. Discussion 2. Presentations 3. Concept Ladder 4. Vocabulary worksheet 5. Worksheet for Writing Activity