LocalLp1

Lesson Plan #1 

 * Date**: March 19, 2009


 * Housekeeping Stuff**: Our group will make sure that the students each have their book that was assigned to them. Also, our group will be sure that their student is present for the lesson.


 * Student/Classroom Description**: Our group is teaching 5 students in eighth grade at Thomas Metcalf School. This is a language arts class and our group consists of three females and 2 males.


 * Lesson Description/Rationale**:

This lesson is important because it gets students interested in what they are about to read and gives them a brief preview of what they are going to read. It also gives them a guide for during their reading by creating the foldable and filling it out. This lesson will benefit the student long term by allowing them to have knowledge of what went on in their local areas throughout the years and relate it to famous people that were from this local area. It is important for students to have knowledge of what went on where they are from in the past.


 * Illinois State Learning Standards**:

1.B.3a: Preview reading materials, make predictions and relate reading to information from other sources. 1.B.3b: Identify text structure and create a visual representation (e.g. graphic organizer, outline, drawing) to use while reading. 1.B.3d: Read age-appropriate material with fluency and accuracy. 1.C.3a: Use information to form, explain and support questions and predictions. 4.A.3c: Restate and carry out multistep oral instructions.


 * Materials & Equipment**:
 * Construction Paper (about 20 pieces)
 * Liquid Glue
 * Markers or Pen
 * Poster Board
 * Biography
 * Concept Ladder worksheet [[file:Concept Ladder.docx]]
 * Pre-Reading Writing Prompt [[file:Writing Prompt for Pre Reading Lesson.docx]]


 * Lesson Objectives**:

1. As one big group, students will be able to name exciting facts about each time period we are discussing in class. (1900's, 1940's, 1950's, 1960's, 1990's) 2. After being broken up into small groups and participating in think-pair-share, students will be able to come up with general questions on their books that they would like to include on the concept ladder to guide reading. 3. After being paired up with their specific teacher, students will be able to come up with specific questions about the person in their book to include on the concept ladder to guide reading. 4. As a class, students will be able to construct a foldable that will be used for during reading homework.

=Lesson Content=

Set Induction:
For our anticipatory set, our group will introduce a poster board that is labeled with each decade that a student is assigned to. (1900, 1940, 1950, 1960, 1990) We will get the students actively involved in a discussion about that decade by either asking them if they know any interesting facts about that decade or about their person they are assigned to. The students then can write on the poster board a fact that they know or have heard of. Our group will already have a couple facts about each decade for examples and to get the discussion started. Our group will first introduce the poster board of decades. The teacher will ask the students, "Okay students does anyone know or heard of any interesting facts about the decades on the poster board either about your person assigned or in general." If the students are not talking or need examples to help with discussion, our group already generated some facts about each decade (see facts below) to help the students get some ideas. The teacher will then ask, "If anyone has some examples or facts, please raise your hand and write the fact on the board." After the students and our group discuss the facts written on the board, our group will ask the students, "Does anyone have anymore facts to write or any questions about the decades discussed before we start the lesson." If no one has any questions, our group can start the lesson.

Facts about the 1900's and Frank Lloyd Wright: 1) Mass production of the automobile began 2) The World Series began in 1903

Facts of time period 1990 and Michael Jordan---> 1)The Bulls have the record for most wins in a season with 72 in 1998. 2)The movie "The Perfect Storm" was based on a storm in 1991 in the Newfoundland area that took out a swordfishing boat.

Facts about the 1950's: 1. Did you know that a gallon of gas cost 20 cents and a house cost about $14,500 in 1950? 2. Walt Disney's Cinderella is released in February, 1950. 3. In 1954, Brown vs. Board of education goes to Supreme court and overturns the separate but equal verdict by banning segregation in school.

Facts about the 1940's: 1. Candies such as MM’s, jolly ranchers, whoppers, and York peppermint patties were all introduced in the 1940’s. 2. Marlon Brando made his Broadway debut in 1944, but his breakthrough was in The Streetcar Named Desire in 1947. 3. There were many sittings of spaceships in 1947. “Crashed flying saucers” were reported, instead of “crashed alien spaceships”. Facts about the 1960's: 1. Betty Friedan was the primary founder of the National Organization for Women in 1966 which aimed to bring women into the mainstream of American society in //"fully equal partnership with men"//. 2. On July 20, 1969, Apollo 11 landed on the moon. Neil Armstrong gave the "That's one small step for man, one giant leap for mankind" speech. 3. Also something else that I found interesting was that "The Twist" was the most popular song and dance throughout all of the sixty's. It gave people a way to escape from the Cold Ware tension.

Content & Activities:
 After Introduction of poster board: Think/Pair/Share  1. Students will be put into groups of 2 and 3 by the teacher, discuss and come up with 4 general questions related to all of their books. They will write these down on a piece of paper. "Ok students, now were going to get into groups and together we will come up with some general questions that can relate to all of the different people that we are reading about. You will later look for the answers to these questions as you read." transition "Ok everyone, can we get your attention back up here. Now I want you to share some of the questions that you came up with. Please raise your hand if you have one you would like to share with us." If needed, help them wrap up their discussions by offering suggestions and then pull them together back into one big group with all the teachers. 2. Grouping/Cooperative Learning -As a large group, decide on the four best questions and write them on the concept ladder. Transition: "Ok students, now you are going to break off into groups with your individual teacher and discuss more specific questions that you would like to include on your concept ladder about your specific book. Ok, go ahead and get started." We will then break up into pairs with our individual students and think of two questions they want to know about their person of interest. 3. Discussion -Teachers should have 2 questions prepared in case students' ideas weren't what we were looking for or they cannot think of any: Frank Lloyd Wright: What was Wright's final project? Frank Lloyd Wright:Where did he build most of his structures? Frank Lloyd Wright:Who was he influenced by? Frank Lloyd Wright: What was his most famous building? +Michael Jordan: In what ways did Michael Jordan's actions in this time period affect people of the same profession in future years? +Michael Jordan: Who can you relate Michael Jordan to in your lifetime? +Walt Disney: How and why did the character Mickey Mouse come to life? +Walt Disney: Do you consider Walt Disney a role model? why or why not? +Betty Freidan: What specific things did Betty do to gain equal rights for women? +Betty Freidan: How would the world be different today if Betty did not do what she did for womens' rights? ~What films made Marlon Brando famous? Do he win any awards for them? ~Why do you think many consider Brando to be the greatest movie actor of all time?


 -Once individual questions have been constructed, teacher and student need to discuss their given person and decade. transition> "Ok, now that we came up with these questions, can you tell me if you know anything else about your person that we haven't already mentioned? " After the teacher and student have had discussion about personal topic bring all groups back together as one. 4.Sharing their individual ideas with the group the students should discuss and fill in concept ladder and possible answers. "Students, can anyone tell me something interesting that they already knew about their person that you discussed with your individual teacher?" transition> Teacher will then introduce the foldable and explain how to apply the concept ladder to it. "Ok everyone, I need everyones attention up here please. Now we are going to use the questions you came up with for your concept ladder and turn it into a foldable. You will use this foldable to fill in the answers to the questions as you read your book. We will make it together as a class. If you haven't made this type of foldable yet please pay close attention so that you make it correctly." -Allow students time to complete foldable and put information from the concept ladder into it. Teachers should let the students know that the foldable is for them to use during the reading exercise. transition> "Now I need everyone's attention up here while we review todays lesson and assign homework to be completed by next Thursday." review discussion and wrap up for closure.

Think/Pair/Share= 10 min. -Grasp ideas for lesson Grouping/Cooperative Learning = 10 min. -Apply ideas to overall lesson and personal topics Discussion= 30 min. -Construct a method to help apply lesson to exercises. - Foldable
 * TEACHING METHODS UTILIZED**:

Closure:
 We will wrap up the lesson by reviewing what we have done and what is to be done in our next session: “Today we discussed each of your five decades and generated questions to help guide your reading. You then placed all of the questions onto the concept ladder foldable, so during your reading you will be able to answer those questions. Can each person share something interesting they learned about their decade? Can everyone tell me what they are to have completed by the next time we meet?” Michael Jordan: Read the first 11 chapters, through 161, and fill in the foldable as you read. Also complete writing assignment prior to reading if not done in class. Frank Lloyd Wright: Read the first 11 chapters for next week, through page 150, and fill in the foldable as you read. Also complete writing assignment prior to reading if not done in class. Walt Disney: Read parts 1 and 2 for next week and fill in the foldable while reading with the questions we generated in class. Also complete writing assignment before reading if not yet completed in class. Marlon Brando:Read half of the book, and fill in the foldable during reading. Complete writing assignment if not done in class. Betty Freidan: Read up to and through chapter eight and fill in the foldable as you read. Complete the writing assignment prior to reading if not yet completed in class.
 * Assignments**:

Literacy Techniques Used:

 * Think-Pair-Share
 * Foldable
 * Discussion Questions
 * Concept Ladder