Lesson Template for Grades 3, 4, 5 Standards RI.7, RI.8, RIjackson-consulting.com/wp-content/uploads/2014/02/... · Lesson Template for Grades 3, 4, 5 Standards RI.7, RI.8, ... RI.4.7

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Lesson Template for Grades 3, 4, 5 Standards RI.7, RI.8, RI.9 Step 1: Identify complexity of the standard Standard Depth of Knowledge

Level Standard Depth of Knowledge

Level Standard Depth of Knowledge

Level

RI.3.7 2 (Skill/Concept) RI.4.7 3 (Strategic Thinking) RI.5.7 3 (Strategic Thinking)

RI.3.8 2 (Skill/Concept) RI.4.8 3 (Strategic Thinking) RI.5.8 3 (Strategic Thinking)

RI.3.9 3 (Strategic Thinking) RI.4.9 4 (Extended Thinking) RI.5.9 4 (Extended Thinking)


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Step 2: Link the complexity of the standard to the Webb’s DOK chart and create lesson design RI.3.7

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Level 2 Skill/Concept

Big

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Integration of Knowledge and Ideas The Standard: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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Demonstrate… Locate… Use… Find… Construct…

Task

The teacher provides several books, content area sections from textbooks, and magazine articles with text features that include photographs and maps that are about the same topic. Students will compare and contrast two photos or maps using a 2 column t-chart. For example, provided with two types of cars, students will compare gasoline usage now and in the past and will use information from the articles to support their thoughts. The teacher will show maps or photos from different areas of study and ask students what they notice that is common from each. They should be able to respond by answering who, what, when, where, and how. Analyzing photographs from a time in history, students will create a compare and contrast chart, depicting similarities and differences between the past and present. When speaking or writing, students will defend their thinking.


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RI.3.8

DO

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Level 2 Skill/Concept

Big

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Integration of Knowledge and Ideas The Standard: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

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Describe… Compare… Organize… Explain… Construct…

Task

Cut apart three to five sentence strips with events from a historical event or steps to make or build an object. Challenge students to arrange the strips in the correct order. After they have selected the sequence, have them explain/defend the sequence. Students will construct a chart with cause at the top of one column and effect on the other. As they read an informational text on a subject such as a scientific discovery or an historical event, students will point out cause and effect situations using a summary frame. For example, ________happens because __________. Present students with an invalid cause and effect from a unit of study. They will then explain why it is an invalid effect relating to the cause and then they will create a valid effect.


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RI.3.9

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Level 3 Strategic Thinking

Big

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Integration of Knowledge and Ideas The Standard: Compare and contrast the most important points and key details presented in two texts on the same topic.

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Contrast… Compile… Identify… Compare… Construct…

Task

Students will create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources. An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject. Students will read two texts on the same topic, such as homework from the point of view of a student and a parent without knowledge about the authors. They then predict which was written by the student and the adult, defending their opinion with details from the texts. Students read two texts about the same event from different points of view. They then use a compare and contrast chart to record five or more details that are the same in both texts and at least five details that are different. Students can use summary frames for assistance. For example, __________and _________ are alike in that they both _____________. However, ________ while ___________.


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RI.4.7

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Level 3 Strategic Thinking

Big

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Integration of Knowledge and Ideas The Standard: Interpret information presented visually, orally, or quantitatively (e.g., in charts graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

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Explain how… Interpret… Formulate…. Defend… Decide…

Task

Create a comic strip that illustrates a sequence of events from an informational text. Include conversation bubbles to promote further understanding of the text. Students read a famous speech, such as Martin Luther King’s, “I Have A Dream”. They then watch and listen to a recording of the actual speech. Discuss how the actual presentation is different from the written speech and if it is better in one form than the other. They will defend their opinion and explain why they feel this way. Choose a website that has several features such as those listed in the standard. An example would be “Time For Kids”. Small groups or individuals can find examples of each feature and report to the class how the feature enables the student to understand the information.


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RI.4.8

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Level 3 Strategic Thinking B

ig id

ea Integration of Knowledge and Ideas

The Standard: Explain how an author uses reasons and evidence to support particular points in a text.

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Explain how… Identify… Compare… Defend… Critique…

Task

Students read two texts that are opinion based. It is helpful to select a text that has opposing opinions such as school uniforms. Partner students in opposing groups and have them support why their agenda is correct within a time limit such as two minutes. Once finished, students discuss why they chose particular points to persuade their partner and what evidence from the text supported their position. Finally, discuss how an author’s opinions might influence text they write. What primary methods does the author use to develop and support the arguments in the text we just read? Explain how one or more of the following are used, giving examples.

Mainly facts

Feelings, opinions, intuition

Expert opinions

Definitions

Statistical data Label a three-column chart with Background Knowledge, Text Clues, and Inference. Before reading, students record what knowledge they may have on a particular topic that the teacher has selected such as astronomy. Students place facts from the text that add to their background knowledge in the second column and record how that new information has changed their thinking in the third column.


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RI. 4.9

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Level 4 Extended Thinking

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Integration of Knowledge and Ideas The Standard: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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Synthesize… Prove… Create… Write… Report…

Task

Find two illustrated poems about the same topic such as musical instruments. Students highlight words in the texts that are closely related (synonyms), and find phrases that might describe the similar theme of music. Students then turn and talk to neighbors about the similarities, or individually compare and contrast the ideas in a writing journal. Have students use the interactive Stapleless Book to make a book about six Arctic animals (one animal per page) by writing a description and drawing a picture of each one. They should be encouraged to use information from the stories they have listened to and the various websites that include factual information about Arctic animals. Revisit the K-W-L chart, focusing on the L column. Begin by sorting the sticky notes in the L column into two groups: information learned about slaves and information learned about slave owners, for example. Ask students to think about the two books they read, Sweet Clara and the Freedom Quilt and The Underground Railroad. What did they learn about slave owners? What conclusions can they draw about slave owners based on the text and illustrations? For example, from Sweet Clara, students can draw the conclusion that slave owners had land that needed to be worked on, did not like when slaves ran away, would sometimes hurt slaves if they tried to escape, and had more money than slaves. Write the conclusions that students come up with on sticky notes and add them to the L column. Make sure that their conclusions can be supported by words or text from one of the books they read.


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RI.5.7

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Integration of Knowledge and Ideas The Standard: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

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Demonstrate… Find… Investigate… Describe… Identify… Explain…

Task

When reading “The Universe”, ask students how far the planets in our solar system are away from the Sun. Have them find illustrations and charts that provide the information. Then, have them describe the information they learned from each source. When reading informative text about the history of America, have the students look for multimedia or digital resources to find images of maps of the United States and its territories before 1803. Instruct students how to find information on a website by looking at the text structure of the site. Allow students to investigate or make a short probe into similar topic based websites or texts by completing a form. Complete one form for each text and then conduct a whole group discussion regarding what features or ideas help locate answers quickly.


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RI.5.8

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Integration of Knowledge and Ideas The Standard: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

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Explain how… Identify… Develop… Analyze… Contrast…

Task

In “The Mystery of Mars”, ask what evidence the author provides that there is no life on Mars. Discuss the credibility of the evidence used to support the author’s main ideas. Have students review the selection “Buffalo Hunt”. As they reread, have them identify the main idea of the selection. Then have students cite the reasons why, as provided by the author in the text. Students read a nonfiction text, identifying the key points and write them on pieces of paper. Next they select reasons and evidence for each key point and write those on paper. Then each student will create a graphic organizer with the key ideas and evidence for each. Finally each student will evaluate the evidence to see if it has sufficiently defended the key point through writing a brief summary.


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RI.5.9

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Level 4 Extended Thinking

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Integration of Knowledge and Ideas The Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

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Integrate… Report… Analyze… Synthesize… Defend…

Task

Use The Inquiry Chart (I-chart) strategy that enables students to gather information about a topic from several sources. Teachers design the I-chart around several questions about a topic. Students read or listen to several sources on the topic and record answers to the posed questions within the I-chart. Students generate a summary in the final row. Different answers from various perspectives can be explored as a class (Hoffman, 1992). After using a variety of sources from the unit on Making a New Nation, students will decide how they will present their information. Give students a variety of suggestions such as, create a newspaper that may have been written in that time period, present your findings in an oral report and hold a debate about the best way to form a nation. Students select a historical or scientific topic (or are assigned one). They create key questions they would like answered. They use a variety of sources (minimum of three) to find the answers to these questions as well as additional information. Students need to document these sources. They then create a three to five minute presentation on their topic and present it to the class.


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Step 3: How to Scaffold the Instruction for ELL’s and/or Struggling Students Standards RI.7-9:

Use the think-aloud strategy to model by revisiting a familiar nonfiction text that includes photographs. Think aloud about how these details help you understand what you have read and share examples with students.

To provide guided practice, ask students to flag photos, examine the details that the photo provides and share the information as a whole group.

Engage the students in a discussion about the importance of text aids and how they assist in comprehension.

Utilize samples of the following summary frames after reading to assist students in looking at signal words from a selected text and summarizing/connecting the information (Marzano, Pickering, & Pollock, 2004).

o Definition/Description: A________ is a kind of _________that________. o Sequence: First_________ then_______, and finally__________. o Cause/Effect: ________happens because____________. o Problem/Solution: ________needs_________ but________ so___________. o Compare and Contrast: (a)________ and (b)_________ are alike in that they__________

both___________; however, (a) ______ while (b) ___________. o Categorizing: _________is________; for instance, ___________. ___________ is another example.


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Step 4: Link the lesson design and complexity of the Standard to the Explicit Teaching format Sample Lesson Template 1 Text:

Teach Model Practice Apply

Say, “In this unit, we will be learning about the birth of the United States and the causes of the American Revolution. You will learn about the founders who helped shape our nation, the causes and effects of the American Revolution, and the drafting and ratifying of the Declaration of Independence and Constitution. The selections we read will be a launching pad for you to discover what you find interesting about the forming of our nation. You will develop questions, form conjectures, and present your findings in a final presentation of your choosing.” There are some prerequisite tasks that will require direct instruction, to complete this lesson effectively. Students will need to be taught:

How to develop a good researchable question and how to make a conjecture from that question. 1. Tell students that a

conjecture is a statement that answers your questions.

Collecting information about their conjecture

1. Write the following questions on the board: Why did people feel they needed to go to war for their independence, rather than through peaceful means? What forces cause people to come together to make change?

Say, “Questions like these will help you begin your inquiry. Your questions must be able to be researched. For example, What were the events that led up to the American Revolution? Or What kind of sacrifices did people make during the American Revolution? are interesting ones but are rather limited in scope.” As you read through the selections in your unit, stop to have students ask more questions about historical figures or battles. 2. Provide an example of a

researchable question. If someone may be interested in finding out if the American Revolution could have happened without bloodshed that might be translated into the question Could America’s Revolution have been peaceful?

1. Have students use the same question that you just modeled to practice making conjectures. Record their conjectures on the board. Encourage students to use the “I think….” Or “It’s my opinion that…” model when making their conjectures.

2. Then have students use their own questions to develop conjectures. After students form a conjecture, have them share it with the group.

3. Have students work in groups to plan how their information will be presented. In any format, have students write their question or problem and the conjecture. Then have them include supporting evidence from their research. This will serve to organize the information they have collected and make it easier to create their presentation. It will also allow the students to see if they are confirming or disproving their conjecture.

Students present their information/conjectures to the class. During and after presentations, encourage students to raise new problems or questions related to their research and reflections. Use the mini-rubric below to evaluate presentations.


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Here are some general guidelines to teach:

1. Take time to identify the most relevant source or sources for a topic before beginning to take notes.

2. Organize notes logically so that the main ideas are easy to find.

3. Take notes on only the most important facts.

4. Cite a source for direct quotes and paraphrasing.

5. Organize notes in a logical sequence, using headings when they are appropriate.

This lesson would be presented over an extended period of time.

3. Remind students that organizing information with time lines can help them better understand historical events and their relationships.

Model adding events to the timeline as you progress through the unit. 4. Revisit the question,

Could America have become anew nation through peaceful means rather than through violence? Model making a conjecture by saying, “I think other nations, such as Canada, formed through peaceful and lawful negotiations and without violence. I think my conjecture may answer the question, but I cannot be sure until I do the proper research.”

List on the board various resources students have used in the past for research. Model how you would begin a search for information by saying, “I will search the library for documentaries about the American Revolution and how other nations originated.” 5. Encourage students to

evaluate their conjectures, based on any new information.

Model by saying, “I need to revise my conjecture. Based on my research, I found that Canada did form


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through peaceful and lawful negotiations but it took a long time to become fully independent. On the other hand, America won its freedom immediately and was able to establish its own new form of government because of the American Revolution. My new conjecture is that nations can form peacefully, but violent revolution can bring independence more quickly.” 6. Model how to develop

a presentation idea. “I think I will present my findings in an oral report and hold a debate about the best way to form a nation. I will create a Venn Diagram depicting the differences between America and Canada’s formation.”

Tell students they can organize their information in various ways, for example, in an outline, using a graphic organizer, using a web diagram, or other ways depending on how they will present.


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Sample Lesson Template 2

Teach Model Practice Apply

Explain to students that there are three main types of connections that we make while reading texts. Use Making Connections posters while discussing each type with your students. For example,

Text-to-text connection: This reminds me of something else that I read....

Text-to-self connection: This reminds me of when I....

Text-to-world connection: This makes me think about....

Say, “When reading from the selections during this unit, we will make connections in Double-Entry Journals.”

Display a blank copy of the Double-Entry Journal and demonstrate how to use this technique. Explain to students that, in the first column, they should choose a quote or situation from the text that they can react to. Then, in the second column, they should record their reaction. Reinforce the fact that these reactions should make a connection between the text and themselves, another text, or the world. (Refer back to the making connections posters during this demonstration and discussion.) Read aloud the first few pages of “Harvesting Hope” about Cesar Chavez and model the process of completing the double-entry journal. An example follows:

Idea From Text

Reaction/ Connection

p. 1 Cesar has parties during the summer with his relatives in Arizona.

This reminds me of when I was young during the summer….. (text to self)

P.2 Cesar’s family provided all of their own food through

This reminds me of people who lived many years

Guide students to apply the strategy. After reading several pages of “Harvesting Hope” and modeling the process, have students begin offering their reactions to the text as a way to practice the technique together as a class. Have students take part in completing the double-entry journal together. Next, divide students into groups of three. As you continue reading the story, stop every few pages and ask students to record their reactions to the text on their own copies of the double-entry journal and then share their reactions with their group. Continue reading and stop periodically for reactions until the story is finished. Lastly, use an instructional-level text to have students practice the making connections strategy (find other selections about Cesar Chavez) using a double-entry journal.

You can assess students' understanding of the making connections strategy using the double-entry journals that they completed during the lesson. Assess the double-entry journals for completeness of connections; be sure that students are making authentic, rich connections and that they are using all three types of connections to build their comprehension. Ask students to share with a partner examples of each of the three types of connections they made to a text. Have them also record these connections for assessment of their understanding of each type. Have students look through their journal entries and compare different selections they have read and the connections they made. What are some similarities? What are some differences?


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the garden and chickens.

ago who sustained themselves through crops and livestock. (text-to-world)

Use chart paper or an overhead projector to model the process so that all students can see your reactions and reflections and follow along as you complete the double-entry journal.


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Step 5: Assessing this Standard Sample Short Answer Prompts/Tasks Sample Performance Tasks

1. How effectively does the author maintain objectivity when presenting the information? Support your responses by citing evidence from the text.

2. The people who signed the Declaration of Independence showed great bravery. Compare their actions to the actions of another historical figure in this unit.

3. Explain why it makes more sense to read the section, “What Is Magnetism” before reading “Magnetic Poles.”

Groups of students are given a person or event, such as the most important person of the Revolutionary War. Each group researches a person, recording information and discussing findings. They then defend, in debate format, why this person was the key or most important person of the event, in the case of the example, the Revolutionary War. Other groups, or the teacher, can ask questions or request the source of an argument during the debate. Students will be evaluated on their skill of finding important information and on defending their point of view.

Step 6: Mini-rubric for Teaching and Assessing this Standard

4 points 3 points 2 points 1 point

Integration of Knowledge and Ideas Inquiry Rubric

Presents ideas in a way that engages the audience and provides a good description of the research question, of how original conjectures were modified in light of new information, and of difficulties and unresolved issues.

Presents and explains key information and ideas, using a variety of familiar formats.

Presents facts and communicates findings, though not in an organized fashion, and does not share the thinking behind the findings.

Presents findings that are sparse or fragmentary, without sharing any new ideas that may have arisen.

Documents

Lesson Template for Grades 3, 4, 5 Standards RI.7, RI.8, RIjackson-consulting.com/wp-content/uploads/2014/02/... · Lesson Template for Grades 3, 4, 5 Standards RI.7, RI.8, ... RI.4.7