Secret Garden Cooperative Lesson Plan

5/27/2018 Secret Garden Cooperative Lesson Plan

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Direct Instruction Presentation w/ Adv Organizer Concept Attnment Cooperative Learning Inquiry Teaching

Cooperative Learning Lesson Plan

Lesson Background:Your Name: Taylor Weaver and Kevin Zdenek Grade Level: (circle one) K 1 2 3 4 5 6

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: Brown Bag Book Report

Content Standards:SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant,descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ograde 5 topics and texts, building on others ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the

remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the

discussions.

RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama responto challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of thegrades 45 text complexity band independently and proficiently.

Materials Needed: Brown paper grocery sacks; art materials including but not limited to crayons, coloredpencils, markers, scissors, glue, and construction paper; Individual copies of book group books; pens/pencil

paper; Sample paper bag report

Prerequisite Skills: Have completed reading class book group books, Reading, Writing, Collaboration skills

Knowledge of the 5 literary elements

Lesson Objective(s):

a. Fifth grade students, having been divided into reading groups and each group having read a fiction novel,

will collaborate to produce a Paper Bag Report, which will contain a cover, at least 5 artifacts that

represent important pieces of the story, and a short written summary with correct spelling, grammar, and

punctuation, that explains the artifact and identifies which literary element each piece represents. Eachgroup will give a 3-5 minute presentation of their Paper Bag Report to the rest of the class and each

student will contribute to both the creation of the product and the presentation, speaking clearly at an

understandable pace.

b. Students will work quietly and efficiently in their groups by completing their individual tasks, taking turn

contributing their individual ideas, encouraging their peers, staying focused on the assigned task, listen topeers ideas, coming to consensus, synthesizing several ideas, and evaluating their personal work and the

work of their group as a whole.


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Cooperative Learning Grouping Structure: Learning Together - Teammates in small heterogeneous group

work together cooperatively to learn concepts and accomplish mutual learning goals. There is an academicgoal and a social goal (taught, practiced, reinforced, processed). Groups must process learning together.

This is based on the 5 basic elements of cooperative learning: positive interdependence, individual

accountability, face-to-face interaction, social skill building, and effective group processing.

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Interaction with Students:

1. Present objectives: (Tell students what they are going to learn?) Time: 5 min

Today we are going to work in our Book Groups to begin to create Paper Bag Reports about the choicebooks you have just completed. Each group will get a brown paper grocery sack, and your job will be to

create a cover for it and to fill it with AT LEAST 5 things that represent important aspects of your story. Yo

will also write an explanation of what each artifact represents and what literary element it would represent

Remember that the five literary elements are: (writes on whiteboard) Plot, Characters, Setting, Style, andThemes. Make sure that your writing is of high quality and you remember to check for grammar,

punctuation, and spelling. You will have time to work in your groups today and tomorrow and you will give

3-5 minute presentations of your reports to the class on the day after tomorrow. Every group member need

to speak during your presentations, and I expect you all to use your clearest speaking voices, rememberingto speak loudly and slowly enough that we can all understand you.

By working on these reports in your groups, we are going to practice skills of collaboration, which meansworking together. Everyone will complete their individual tasks and will also practice taking turns,

contributing their ideas, encouraging their peers,staying focused, listening to their peers ideas, coming to

consensus (or an agreement) about how the project is to be done, and putting together several ideas.Tomorrow, when we are all done, you will each fill out an evaluation of your individual work and on how

your group worked together.

2. Present information for the academic goal: (What are procedures for the academic goal?) Time: 8-13

min. (depending on level of discussion)

The teacher next brings out an example project to model expectations for the project. The brown bag reporis of a novel the class read earlier in the semester so everyone in the class has a common anchor point. In

this example the novel is The Secret Garden by Frances Hodgson Burnett. The outside of the bag is

designed and the teacher points out that one of the roles will be the Cover Art Designer. The sample brownbag report was drawn, however, the Cover Art Designer will have the option to use whatever media they fee

best fits their novel. That may be college, or a thematic pattern. The only required item on the brown bag i

the novels title. (Teacher thinks aloud to model the process of deciding how to decorate the bag.) When I

was working on my bag, I wanted it to represent the story, give clues to what the story was about and be nicto look at. Like the cover of a book, you want to draw your audience in and make them interested in what

might possibly be inside. I wanted to grab my audience my making it look inviting and pleasant. If yourbook, however, was scary or a mystery you may choose instead to make your bag spooky or dark. Use key

details or specific events from the story as a starting place for your design. For mine, I prominentlydisplayed the hidden door because that was the major point in the story, but it also has some intrigue.

People wonder what might be behind that hidden door.

The teacher then begins unveiling the items selected to represent The Secret Garden. First, a pouch of seed

is produced. The teacher links this item to the Plot. The teacher asks the students why they think the seed

were chosen to represent the Plot. After calling on two-to-three students, the teacher continues. Secondly, key is drawn from of the bag. The teacher explains how this too is meant to represent the plot, and the class


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discusses the importance of the key in the novel.

Next a picture of a British Flag, and a small figurine elephant are taken from the bag. These are meant to

represent Setting. The teacher asks the students why these were chosen for setting instead of the seeds

(garden). The class reviews the differences between setting and plot in a story. Next, the teacher asks the

class to predict what item they believe would be chosen to represent the character of Mary Lennox. Manyideas are predicted by the students and reasons for their choices are explained to their classmates. Finally,

the teacher produces a Jump Rope, and the reason is given for the selection.

The teacher points out that no item was selected for Theme or Style, and allows the class to discuss

some possible inclusions that would represent those two literary elements. Once the students have no furthe

questions about the example brown bag, the teacher begins organizing the students into teams.

3. Organize students into learning teams: Time: 2 min

a. Explain how theyll practice the social goal? Each of you will be assigned a special job, which will beeither your groups Recorder, Supply Collector, Manager, Cover Art Designer or Task Master. One studen

from the group will also be designated as the Questioner. The Recorder will be in charge of recording

ideas and writing the explanations for your final product. The Supply Collector will be the only one in yourgroup who will gather everything needed to create your artifacts and any other supplies your group needs.The Cover Art Designer will take their brown bag and create a design on the outside, which represents the

book. The Manager will be in charge of getting everyone to participate and making sure everyone gets a

chance to speak. The Task Masker will be in charge of making sure that everyone understands and isworking on the project. The Questioner will be the only person in your group who can ask me questions tha

your group has about what you are supposed to do.

By doing your individual jobs and letting your group members do theirs, you will be able to successfully

practice the skills of collaboration. Remember, you all need to take turns talking, contribute your ideas,

encourage your peers, stay focused, listen to your peers ideas, come to agreements, and work to combine

several ideas (dont just focus on your own ideas).

b. How will you organize the groups? Groups will have already been selected prior to reading the books, bu

will be heterogeneous in terms of gender, race, and academic ability. I will attempt to place in each group person I think will be successful in each role.

c.What group roles will you have? (See Above)

Recorder, Supply Collector, Cover Art Designer, Manager, and Task Master. Also one student willbe designated the Questioner.

4. Assist team work and study: Time: Entirety of work time (Approximately 1 hr 40 min)

a. How will you monitor academic progress? After groups have had a chance to get started brainstorming,

the teacher will meet with each group for 10 minutes to discuss their project ideas and will monitor theirunderstanding of the story and the literary elements.b. How will you monitor the social goals? The teacher will observe how the students are working together

during meetings with each group and as he/she walks around and casually observes the groups at work, all

the while making short notes on the work of each student.

5. Provide recognition: Time: 10 - 15 min


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The teacher will lead the class in a discussion about how working in groups on the project went, asking

questions like: What did you like about working in groups for this project? Do you think you did a good joat working with your group members? What would you change for next time? Then the teacher would have

the students meet in their groups to fill out a group self evaluation of their social goals.

Group Work Evaluation Date:_____________________

Members: ______________________________________

_________________________________________________________

You should all try to agree on the answers to the following questions. However, you may not always

agree. Place the number of group members who answer the questions under the appropriate column.

YES NO

1. Did your group do a good job of taking turns?

2. Did every group member contribute their ideas?

3. Were all members encouraging toward their peers?

4. Did all group members do a good job of listening to one another?

5. Did your group do a good job of staying on task?

6. Did your group do a good job of coming to agreements?

7. Did your group include and combine ideas of all the members in

the final product?

8. Did you feel free to express your own opinions?

9. Does everyone support the final decisions of the group?

10. Did every group member do their individual jobs?

11. Would you prefer to work alone?

Each student will also fill out a checklist that shows whether or not they and their group met the academic

goals for the project.

Academic Goal Checklist Name:__________________Date: __________________

Place a check in the box next to every academic goal you felt you met through this project and leave any


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extra comments you have at the bottom.

I demonstrated my best work.

My groups written descriptions are edited and do not contain any mistakes in grammar,

spelling, or punctuation.

My groups paper bag contains at least 5 artifactsthat represent important elements of ourbook.

The artifacts in my groups paper bag are all correctly identified as one of the 5 literaryelements.

Each written description of the artifacts includes a correct and well thought out rationale for

which literary element the artifact represents.

I made a meaningful contribution to my groups presentation.

I spoke loudly and clearly so the class could hear and understand my portion of the

presentation.

Student Comments:

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?) Time: 10 min

The teacher will complete an Individual Social Goal Check List for each student as they observe how eachstudent works in their groups. Each student will receive their check list, complete with the teachers

comments.

Individual Social Goal Check List Date: ________________

Groups Book Title _______________________________________________

Name of Student Being Observed ____________________________________Role____________________________

Very Satisfactory Satisfactory Needs Improvement

1. Takes Turns Talking

2. Contributes Ideas

3. Encourages Peers

4. Stays Focused


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5. Listens to Others

6. Works TowardConsensus

7. Is Inclusive of

Others Ideas

Teachers Notes:

Each student will receive a copy of a Group Academic Goal Check List that evaluates the groups product

and the individual students contribution to the presentation.

Group Academic Goal Check List Date: ________________

Groups Book Title _______________________________________________

Names of Students ____________________________________

________________________________________________________________________

____________________________________

____________________________________

*Highlight name of student receiving the evaluation.

Very Satisfactory(5 points)

Satisfactory(3-4 points)

Needs Improvement(1-2 points)

1. Quality of Work Product is neat and well

organized and it is

evident that a lot of

thought and care was

put into the creation ofthe final product.

Product is well

organized, but extra care

could have been put into

the visual appeal and

quality of the finalproduct.

Product lacks

organization and it is

clear that minimal effort

was put into the creation

of the final product.

2. Grammar, Spelling,

and Punctuation

Descriptions of artifacts

are well written with a

total of 2 or lessmistakes in grammar,

spelling, and

punctuation.


include 3-7 mistakes in

grammar, spelling, andpunctuation.


include more than 7

mistakes in grammar,spelling, and

punctuation.


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3. Knowledge of

Literary Elements

Each of the artifacts is

complete with an

explanation citing which

literary element itrepresents and a well

thought out and correct

rationale for why it fitsthat element.

Each artifact is

complete with an

explanation citing which

literary element, but oneor more does not have a

clear or correct rationale

for why it fits thatelement.

Two or more artifacts

are missing an

explanation of which

literary elements theyrepresent and a rationale

for why they fit those

elements.

4. Well-Rounded Viewof Story

Paper bag reportincludes at least 5

artifacts, all of which

represent an importantaspect of the story.

Paper bag reportincludes at least 5

artifacts, but artifacts do

not represent importantaspects of the story.

Paper bag reportcontains less than 5

artifacts.

5. Each StudentContributes to

Presentation

All group membersmake a meaningful

contribution to the class

presentation.

All group memberscontribute to the

presentation, but

contributions are notequal in quantity and/or

importance.

1 or more groupmembers does not

contribute to the

presentation.

6. * Individual Students

Contribution to

Presentation

Student makes a

meaningful contribution

to the presentation andspeaks at an appropriate

volume and speed.

Student makes a

contribution to the

presentation but it iseither not meaningful,

or the student does not

speak loudly or clearlyenough.

Student does not

contribute to the groups

presentation.

Teachers Notes:

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention The beneficial part of selecting an heterogeneous group of students means that theirs should be at least one

role suitable for every type of learner regardless of ability level. However, additional modifications to the

project are available based on need. They are as follows:- Students may be presented with a collection of items to choose the best 5 to represent their novel.

- A group may just be asked to find five items, which only represent one literary concept from their novel.

- A verbal explanation of the 5 artifacts from write-up portion will be accepted in lieu of a write up forstudents with physical impairments.

- An expanded written explanation will be accepted in lieu of presenting in the class for students with

speaking impairment restrictions outlined in their IEP or 504 plan.- Quality of Work on the rubric may be adjusted to reflect Level of Effort for students who need extra


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help.

- Additional time will be allowed for students who need help if the time is requested by the studentprior to the day the student is scheduled to present.

b. Extension for students of high ability- High Ability students may choose to create an online video Book Trailer for their novel, and incorporatetheir 5 images into the video.

- Students may choose to complete the assignment from the perspective of one of the characters in the novelThe five items would be the five the character best thinks represents their story.- Students may choose to act out one of the scenes from the book using one or more of their chosen items.

- Students may also find items that reflect Symbolism, Conflict and/or Personification within the story and

cite passages from the text to support their claims.

TOTAL LESSON TIME: 3 Class Periods, or Approximately 2 hr 30 min

8. References Consulted : Iowa Common Core Standards, Previous Teachers, Curriculum and Pedagogy

Handbook by Sally R. Beisser, Ph.D.

Documents

Secret Garden Cooperative Lesson Plan