Mansfield University of PA / School Library

& Information Technologies ProgramLesson Plan Template

GRADE: 4 SUBJECT: ScienceTEACHER: Autumn BrownSCHOOL: Lower School ASF

ESTIMATED LESSON TIME: 40 minutes but direct instruction 20 minutes

LIBRARY CONTEXT:___Fixed___Flexible___Combination___Individualized instruction___Stand-alone lesson_x_Lesson in a Unit___Multiple lessons in a unit

COLLABORATION CONTINUUM:___Cooperationx_ Coordination___ Collaboration___None

Standards for the 21st Century Learner Goals(no more than 3 of each)Standards: Language Arts -

ENGLISH ART STANDARDSGRADES 4-8

CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Benchmark(s)- Ability to use note taking skills and

paraphrase given a specific referenced paragraph.

Dispositions Indicator(s): Open to suggestions by

students, accepting answers to prompts,

encourage students based on their completion of

the bookmark and guide.

Responsibilities Indicator(s): Librarian provides an

atmosphere where students feel safe/confident to

experiment, volunteer, and complete assignments.

Positive attitude is exhibited and confident in the

material presented to the students for learning.

Self-Assessment Strategies Indicator(s): Reflection

is thoughtful and reflects on both positive and

negative. Ample opportunity is provided for

mentors to provide feedback and response as well

so skills can be assessed and reflected upon. A

video is created to allow reviewing of process and

specific advice based on the lesson.

Scenario /overview/content topic:

The IB Profile through Units of Inquiry has specific skills that students will need to become familiar with to be successful. One component is note taking that has been emphasized as a weakness. In wanting to combine a research skill such as The Big Six, and looking at the various components, the skill the students needs help with at this point, according to the grade level teacher is note taking.

Looking at Step 4 of the Big Six, and specifically, 4.2 that is:

“4.2 Take out the relevant information from a source It’s time to take some notes. We have help available on note

Local or State Content Standards AND the Common Core Standards (if used in your state—47 states do):

ENGLISH ART STANDARDSGRADES 4-8

CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

taking and citing your sources”,

we will move towards a lesson that guides the student through being able to extract pertinent information that lends itself towards the unit on nutrition while providing an ethical aspect of nutrition, which in turn, answers the central idea and question of the unit, Materials include bookmarks for each student. One double-sided paraphrase guide, and two paragraphs.

The information skills of retrieving information effectively, as well as leading to researching relevant information later in this unit will help produce ideas for topics that will be effective in the topic of this unit, nutrition and the ethical perspective nutrition can have.

Essential questions about this unit are:

How do I paraphrase from researched information?

How do I note take from information effectively for a project?

Collaboration (including information from the teacher) that addresses student interests):

Initially, I met with Jake Pettit to express ideas of using the Big Six to present a literacy lesson to students. We talked and she reminded me this was a research strategy, and she provided me with the IB Units of instruction so I could touch base with instructor Autumn Brown and see how we could fit this into our schedule to plan a lesson the students would benefit from. T

The following Monday I met with Autumn for an hour, and the topic we had discussed before, note taking, had come up and we discussed how this skill was needed and we began to analyze how it would fit with The Big Six research strategy. This helped explain the direction of her lesson, possible topics students had done in the past and possibilities for instruction. We did communicate about tow times after this meeting via email, with me sending this lesson to her and Jake as well. I wanted to do something worthwhile and interactive, and Autumn helped make sure I did not go into the topic of evaluating sources as this would be a separate lesson and too much information in one class.

Final Product: We talked about the final product and we established that this would be a bookmark

checklist of items they work through in looking for information from a given paragraph. In addition, we want a finished guide from each student that shows the information extracted and helps reinforce the ability to pull valuable information and guide the process of paraphrasing from a given resource. It was stated there are usually practical and written assessments, and this would be a written assessment from this particular lesson, to be added onto later.

Library Lesson(s):As an anticipatory set, the instructor, myself, will read a paragraph that is shocking. This will be used to get their attention, and I will model the idea of extracting important information that will lead me to a possible topic.

I will have a bookmark checklist, of things to do to pull information from the paragraph and check the items as I work through the checklist. In addition, I will also show a sheet that allows me to summarize the

information and show the students how this is done with the guide. How will this be shown? I will request a projection on the screen that shows step by step as I progress through the paragraph for the students.

I will allow students to ask questions during and allow them time afterwards to do so. I will then have students come up one by one to receive an envelope, and inside will be two possible paragraphs about a nutritional issue taken from a source. They will need to choose one, and work through the same process I modeled for them. I will ask them to completely use the bookmark checklist, as well as the guide to summarize the important part of that paragraph, enough to be able to start a topic for a project. Students WILL be allowed to talk with a partner near them if they have difficulties, but will all have their very one paragraph to work through the requested tasks in a total time of 15 minutes.

I will call the students

attention to me after 15 minutes, and individually, choose three students to volunteer their summary. I will have each paragraph saved and ready to display on the screen for the students to see and we can fill in the students who volunteered to use as a further example.

To end, I will have an exit pass that the students will need to answer this one question –What is one thing that helped you summarize better today and why?

I will ask Ms. Brown as well what is the best way to supervise classroom management during this lesson.

Objectives:

Students will be able to practice and display paraphrasing from an informative text, leading to better note taking skills.

COLLABORATION CONTINUUM:

Product – 1) Bookmark

checklist of steps to pull

information.

2) Completed summary

sheet based on the

given paragraph

showing summary.

Process – Initially I will

model the process, then

allow students to ask

questions, allow them

to begin work with the

bookmark checklist and

pull information to

summarize. I will be

available for assistance

during the individual

portion of the summary

exercise.

Student Self-

questioning – How can I

pull the most important

parts of a passage to

summarize the main

points of that passage?

Instructional Plan:___Resources students will use:___Online subscription database(s)___Websites___Books___Reference___Non-print___Periodical/newspapers___List of related reading_x_ Handout that includes a check listed bookmark as well as a summary sheet. In addition - students will be provided

Motivation, anticipatory set:Choosing a controversial or interesting topic to use for an initial paraphrase passage that ties into the theme of the unit and answers the question, “How do the choices I make impact the function of our mind and body?”

a choice of 2 paragraphs that represent results of ethical choices that tie into the issue of nutrition.

You can be specific here so that you are able to use this lesson plan at a later date.

Inclusion, adaptations:

There are 12 ESL students and 2 special education students. Their needs are that they need extra time to complete designated assignments at times.

Instructional Activities:_x Direct Instruction:Providing information on what we will be working through today, summarizing a paragraph that could lead to a topic based on ethical nutrition. By helping everyone paraphrase, students will have a better idea of their topic._x_Modeling and Guided practice: - I will model, as the instructor, the steps through the bookmark list and the summary sheet as a final product._x_ Independent practice: Students will have time to follow the same procedure through the book mark and summary

sheet._x_ Sharing and reflecting: Students will have an opportunity to share with me as a teacher, as well as sharing ideas and questions with their peers, during the summary sheet exercise.

Lesson reflection: Overall, I liked the fact that I gave the students an opportunity to see resources taken from actual materials in the Lower School Library. Also, I feel the chance to model and for students to mimic this modeling will help. I liked the fact that the students did use the bookmark to check off their levels of activity as they progressed. I feel showing my steps one by one on the projector was beneficial so that students did have modeling and visual reinforcement. I liked the fact that students learned to raise their hands and did volunteer, and we did have conversation about the paragraphs we were viewing.

Weaknesses: In not being familiar and more conscientious of the time

what should have been a one class lesson turned into a two class experience. I needed to practice within the actual time frame of the class to insure that the expectations and objectives were met. Also, I missed an opportunity to correct students in saying not to include the word TOPIC as an important word, as this did not have anything to do with the context of the lesson reinforcing important words Also, I did have students go back and discuss this issue in the second class, but this was difficult to go back and review as it could have, and should have been done in the “teachable moment” that it appeared, in the first class day. I feel that I had too much conversations about the topics in trying to gain the student’s trust with this lesson, and in gong directly to the steps, objectives, and goals of the lesson plan we could have fit the whole lesson in one day.

Continuation: I did follow up two days later to emphasize the fact that TOPIC was not relevant, to

allow students to finish their guide sheets and finish working through their individual paragraphs, as well as making sure they would know, they would receive their bookmarks back, laminated, to further help them with paraphrasing. In addition, I would like to be able to go back and work on another part of the Big Six, to allow them structure in being able to improve and extend paraphrasing into the aspect of note taking.

Resources referred to:1) http://

www.readwritethink.org/classroom-resources/lesson-plans/used-words-paraphrasing-informational-1177.html?tab=4#tabs

2) http:// www.heinemann.com/shared/onlineresources/e00797/chapter2.pdf

3) http://betterlesson.com/ document/171917/paraphrase-worksheet-docx

Excerpted from Standards for the 21st-Century Learner in Action by the American Association of School Librarians, a division of the American Library Association, copyright © 2009 American Library Association. Used with permission.