LESSON PLAN

Name: Arielle Zats Date: 1/30/2013 Grade Level/Subject: 8th grade/ Flex/ ELA Prerequisite Knowledge: Students have been practicing reciprocal teaching with predicting, questioning, clarifying, and summarizing Approximate Time: 30 minutes Student Objectives/Student Outcomes: A. SWBAT Use repeated words and important information to formulate a summary of a text B. SWBAT Use the social nature of learning to improve and scaffold reading comprehension Content Standards: CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity band independently and proficiently. Materials/Resources/Technology: -Individual Reading Books -Smart board Presentation -Copies of Text -Highlighters Implementation:

Time
2:05pm (5 minutes)

Opening of lesson: (Objectives, hook, behavior expectations) -Students, lets start off reading our individual reading books for a few minutes. -I want to check in with what page you are at in your book, and after we read, I will ask you what page you read up to. -I will also check in with you as you read for you to tell me how your book is going. -As you read, I do expect for you to stay quiet and focus on your book. It is okay if you dont get to read a ton of pages, but just read as much as you can

in the time given to you

2:10pm Procedures: Include critical thinking questions and accommodations for individual (20 minutes) needs

-Lets go around the room and you can tell me what page you have read up to when I call on you -Now lets put our books aside, and we are going to continue working on our summarizing skills. - Yesterday we read the article on Amelia Earhart. Now I know that you were all somewhat familiar with the Amelia Earhart mystery, but instead of just focusing on what we already know about Amelia Earhart, I want us to summarize what is going on in this particular article - Lets start our lesson by re-reading the article we read yester - As you read, I expect for you to stay focused on the text, but I also think it could be a good idea for you to annotate on the side of the text so that you can remember important information for when we write a summary about this article -Go ahead and take a few minutes to re-read the article -Once you are all done, I am going to be assigning each student one paragraph of this article, and you are going to create a one sentence summary about your paragraph -Let me show you how to do this with our first paragraph: As I read this paragraph, I saw that the article discusses that ever since Amelia Earhart Vanished in 1937, scientists and historians have began a search for any remains of her plane -For this paragraph, I would write a summary stating, Since Amelia Earhart vanished in 1937, scientists and historians have been using technology to try and find evidence that would help them figure out what exactly happened to Amelia Earhart. -This sentence introduces the basis of what this article is about, but it doesnt give the whole article away in one sentence. Write down this sentence in the area provided on your worksheet -Lets try this again for the next paragraph -So I would re-read this paragraph and try to pull important information that would sum up this paragraph -So the information that I find important in this second paragraph is maybe that the TIGHAR Conducted (or lead) a $2.2 million dollar search, and they believe that Amelias plane crashed somewhere in the reef of the Pacific Ocean, but they still dont have any definite answers -So I would sum up this paragraph by saying, The TIGHAR lead a $2.2 million dollar search for any clues of Amelias plane, and although they think Amelia may have crashed into the Pacific Ocean, they will revisit the reef

to

next year to find more clues. -Write this sentence down in the next space that is on your worksheet -Now try and use some of the skills we just went over by summarizing your assigned paragraphs -Please dont hesitate to ask for help if you need it! -Have students take a few minutes to work on their paragraph summarizing on their own -Once students have finished summarizing their paragraphs, I will have Mrs. Cappa type their sentences on the smart board -Once we have all of our sentences on the board, we will write a cohesive summary as a class -The students will then write their whole-class summary on their worksheets -Last but not least, I will have students write down the important components that go into properly summarizing information from a text on their worksheets Accommodations: I will make sure to move at a slower pace knowing that some of my students are at a tier 2 level for reading, and others are at a tier 3 Extensions: If my students finish this activity early, they will read and summarize a paragraph from their individual reading books

Summary/Closing: -You guys have done such a great job summarizing this passage today. Remember when you are summarizing any text whether in your ELA class or on the ISAT, always make sure to think about the important components that should go into your summaries Student Assessment: -I will be assessing students based on their participation throughout the lesson, and by their completion of the worksheet I have given them