AUSL/NLU Lesson Plan Template

Name: Ms. Nicole Holsted Time: 40 minutes Subject/Topic: Shared Reading Date:Spring Lead Teach

Objective
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Objective: SWBAT synthesize multiple texts about Christopher Columbus by creating a thesis statement.
Assessment / Exit Ticket: Create a thesis statement
Vocabulary/Key Concepts/Word Wall: Christopher Columbus, voyage, new world, Europeans, Synthesize, Thesis
Materials / Technology: pencils, graphic organizers, I-chart, 3 texts Christopher Columbus, promethean board, Sunday Cummins, Close Reading of
Informational Texts
Modifications / Accommodations: visuals, modified graphic organizer with sentence stems
D.A.Give verbal directions in clearly stated steps.
Extend time on task for completion of class assignments by 25 percent.
K.L.Give verbal directions in clearly stated steps.
Extend time on task for completion of class assignments by 50 percent.
C.M.Give verbal directions in clearly stated steps.
Extend time on task for completion of class assignments by 25 percent.
R.J.Give verbal directions in clearly stated steps.
Extend time on task for completion of class assignments by 25 percent.
J.W. Extend time on task for completion of class assignments by 25 percent.



Activator/Do Now- 6 minutes
T. will use the quiet signal, T. will narrate: bodies are calm, back against the chair and head is up sitting tall showing excellence. T. will say, Readers,
today I am excited to begin writing our synthesis papers. Remember synthesis is when you take parts of information and create a new
understanding. To begin today, when I say go, at a level 0, take out the document called Activator and place it in front of you, you have 10, go.
T. will narrate and ensure that all students have document in front of them. T. will scan for 100%, all students will have document in front them,
their bodies will calm, their eyes facing forward, feet underneath their desk and hands clear.

T. will read directions for Activator and briefly model activator. T. will say, when I read text 1, I thought to myself, Columbus was a very unkind
man, because it said that he brought disease to the New World and many Native Americans became ill. This is an opinion because it is what I think
about Columbus. So I am going to write this on my post it note, Columbus was a very unkind man. At a level 0, you have 5 minutes to review your
annotations and record at least one opinion or reaction you have about Columbus based on each text. T. will CFU by asking, How many minutes, at
what voice level, what are we recording on the post it note? T. will direct students to begin writing and will use over the shoulder to monitor
students to specifically ensure that students are writing opinion or reactions, not restating facts.

At the end of time T. will say, Readers, we have now brainstormed some of our opinions about Columbus. We will use this brainstorm to help us
reach todays objective.

Opening- 3 minutes
Bridge: "Readers for the last week we have been focused on skimming and closely reading texts in order to learn about Christopher Columbus. Now
that we have paraphrased key information, and summarized our findings, it is now time to take our last step which is to synthesize our learning.
Remember readers, to synthesize means to combine what we read with our prior knowledge to create new understanding. In other words we
agreed it means to combine pieces of information to see things in a new way. We will do this today by writing a thesis statement. Our objective for
today is I can synthesize multiple texts by creating a thesis statement.


Teacher will . . . Student will . . . CFU
We Do- (Gallery Walk)- 15 minutes
T. will say "Before we write our thesis, we are going to take time to share our
opinions with each other, in order to learn from each other by completing a
gallery walk. T. will CFU, Why are we doing the gallery walk? T. will cold
call 1 student.

T. will say, There are many steps to our gallery walk so make sure you are
focused on my steps.

T. will say, Our first step is to post our opinions for each text. If you look
around the room you can see charts with copies of the text. We are going to
get up and rotate through in order to post our notes. Listen carefully, and
when I call you will stand up, leave your pencil, bring your activator, walk to
your chart at a level 0 and check your feet.. Texas go to chart 1. T. will stop
and send Texas, T. will count from 10, T. will narrate, I saw Texas, pushed in
their chair and transitioned at 0. T. will say, When I say go, Florida go to

Track teacher at level 0.

Students will respond, To learn from each other.




Students will at a level 0, move to designated
chart.










Cold Call, Why
are we
completing this
gallery walk?










chart 2, Jayhawks go to chart 3. T. will narrate tables as they transition. T.
will say, Georgia go to chart 1. T. will narrate. T will say, UCLA go to chart
2 and Oregon go to chart 3. T. will narrate and ensure that all students are
at their spot and at 0.

T. will say, Now you can post your note for the reading. So Texas you are in
front of text 1, which note will you post? T. will direct students to post their
notes.

T. will say, okay, now we will rotate. When I say rotate you will move
clockwise, Texas, where will you go? Appropriate s. response: Will go to text
2. Georgia, you will go to text 3. At a level 0, point to where you are going.
T. will ensure that all students are pointing in correct direction. T. will tell
students, you may rotate. T. will narrate students to ensure that they move
level 0. T. will say, post your post it. T. will then say, We will rotate one
more time. Again clockwise, point to your next spot. T. will ensure that all
students are pointing in correct direction. T. will tell students, you may
rotate. T. will tell students post your post it notes.

T. will direct students to face forward towards her. T. will not continue until
students are facing her. T. will say, Awesome, now we have posted our
opinion. We are to rotate one more time and this time we are going to read
each others opinions. As we read, we are noticing any patterns or new ideas
that we think are interesting. For example, you might notice that everyone
shares an opinion. You may do this at a level 1, so you can share your
thinking with each other.

T. will check for understanding, What are you discussing at a level 1? ,
what are you thinking about as you look? T. will have students point in the
direction where they will rotate.

T. will say, you may rotate when you arrive at your station you are reading
the notes and noticing any patterns.

T. will set time for 1 minute and let students observe chart. Timer will go off.
T. will say, It is time to rotate, point to your next station, rotate. T. will set
timer for 1 minute. T. will let students observe chart. Timer will go off. T. will



Students will post notes at a level 1.




Track teacher for next step.
Students will use gestures to show where they
will move next.




At a level 1, students will move to next chart.

At a level 0, students will face forward and track
teachers. Students will think about teachers
directions.





Students will respond to cold call.
Acceptable responses:
As we look at the charts we are thinking about
what patterns or new ideas we notice.
We are discussing what patterns or new ideas
we notice.

Students will observe post it notes and discuss any
trends, or new ideas they see in each others
thinking.











Gestures
Point in the
direction of
where you are
moving next.













Cold Call
What are you
thinking
about?

What are you
discussing?



say, It is time to rotate, point to your next station, rotate. T. will set timer
for 1 minute.

When timer goes off, T. will say, All eyes on me. When I call your table you
will return to you seat and on the back of your activator you will record any
patterns you noticed or anything you thought that was interesting based on
your gallery walk. T. will call students back to tables by groups. T. will narrate
students as they return to tables. T. will set 3 minute timer for students to
record their reactions to gallery walk.

T. will cold call 3 students to share, What patterns did you see in peoples
thinking?
T. will summarize by saying. We have now had the opportunity to learn from
each others opinions and viewpoints. Our next step is to take these ideas and
create a thesis statement for our synthesis papers.

At a level 0, students will return to seat. Students
will complete every body writes in response to the
prompt, What patterns or trends did you see in
the post it notes?



Students will track speakers at a level 0. Students
will think about whether or not they noticed the
same patterns.
I do- 10 minutes
In your gallery walk you can see that we all now have many new opinions
about Columbus. Today we are going to combine all of our new opinions into
a thesis statement that will guide our essays."

At a level 0, place your graphic organizer in front of you. Our first step is to
identify what a thesis is. Readers, a thesis is a statement that summarizes a
persons viewpoints and is explained and supported by text evidence. At a
level 0, define thesis as I do: I see that Taylor is quickly taking her note and is
focused. Now, we are taking notes to guide us in three steps to generate a
strong thesis statement.

T. will say, to do this we will be using the acronym BOS to support us in a
strong thesis. T. will say, Broad, Opinion, Statement it is BOS. At a level 0,
youre taking your notes and following along with me as we learn the steps.
B- Ask, Is it broad enough? Can I think of three reasons to support it.
O-Ask, Is my thesis statement an opinion?
S-Ask, Is it a statement?

One broad synthesis statement: how can I put all of those ideas in a broad
statement to capture all of these ideas?
I do:

Students will track teacher.










Acceptable S. response, BOS guides us to ask
strong questions for a strong thesis statement.




















Call and
Response BOS
to support
strong thesis
statement.





T. will use call and response. T. will say, when I say B- you say Broad. B.
Acceptable class response: Broad. When I say O- you say Opinion. Acceptable
class response: Opinion. When I say S- you say Statement. Acceptable class
response: Statement. Class what does it spell BOS.

T. will say, eyes on me in 5,4,3. T. will say, Alright readers now our next
step is using a solid opinion for our thesis statement. Now that we are using
BOS to guide us we need to keep in mind that a strong thesis can be
supported by multiple sources.

T. will check for understanding of the BOS steps. You must first ask
yourself? Acceptable S. response, Is it broad enough. T. will volley to
another student and Step 2- O we must do what? Then we must follow S,
which we ask ourself? Acceptable S. response, is it a statement? Lets try it!
together!

Acceptable S. response, broad, opinion,
statement.
Acceptable S. response, BOS.







Acceptable S. response, is it broad enough is the
first step. is it an opinion is it a statement







Cold Call
What must
you first ask
yourself?
What is the
second step?
Lastly you
must ask
yourself?
We do (guided practice): 7 minutes
T. will say, Now readers, remember we are focused on asking ourselves
three strong questions to to create our thesis statement as we read. We are
using our graphic organizer with our focus questions to guide us across
multiple texts. As I refer back to our class gallery walk I see that we had
multiple opinions about Christopher Columbus. We are going to compose a
broad statement now.

T. will say, So, now if I were to look back to my I-chart for my focus
questions, I see that there is one focus question that was used by multiple
sources. Lets check and see using BOS if this would be solid information.
Most of us said that Columbus was a bad man. He took the land from Native
Americans, treated his people poorly and was not the first to find the New
World. Readers, we are going to take these multiple opinions and put it into
one broad statement. Christopher Columbus should have been portrayed as
a villain.

T. will say, Now, readers the first thing I must do is ask myself: Is it broad
enough. Do I have multiple reasons to support it. Yes, I know that he landed
in America and to me he pushed the Native Americans out, he brought many
We do (guided practice):

Students will track teacher



















goods with him, however it made lots of people ill. He tended to get upset
with his crew members. Readers, I do have many reasons to support my
thesis, so on to the next step O, is it an opinion. This is an opinion, because
Jaylen told me that he thought Christopher Columbus was a hero. He said,
Columbus is a hero not a villain because he fought through the storms at sea
during his voyage. So, it does meet the criteria for Opinion: it is my personal
thought about Christopher Columbus. Our final step is S. is it a statement.
Yes, I know this because I clearly state, Christopher Columbus should have
been portrayed as a villain, not a hero.

T. will say, At a level 0, take 3 minutes to look back on your I-chart looking at
the multiple texts you have read. Use BOS as a guide to synthesize multiple
texts to create your thesis statement.

T. will say, Eyes on me in 5,4,3 T. will say, at a level 1, when I say go you are
turning to your partner and you will share your thesis statement. T. will CFU,
asking, You are sharing what? You have 1 minute at a level 1, you may go. T.
will use over the shoulder.

T. will say, eyes back and focused on me in 5,4,3.. T. will cold call 3 students
to share their thesis statements that they have composed.









Students will reference I-chart and multiple texts



Students will turn and talk sharing their thesis
statement verbally.
Acceptable S. response, share thesis statement.






You do (@ Bats):
At a level 0, you will have 5 minutes.
You do (@ Bats):
Students will reread through their graphic
organizer and use BOS to generate their strong
thesis statement.

Exit Ticket
At what voice
level?
How much
time?

End:T. will cold call one more student to summarize what they learned today.