Daily Double Plan

Name: Yekaterina Loseva

Subject/Time: 6th and 7th Literacy Mini-Lesson on Visualization Date:09/11/2012

Overview
Unpacked Benchmark, CDAS, CRS, or IL State Standards. M.RI.h flexibly using strategies to derive meaning from a variety of print/non-print texts 7.RI-4; 7.L-4, 5a; 7.SL-2 8.RI-4; 8.L-4, 5a; 8.SL-2

Key Lesson Elements

What is the Teacher Doing?

What are the Students Doing?

Do Now (3-5 minutes): Teacher directs students to complete Do Now. Students will activate their thinking by answering the following question at level 0:

Teacher narrates expectations for mouth, body, and brain. (This will reassess what students have previously learned). At Level 0, I need you to sit up straight, and really think about the connection between visualizing and If students finish DO NOWs early they will read inference. their independent reading books while others finish at level 0. Teacher circulates and narrates expectations during the DO NOW. After five minutes the DO NOWs will be collected. Example: (I see Eriyonna has taken out her post-its, something to write with, and has started her DO NOW) Teacher will pay special attention to the narration of frequent flyers.

(Demond, Octavia, and Lewis)

State Lesson Objective & Lesson Agenda SWBAT: Define Visualization. Anticipation

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Students who finish DO NOWs early can begin independent reading. Students who score poorly on the DO NOW will be pulled out for a conference on visualizations. Teacher will prepare a separate article on visualizations that the group will go over in order to solidify understanding of visualizations.

I Do Input (1-2 Key teaching points): Check for Understanding:

Students will preview the story entitled The Super Ant, look at the title, headings, photos, and Teacher uses attention getting single to begin Mini captions. Lesson. Students will listen to teacher read the first (I need everyone in First Position and Tracking Me paragraph of The Super Ant at level 0, sitting up in 3,2,1 Clap) straight, and think about visualizing. Teacher will wait for 100% Teacher will pass out the story entitled Teacher will state expectations while she is reading the first paragraph. (At a Level 0, I want you sitting up straight, thinking about any visualizations that come to mind as I read). Teacher will prompt students to make predictions on what the story will be about using title, headings, photos, and caption. Teacher will begin to read the story, after the first paragraph the teacher will stop and model the strategy of visualization. Example: You have probably seen a single ant scurrying across the kitchen floor. You can be certain that where there is one ant, there are several. What I am visualizing now is a whole line of ants running across the floor. Teacher will check understanding by using why questions in order to promote higher level thinking. Teacher will narrate Tracking.

Objective(s) SWBAT:

We Do Guided Practice: Check for Understanding:

Define visualization Explain why

Students are thinking why making visualization is important to become good readers.

Teacher will continue to read the story pausing and prompting students to think about visualizations. Students are thinking about events that they are visualizing based on the story.

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visualization is important to process a text

Teacher will narrate students on task and frequent flyers. Teacher will check for understanding by Cold Calling students to see what visualizations they are thinking about. Teacher will check for group understanding by stating (If you agree with Lewiss comment shake your fist, if you have something different raise your hand). Teacher will narrate behavior.

Vocabulary words/Key Concepts:

You Do Independent Practice: Check for Understanding: Teacher will state expectations for independent reading and graphic organizer activity.

Visualization

Students will complete a graphic organizer based on during reading strategies.

Student will engage in a WPS on their responses to When I say go, at Level 0, sitting up straight, I want the graphic organizer. you to read the article on Ants and complete the graphic organizer. Teacher will narrate behavior during activity. Teacher will circulate during activity. Teacher will ask students to share their response to the Graphic Organizer with each other, and then with the class.

Teacher will check for understanding by asking students to show thumbs up if we can move on, thumbs to the side if there are some questions, or thumbs down if we need an extra day.

Modifications/ Accommodations

WPS for students who learn better through interactions/discussi on with peers.

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Teacher will circulate and use questioning to support identified students comprehension

Exit Ticket (aligned to lesson objective) or assessment:

With five minutes remaining students will complete Exit Ticket at a Level 0.

Which visualization from The Super Ant stood out to you and why? Or If you were to make a movie Students are using the knowledge that they have about The Super Ant article describe what it would learned from the lesson to display their individual look like? level of understanding.

Teacher will circulate and narrate students for on task. Materials & Technology Closing/Preview for next lesson: Students, today we learned about the importance of visualizing while reading a text. I want you to take a minute and think about visualization and I want to see a thumbs up if you feel that you understand visualization, a thumb to the side if you still have some questions, or a thumbs down if you still need more practice on visualization during reading? When you go back to your independent reading I want you to continue to write down on a post-it visualizations that you are making as you are reading your books.

Class White Board Elmo iPad Article on Visualization Graphic Organizer on Visualization

Homework: Weekly Reading RAFT