Lesson Plan – Writing - Weeblymucoedavis.weebly.com/.../8/38685873/lessonplan_writing.pdfLesson...
Transcript of Lesson Plan – Writing - Weeblymucoedavis.weebly.com/.../8/38685873/lessonplan_writing.pdfLesson...
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LexieDavis-LTC4231
LessonPlan–Writing
Concept:
Studentscanwriteinformationthattheyfindininformationaltextsintheirownwords.
DistrictLiteracyObjective:
CCSS:W.5.8Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintand
digitalsources;summarizeorparaphraseinformationinnotesandfinishedwork,andprovidealistof
sources.
GradeLevel:5thgrade
PriorKnowledge:
Studentsarecurrentlyworkingonwritinginformationaltexts.Theyhavelearnedabouthow
informationalwritinglooksdifferentthanopinion/personalnarrativewriting.Thecurrentlessonsare
preparingstudentsforaresearchedinformationaltextthattheywillwrite.
PredictionsofStudents’Responses:
Ithinkstudentswillstrugglewiththis.IknowthatsometimesIstillstrugglewithparaphrasing.
Materials(seeAppendixA):
• WholeGroupArticle
• ArticlesforStudentChoice
• Sheetforstudentresponse
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Procedure:
1. Callstudentstothecarpetandsaytothem“Yourteachertellsmethatyouhavebeenlearning
aboutinformationaltexts,andyouwillbedoingresearchforyourowninformationalwriting
soon.Today,wearegoingtolookatsomeinformationaltextsandworkonhowtoputthe
wordsfromthetextintoourownwords.”
2. PullupslotharticleontheSmartBoardandletthestudentsknowthatwearegoingtoread
throughthearticleandpulloutfactstogetherandthenputthosefactsinourownwords.
3. Readthroughthearticleoutloudandadheretoagradualreleasemodel:astheteacher,think
outloudandhighlightafactthatisimportant,andthenencouragestudentstoraisetheirhand
foranyfactstheywillwanttohighlight(totalof3factsfromthearticle).
• Whenarticleiscompleteandfirstfacthasbeenhighlightedbytheteacher,have
studentsturnandtalkaboutafactthattheythinkwouldbeimportanttohighlightto
putintheirownwords
• Encouragestudentstothenshareoutwhichfacttohighlight
4. Gobackthrougheachfactasaclassandwritetheminourownwordsasagroup–modelthe
firstonebyfirstthinkingthroughwhatthemostimportantpartofthefactis
• Firsthavestudentsturnandtalkandthenshareoutideasforparaphrasing.
5. Introducetheterm“paraphrasing”andquestionstudentsforaresponseonwhattheythinkthat
wordmeans.
6. Introducethreedifferentinformationaltextsforthestudentstochoosefromandexplainto
themthattheywillbegoingbacktotheirseatsandfindingthreefactsfromtheirarticletowrite
intheirownwords.
7. Ifstudentsfinishearly,givethemasecondarticletoworkfrom.
8. Collectarticlesandparaphrasesheets.
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Assessment:
Studentswillbeassessedformativelythroughtheirparticipationinthewholegroupdiscussion.
Studentswillalsobeassessedthroughtheirperformanceontheparaphrasingpracticesheet.Thiswill
informwhetherornottocontinuepracticewithparaphrasing,andwhatfeaturestopayattentiontoif
paraphrasinginstructioncontinues.
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AppendixA
InformationalPassages:
NewYorkBridges
Beekeeping
ArcticExploration
ParaphrasingWorksheet
SlothArticle
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Reflection
Asthelastlessonplanofthesemestercomestoaclose,Iamfeelingquiteproudofmyself.
Sittinginclassonthefirstfewdaysastheseassignmentswerebeingintroduced,Iwasoverwhelmed.
Thethoughtofgettinginfrontofstudentsandcompletinglessonswasadistant,foreignconcepttome.
AsIhaveexperiencedtheclassroom,throughtheselessonsandothersthatmyhostteachershavegiven
metodo,myconfidenceintheclassroomhasskyrocketed.
Thisparticularlessonwentwell.Iwentbackto5thgradewiththesameteacherwhoIdidmy
guidedreadinglessonwith.WhenheandIcollaboratedoverwhatmylessonwouldbeaboutwesettled
ongivingthestudentspracticewithwritingfactsfrominformationaltextsintheirownwords.The
studentswereveryresponsiveandparticipatedfullyintheactivity.Ithinkthatthisisareflectionmore
soontheteacherandhisclassroommanagement:whichisquiteincrediblethanitisonmyabilityto
managetheclassasIteach.Thestudents,however,respectedmyopinionsandtreatedmeasthey
wouldtreattheirownteacher.
Oneofmybiggestworriesgoingintothislessonplanwasmyowncompetenceinwritingthings
inmyownwords.Istrugglegreatlywithwriting,soathoughthadoccurredtome:“whatifIcan’teven
writetheexampleinmyownwords?Iwon’tbeabletoteachthem!”Thoseworriesweresoonquelled
asIlookedoverthearticletwoorthreemoretimesbeforeIstartedthelesson.Ipickedoutaquotethat
Iwantedtofocusonandthoughtthroughdifferentwaystowriteitinmyownwords.Thestudentsdid
therestoftheworkinthewholegroupdiscussion.Thegradualreleasemodelwentwell.Ididthefirst
example,voicingmythoughtprocessandemphasizingwhatpointfromthesentenceIwasparaphrasing
thatIdidn’twantlostintranslation.Thestudentsfollowedsuit.Wehighlightedthreeotherfactsand
talkedthroughhowwewouldwordthoseinourpaper.
WhenIsentthestudentsofftoworkontheirown,IthinkthatImadetwomistakeshere.The
firstmistakeImadewastheselectionofinformationaltexts.IthinkthatIdidn’tprovideforverymuch
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differentiationinreadinglevelinordertoserveallofthestudents’needs.Therewasonestudentwho
struggledwiththetext,andsheisaworkavoidernormally,soshespentthemajorityofthetimeinthe
bathroom.IcametohelpherandwithoutmakingitseemlikeIwasreadingitoutloudtoheron
purpose,Ireadtwoparagraphsoutloudandaskedheriftherewereanyfactsthatwereinthereshe
wantedtoparaphrase.Ithinkthishelpedher.Iwouldhateforreadingtobeabarrierforastudent’s
writingandthoughts.ThesecondmistakeImadewasonlyrequiringthestudentstocompleteonlythe
frontpageoftheparaphrasingworksheet.Ihadtwootherspacesontheback,ifstudentswantedto
completemorethantwo.Ishouldhaverequiredthreeandmadethefourthoneabonusoption.Ithink
thiswouldhavegiventhestudentsmorepracticeandmotivatedthemfurther.
SomemisconceptionsthatIsawwithparaphrasingalsocameup.Ihadafewstudentswho
highlightedopinionorflowerysectionsoftheinformationaltextandputthatintheirownwords.For
example,inthe“ArcticDisaster!”article,itgrabsthereader’sattentionatthebeginningbysaying
“ImaginedrivingadogsledacrossdangerousArcticice.Coldwindbitsatyourface.Yourfingersare
frozen.”Ihadacouplestudentshighlightthispartandrewriteit.Hereisanexampleoftheirrewrite:
“Thewindiscolditbreezesonyourfaceyourhandsareverycold.”Toaddressthis,Iwouldmakeit
moreexplicitinmyinstructionthatwearelookingforfacts.Imightevendoa“review”atthebeginning
toactivatepriorknowledgeofthedifferencebetweenfactsandopinions.Anothermisconceptionthat
arosewithoneortwostudentswasthegenreoftherewriting.Somestudentstooktheinformational
genreandtransformeditintoanarrativegenre.Sincestudentsweresofamiliarwithwritingina
storyteller’svoice,theyhaddifficultymimickingthewritingoftheauthorofthearticles.Toaddressthis,
Iwoulddoamentortextlessonplanwithaninformationaltextandgivethemmorepracticewithsmall
pieceswiththegenrebeforedoingtheresearchpaper.
Overall,Iamverysatisfiedwiththewaythislessonwent,andamexcitedtoapplywhatIhave
learnedtofuturelessons.