UWB TPA Lesson Plan for Language ArtsName: Deb Caldwell Subject: Language Arts/Phantom TollboothGrade Level: Grade 4 (Gifted) Lesson Model:

Direct Inquiry ConceptLesson Title: Learning to use the inverted pyramid to write a news article using 5W + 1H

Date: December 1, 2011Duration: 3- 45 minute sessions

Context4th Grade Gifted & TalentedThis is a fourth grade gifted and talented program. The population contains 31 students consisting of 18 boys and 13 girls. Seven of the students are new to the school and School District.Gender Number of Students Percent of TotalBoys 18 58%Girls 13 42%Total 31

MSP Scores for classroom population The students MSP scores at the completion of the 2010-2011 school year (third grade) found the majority of the students to have exceeded their level for both Reading and Mathematics.MSP Math Math % Reading Reading %Exceeded Level 27 86 28 90%Met Level 4 14 2 7%Below Level 0 1 3%

Subjects A survey of the students collected data regarding subjects they enjoy, those that the worry most about and those they find the most challenging.Subject WA

HistoryWriting Reading Science Math Art Nothing Homework Group

WorkComputers

Look forward to learning

6 1 0 9 13 2 0 0 0 0

Worried about learning

3 3 0 4 10 0 5 1 2 1

Hardest subject

2 12 2 3 10 0 1 0 0 0

Themes of Interest to the students Writing and writing

techniques Animals and birds Art

Space and Astronomy

Greek Mythology Culture

Engineering History

1

Ways of LearningWe have not evaluated any of the students to determine their preferred learning style in our classroom. My CT and I have discussed the intelligences but this is a low priority for my CT while she tries to build community. Looking at the data collected for each of the students, as well as my personal observations, I can make some assumptions. The majority of the class seem to prefer the Logical/Mathematical and interpersonal ways of learning. They are a very social group. A very small percentage prefers Verbal/Linguistic and Intrapersonal. It will be most helpful to find out each students preferred method so accommodations and considerations can be made when designing curriculum.

Equity PedagogyAs a teacher, “Self-understanding and knowledge of the histories, modal characteristics, and intragroup differences of ethnic groups are important competencies required for teachers to implement equity pedagogy. They provide a foundation for teachers to identify, create, and implement teaching strategies that enhance the academic achievement of students from both gender groups and from diverse racial, ethnic, and cultural groups. Equity pedagogy is not embodied in specific strategies. It is a process that locates the student at the center of schooling. When effectively implemented, equity pedagogy enriches the lives of both teachers and students and enables them to envision and to help create a more humane and caring society.”

We do not currently have the actual ethnic diversity of our classroom though we have a diverse population of students. We do know the English language is not the primary language for all our students. We are just beginning to assess some of these students literacy, especially those who were just at or below standard. We are currently working with the school resource educator to have these children appropriately assessed so we can begin to help them improve their literacy skills for fluency and comprehension.

Areas Where Students May Struggle1. When analyzing information, students with little experience or practice with this higher-

order skill may find the process challenging.a. Pre-teach skill lessons on strategizes used for analyzing data

2. Unless students have experience or practice in analyzing primary documents, they may find this process challenging, as answers are not always evident. Students must gather evidence, make assumptions, and reach conclusions.

a. Pre-teach skill lesson on strategies used for an inquiry process: analyzing data, collecting evidence, synthesizing data, and reaching conclusions

3. Students are required to read and summarize information. Struggling readers and ELL students may be challenged by this requirement.

a. Minimize reading material, locate and present the same information at a lower reading level, assign helpful student partners, explain information and scaffold students with oral directions, provide tape-recorded information, and/or allow students to study the reading material at home before the lesson.

4. Phantom Tollbooth uses a lot of figurative language such as idioms, puns, and personification. While this will be taught as part of the language arts lesson, struggling

readers and/or ELL students will be even more challenged when reading for context. This problem could also cause wasted class time while students try to keep them straight.

a. Provide an alphabetical list of words, their pronunciations, and individuals’ roles in the context of the lesson. Allow students to use this list before the lesson to familiarize themselves with the characters and during the lesson as a resource. Clarify individuals’ roles for students.

Differentiating Instruction Reading: Consider accommodating special need students when creating the reading list.

Try to create a subset of the main reading list that will still provide these students with an understanding of the time period.

Grouping: Grouping could provide a venue for accommodation by pairing stronger students with special needs students for reading, analyzing documents, discussion assumptions, and drawing conclusions.

Comprehension: Might try orally explaining the background information and instructions to special needs students, or students could take the information home to read/study a day or two before the lesson is taught.

Content Big Idea and Learning TargetsSubject: Language Arts, Grade 4 (Gifted)This lesson will be taught to 4th grade challenge students as part of the thematic, interdisciplinary unit using Phantom Tollbooth.Washington State Standards (Established Goals)EALR: 2.0 Student writes in a variety of forms for different audiences and purposesBig Idea: 2.3 Writes in a variety of forms/genresCore Content: 2.3.1 Uses a variety of forms/genresDescription of Standard for Grade 4-5In fourth grade, students write for a range of purposes, including describing, telling a story, and explaining. They are able to produce writing that goes beyond the formulaic. Because they are aware of the interdependence of the topic, audience, purpose, and form, they are able to select and sometimes adapt basic forms to meet specific requirements. Their understanding and use of figurative language introduces imagery to their writing. Informational writing reflects understanding of specific purpose, often requiring gathering and synthesizing information from a number of resources to express and justify an opinion. Students are more aware of the conventions of writing as they reflect on their strengths and weaknesses and strive to improve.Essential Understandings: (Content/ Big Idea) Audience and purpose (e.g. to inform,

persuade, entertain) influence the use of literary techniques (e.g. style, tone, word choice)

Writers do not always say what they mean. Indirect forms of expression require readers to read between the lines to find the intended meaning.

Punctuation marks and grammar rules are like highway signs and traffic signals. They guide readers through the text to help avoid confusion.

Essential Questions: (Objectives/Learning Targets) What makes a great story? How do you read between the lines? Why do we punctuate? What if we didn’t

punctuate?

Students will know

Vocabulary specific to writing for news articles

The inverted pyramid

Content Standards (What student’ will be able to do & demonstrate) Write a headline that catches readers

attention and is appropriate for the intended audience

Write in a well-organized manner Write a news article using an inverted

pyramid including who, what, when, where, and why in first paragraph

Write and make evident who is reporting Write using exaggeration Write utilizing higher level vocabulary Write consistently with story line by using

chapter from Phantom Tollbooth Select and include one photo and a caption

that relates to their article

Write using effective and relevant dialogue Write using grammar, capitalization,

spelling and punctuation without errorMaterials5 W's, headline, interview, lead, news story, reporterone or two sample newspaper clippingsstory of Goldilocks and the Three Bearswhite board or flip chart and markerspaper and pencil

Academic Language Article Interview Eyewitness Reporter 5W Primary source Secondary source

Differentiating Instruction Reading: Consider accommodating special need students when creating the reading and

vocabulary list. Try to create a subset of the main reading list that will still provide these students with an understanding of the lesson.

Grouping: Grouping could provide a venue for accommodation by pairing stronger students with special needs students for reading, analyzing documents, discussion assumptions, and drawing conclusions.

Comprehension: Might try orally explaining the background information and instructions to special needs students, or students could take the information home to read/study a day or two before the lesson is taught.

Assessment of Student LearningFormative: As students work in small groups, the teacher will be circulating specifically listening and watching for the assessment criteria below. This will allow the teacher to adjust, modify, and clarify student understandings. During this phase, the teacher will be specifically doing the following:

Teacher will be monitoring students’ knowledge and ability to correctly use their new newspaper reporting and inverted pyramid academic language by listening as they work in groups.

Teacher will be monitoring students’ knowledge and ability to interview and gather facts using their 5W and 1H inverted pyramid skills.

During my lessons formative assessment is embedded to gauge if students are/are not learning my intended lesson. Think-pair-share, small group, and large group are included to allow students to develop positive peer interactions, socially construct knowledge and learn different ways or perspectives about ways of knowing. When students verbally share as a teacher I am monitoring students discussions, work activities, and inquiring about their thinking.

When students are listening to my direct instruction, however, often prior to their ‘doing’ hands-on activities I gauge student understanding in several ways. It can be a mixture of ‘thumbs up’ for it is clear ‘thumbs down’ for not clear, or ‘hand flat with a rocking motion’ sort of get it but not confident. Other times I may elicit several students ideas/comments or alternative ways of thinking, to measure if they are thinking about what I am instructing.

Exit and/or entry tickets are also another method of gathering student feedback. What do they know before I teach a lesson, did they leave the classroom with what I hope they had from the lesson. I don’t choose to grade these because I believe they are an additional instructional tool for my reflection on my teaching and how to modify for the next lesson.Summative: What is the eventual summative assessmentThe teacher will looking at each students news article, looking for the following:

The headline catches the reader’s attention and is appropriate for the article The writing is well organized The inverted pyramid is used correctly for writing the news article. It is evident what the

answers are for who, what, when, why, and how and they are included in two paragraphs.

The interview correctly includes details and is written in dialogue form.

Performance Task: (Looking at …)Personification is a concept often associated with poetry, although it can be used in a variety of other contexts. Personification involves the act of giving human-like qualities to inanimate objects, or the act of assigning human-like attributes to non-human creatures. The Whether Man’s umbrella, the alarm clock in Tock’s body, Humbug’s derby hat, the silver signet ring on King Azaz’s finger, Alec Bings’ neatly polished brown shoes, Chroma’s podium, Dr. Discord’s bottle, or the Mathemagician’s small, gleaming pencil… the list goes on and on.

Choose an inanimate object or non-human creature from The Phantom Tollbooth. Assume the role and identity of the object or creature. Using the story line from the chapter where you first encountered the inanimate object or non-human creature, write an eye-witness account of the event occurring in this chapter for the National Enquirer, an infamous newspaper. In writing the news article, make sure to show the reader how you feel, what you think, what you do, how you behave, where you go, why you believe what you do, and with whom you associate.

Note: This newspaper has been reprimanded for s-t- r-e-t-c-h-i-n-g the truth; in other words- exaggerating! Follow suit!

Rubric: Your eyewitness newspaper article will need to meet all of the criteria on the rubric at the end of this lesson plan.Other EvidenceAccommodations/Modifications: So all students can show progress toward learning targets

For the two students that are challenged by the English language, yet do not qualify for ELL, they will be provided with instructional support. For any reading and writing, they will receive one-on-one assistance from myself or my master teacher. When appropriate, we will substitute different vocabulary words and/or readings with the same overarching goals yet at an appropriate level for their reading/writing. When writing they will receive extra time to complete their written assignments and have one-on-one assistance during class sessions. When having group discussions and/or activities, the students will be placed with stronger skilled students to allow them group work without them losing the context of what is being taught. If doing any jigsaw activities, consider what is being jig sawed to ensure they are successful with this activity.Student Voice:Student self-assessment

Piaget, Vgotsky, and Dewey all teach us that students learn best through meaningful experiences and when these experiences are shared, knowledge is socially constructed providing for higher level learning that as an individual.

As teachers, it is easy to fall into a routine of delivering content, testing on what you want the students to know and fail to ask what the students believe they learned. As teachers, failing to ask questions of our students fails to provide us invaluable information about our own teaching. Did the students learn what we had hoped they would learn? What questions do they still wonder about? What did they enjoy about the lesson, and what was challenging and/or frustrating? If they were to design the lesson, what may they have done differently and why?These types of questions help us reflect on our own teaching and ways of delivering our lessons

to each of our students. We must also remember, however, that these big questions do not necessarily happen with very lesson but should definitely occur for those large learning goals. With the above in mind, for this unit plan, I envision asking these questions at the end of each lesson after student presentations of their projects.

A curriculum of identify asks students to reflect on their skills and interests as they relate to the discipline being studied. Since learning requires experiences in order to have a base to build upon, knowing what value they place on what was learned tells me something about the base they have developed with my instruction. (See Appendix D)

Instruction and Engagement to Support Student Learning

Introduction Tell Students what you want them to be able to doPersonification is a concept often associated with poetry, although it can be used in a variety of other contexts. Personification involves the act of giving human-like qualities to inanimate objects, or the act of assigning human-like attributes to non-human creatures. The Whether Man’s umbrella, the alarm clock in Tock’s body, Humbug’s derby hat, the silver signet ring on King Azaz’s finger, Alec Bings’ neatly polished brown shoes, Chroma’s podium, Dr. Discord’s bottle, or the Mathemagician’s small, gleaming pencil… the list goes on and on. You will be choosing an inanimate object or non-human creature from The Phantom Tollbooth and assuming the role and identity of the object or creature. Using the story line from the chapter where you first encountered the inanimate object or non-human creature, you will write an eye-witness account of the event occurring in the chapter for the National Enquirer, an infamous newspaper. In writing the news article, you must show the reader how you feel, what you think, what you do, how you behave, where you go, why you believe what you do, and with whom you associate.

Note: The National Enquirer is a newspaper that has been reprimanded for s-t- r-e-t-c-h-i-n-g the truth; in other words- exaggerating! You should also exaggerate.

Rubric: Your eyewitness newspaper article will need to meet all of the criteria on the rubric at the end of this lesson plan.

Tell Students how you will know they got there Write a headline that catches readers attention and is appropriate for the intended

audience Write in a well-organized manner Write a news article using an inverted pyramid including who, what, when, where, and

why in first paragraph Write and make evident who is reporting Write using exaggeration Write utilizing higher level vocabulary Write consistently with story line by using chapter from Phantom Tollbooth Select and include one photo and a caption that relates to their article Write using effective and relevant dialogue Write using grammar, capitalization, spelling

Tells Students how you will help get them thereAt the end of this lesson students will be able to use an inverted pyramid to include who, what, when, where, and why and how in the first paragraph for a news article.

Direct InstructionOverview

Bears' House Vandalized, Witnesses say Blonde Girl Spotted Fleeing from the Scene!1

ObjectivesStudents will be able to:

read news stories for information about the 5 W's + 1H. understand simple newspaper vocabulary. conduct a simple interview and make point form notes to record the results. create their own news story lead.

Materials 5 W's, headline, interview, lead, news story, reporter one or two sample newspaper clippings story of Goldilocks and the Three Bears white board or flip chart and markers paper and pencil

Online Resources Definitions of newspaper vocabulary Printable on-line version of the story Printable template for point form notes ("jot notes") Printable template for news story lead color or B&W

Off-line resourcesJan Brett's: Goldilocks and the Three Bears

PreparationSearch through newspapers for one or two simple articles that children will enjoy. Examples might be human interest stories or sports stories. Make sure the sample follows the traditional 'Inverted Pyramid' -- the 5 W's + 1 H should be answered within the first 2 paragraphs of the story. Prepare bulletin board or table display.

1 Lesson Plan for inverted pyramid from: http://www.kidzone.ws/plans/view.asp?i=60

InstructionTeacher Does Student Does

Phase 1: IntroductionTeacher tells students they will approach a familiar story (Goldilocks and the Three Bears) from the perspective of an eyewitness newspaper reporter.

Teacher tells students they will learn to apply the 5 W's + 1 H (Who, What, When, Where, Why and How).

Students are listening

Phase 2: Demonstration, modeling, passing of information (I do it)Present a Bulletin Board or Table display. Include a picture or book of Goldilocks and the Three Bears, the words Who?, What?, When?, Where?, Why? and How? prominently displayed, newspaper clippings and the headline (title) of our lesson plan ("Bears' House Vandalized...")

Instruct students to get out their writing journals for taking notes.

Write Who, What, When, Where, Why, and How on the flip chart

Beside each, as model, will write the answer to the question from article and where in the news story the information was found. (headline, paragraph 1, paragraph 2).

Explain to the children the first two paragraphs of a newspaper article are called the 'Lead'.

Reporters try to answer all 5 W's + 1H within the lead, sometimes called an inverted pyramid

Explain to the children, that a news story is written by a reporter. The reporter interviews people and observes events to answer the questions Who, What, When, Where, Why and How. Reporters call these questions the 5 W's + 1 H and try to include them in each news story.

Students are listening

Students take out writing journal and pencil

Students do the same in their journals

Students do the same in their journals

Students write definition for new paper lead is first two paragraphs of a newspaper article

Students write an inverted pyramid refers to the who, what, where, when, why, and how for a news article

Students write a news story is written by a reporter. A reporter interviews people and observes events to answer the questions for an inverted pyramid.

Show the children a sample newspaper clipping. Point out the headline.

Teacher models thinking about a newspaper article:

Viewing article on the doc cam, the teacher reads the article. As she reads, she models both what she is looking for and how she is looking for the 5Ws and 1 H.

Reads the headline, then asks does the headline capture my attention?Yes because…..(models recording information on flip chart)

How does the headline capture my attention?By…. (models recording information on flip chart)

Reads the first paragraph, then asks does the first paragraph answer any of the 5 W's + 1H questions?Yes/No…how many of the 5 W's + 1H does she know now?

Continues to read through the article a paragraph at a time until all of the 5 W's + 1H questions are answered. Continuing to think aloud, and record important information on flip chart.

Students listen

Students listen

Students listen and write information as teacher records the data on the flip chart.

Phase3: Guided Practice (We do it)

Teacher displays another news article on the overhead: Bad Wolf Terrorizes 3 Pigs

Teacher reads short version of the story to refresh students’ memory.

Using a flip chart, teacher and students work together to identify:

Headline Find who, what, when, where, why, and

how

Students listen

Students listen

Students and teacher brainstorm and record data, as well as others thinking

Beside the 5W and 1 H: record where information found in story (headline, paragraph one, paragraph two)

Stop when all have been foundPhase 4: Monitoring, providing feedback (They do it)

Teacher has students form pairs.

Techer points out our headline (Granny Imposter, Stalks little girl in Red Cape).

Tells students for each pair, one of the them will be the reporter and the other will be Red Riding Hood.

Teacher tells students the reporter should interview Red Riding Hood to discover the answer to each of the 5 W's + 1 H and record the answers in point form. Then the children should switch roles so each has a chance to be the reporter.

Teacher tells students they will use the point form to record their answers.

Teacher tells students when they are done they will return to their desks.

Teacher observes and monitors the discussions. The teacher is answering questions, noting whether students are on task, and asking them to share their ideas and strategies. The teacher is also looking to see if the activity is intriguing, boring, and/or if students need further instruction and clarification allowing the teacher to plan, assist and/or adjust the lesson as necessary.

Students pair off.

Student pairs take turns being Red Riding Hood/reporter. As the reporter, they ask the 5w and 1H questions and record the answers.

The students return to their desks.Phase 5: Students work independentlyTeacher passes out the article “World's Youngest CEO Is Eight-Years Old “ and has students read.

Teacher then distributes the quiz for 5+1

Students read the article World's Youngest CEO Is Eight-Years Old

Students answers quiz questions and turn into

(Appendix C), and has students complete the quiz.

Teacher collects student quizzes and grades them prior to next lesson. Teacher will revise, or reteach any missing concepts prior to student project.

Teacher tells students they will all complete their job as reporters by writing the lead to go with the headline.

Remind students that the lead should be written in complete sentences with no more than 2 paragraphs.

teacher.

The students write their Article Headline and two lead paragraphs using the inverted pyramid.

Conclusion Have a few students read their news story leads out loud in front of the class.

AssessmentThe teacher will looking at each students news article, looking for the following:

The headline catches the reader’s attention and is appropriate for the article The writing is well organized The inverted pyramid is used correctly for writing the news article. It is evident what the

answers are for who, what, when, why, and how and they are included in two paragraphs. The interview correctly includes details and is written in dialogue form.

Appendices

Appendix A: Handouts and Worksheets

Using the 5W + 1H for “Red Riding Hood”

Name: ____________________________ Date: _________________________

Article Headline:__________________________________________________

Who: _____________________________________________________________

__________________________________________________________________

What: ____________________________________________________________

__________________________________________________________________

When:____________________________________________________________

__________________________________________________________________

Where:____________________________________________________________

__________________________________________________________________

Why: _____________________________________________________________

__________________________________________________________________

How: _____________________________________________________________

__________________________________________________________________

Witness Interview of Red Riding HoodName: (Reporter) _________________________ Date: _____________

Red Riding Hood: Witness Statement

Appendix B: Rubric (s)For The Phantom Tollbooth Project:

News ArticlePossiblePoints

Criteria

PointsEarned

10 Headline catches reader’s attention and is appropriate for article.

10 Writing is well organized.

10

The inverted pyramid for writing a news article is evident. Who, what, when, where, and why are included in first paragraph. Details and dialogue follow.

10

Clearly evident which inanimate object or non-human creature isreporting. It is evident how you think and feel, who your friends are, and where you are.

5 Exaggeration is evident.

5 Writing utilizes higher level vocabulary.

15 Writing is consistent with story line from chapter.

10 One photo and caption are included with your news article.

10 Effective and relevant dialogue is included.

5 News article and cut line are typed using a size 12 font.

10 There are no grammatical, capitalization, punctuation or spelling errors.

Total Total

100 Teacher Comments: