Teacher

Lesson Design for Rigorous Instruction | Lesson Objective: I will read and code a piece of text and summarize what is important to me and what is important to the author._______________________________________________Academic Vocabulary: Perspective, Convey___________________________ | | Teacher Actions and Responsibilities | Student Engagement Strategies | Focus | Focusing Students on the Learning * Remind students we are continuing to work on reading and comprehending nonfiction text. We are learning multiple strategies to assist in sorting through the reading and determining what information is important to remember. Learning theses strategies helps us become better readers and learners. * Read objective to students | Quickwrite: List at least two strategies we have learned so far to help us determine importance in non-fiction text. Share w/partnerChoral read objective | TeachInstructional Scaffolding on the objective | I Do – Teacher Explains and Models * Teach vocabulary and introduce sentence frames:Perspective: a way of thinking about something, especially one which is influenced by the type of person you are or by your experiences – your perspective is your opinion or point of view (Examples: children and parents might have different perspectives on good food – taste vs. nutrition; principals and students might have different perspectives on school uniforms – safety vs. fashion; When authors write, they often have a perspective they want us to understand)Convey: to communicate or express something, to get your point across, it can be with or without words (Examples: Teachers want to convey to students that reading is important and fun; clothes we wear can convey a certain message about us; ads and pictures convey messages. authors often convey a message - something they want us to learn from reading their writing. * Explain to students that what we are going to do today is read an article and try to distinguish between what we find interesting and important and what the author thinks is most important. We are going to look at the article from both our perspective and the author’s perspective. Explain that what the reader thinks is most important is not always the same as what the author is trying to convey (use script on page 46) * Explain and model how to read through a piece of text, noticing what I think is most important and comparing that to what the article is mostly about – what the author is trying to convey. * Do a think aloud for the first three paragraphs (script to get started on page 46). Model use of sentence frames.Important to me: 400,000 people die each year from smoking; the earlier you start smoking the higher your risk of diseaseImportant to author: kids are sending a message to cigarette companiesImportant to both: Title – Can kids stop kids from smoking | Students read words, say words explain definitions in their own words to a partner … “Perspective means…” Tell a partner your perspective on homeworkTell a partner what you think a teacher’s perspective on homework isMy perspective is ______ because______The teacher’s perspective is___ because_____“Convey means…”Look at an advertisement – tell a partner what message this ad is trying to conveyI think the advertisement is trying to convey the message that ________________. I know this because_____________.Students skim article (read around the text) and discuss w/partner what they predict the article will be aboutStudents have copy of text and code with teacher as she models.My perspective is that ________ is important because_______The author’s perspective is that _______ is important because_________The author is trying to convey_____. I know this because_____.Echo sentence frames used by teacher (i.e. when teacher puts a star, she says: “My perspective is that 400,000 people die each year from smoking is important because I know people who smoke and this worries me” | | We Do – Teacher Led Guided Practice Next paragraph we do together. Read aloud and ask students to listen and think while reading about what’s important to me and what’s important from the author’s perspective. After reading, ask students to re-read and code anything with a star that is “important from my perspective”. Teacher also marks one. Teacher shares hers with class using sentence frame “From my perspective ___ is important because__” Next ask students to discuss w/partner what they think is important to the author (use sentence frames). Code text. Teacher codes as well. Teacher shares using sentence frame and explains why she coded with a W. (teen smoking has dropped in Mississippi because of program designed by kids)Repeat process with next paragraphParagraph that begins with “Surprisingly” – point out that it is a signal word (use some of the script on page 48-49). After discussion of signal word, have students repeat process above to code what’s important from their perspective and the author’s perspective for the rest of the text.Explain and Model how to use the codes to write three summary statements. “My perspective is that ______ is important because__________. The author’s perspective is that _____ is important because________. The author is trying to convey___________. I know this because_________. | Students code with * and share what they coded with a partner using sentence framesPartners discuss what to code with W using sentence frames. Students code/underline/make margin notesStudents write their own “important to me” summary using the frame (modeled after the teacher)Students write the “important to the author” statements with the teacher | Formative Assessment | Checking for Understanding(Next Day) New article “Western Roundup”. Remind students about previous day’s learning about distinguishing important from my perspective from important from the author’s perspective. Students code paragraph one of Western roundup on their own, teacher checks as students are working. | Coding Western Roundup and writing summary statements. | Based on formative assessment | Differentiated InstructionStudents who are working successfully on the task will work with a partner to share what they did on paragraph one and finish working through the article together. They will write the three summary statements after coding the text. Students who are struggling with the task will work in a small group with the teacher (additional scaffolding, modeling, guided practice etc. based on student needs) | | Throughout all phases of the lesson, the teacher: * Explicitly states or refers to the objective of the lesson; * Emphasizes the key vocabulary essential to the learning; * Monitors and makes individual or collective adjustments; * Reinforces effort and provides recognition; and * Provides specific and immediate feedback.