Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font. Reviewer Dr. M.
Planning
Reading Comprehension Strategy -Questioning, Synthesizing (Okay, but most strategy lesson focus on one at a time.)
Reading Development Level -Advancing (High School Level)
Instructional Strategies -Advanced Organizers, Cues and Questions, Notemaking and Summarizing
Lesson Length -5 Consecutive Class Periods
Purpose - The purpose of this lesson is for students to research and learn about assassinated leaders in history and utilize Web 2.0 tools to demonstrate mastery of the inquiry process and presentation skills in order to share gained knowledge.
Objectives - After reading Julius Caesar, the learner will:
Use the inquiry process to research assassinated leaders.
Work collaboratively with other students.
Create a project using a Web 2.0 tool.
Share information with the class in a presentation.
Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books) - These will vary depending on the students' chosen person.
Materials - Sophomore English text set, Databases (EBSCO, Britannica, FactCite)
Equipment - Student computers, Promethean board
Collaboration - Students will collaborate in pairs to research their topic and create a presentation. Teachers and the librarian will collaborate to form lessons, gather resources, create assessment rubrics, and assess student progress.
In the CS4TRC sample lesson plans, the "Collaboration" section is a summary of how the educators (rather than the students) will collaborate to teach the lesson.
Assessment - Educators monitor students' ability to pose questions. They may also look at the student Category Matrix to be sure the students are staying within the boundaries of the assignment. In addition, teachers may use the rubric to determine if the students are making adequate notes, collaborating, and synthesizing their research on their wiki. Student/Teacher/Librarian rubrics will be consulted throughout the project to determine how well the requirements are being followed.
In a true "questioning" reading comprehension strategy lesson, students would pose before, during, and after questions. The idea is to develop questions as a way to deepen comprehension. Your graphic organizer does not distinguish questions in this way. I believe your lesson is strongest as a "synthesizing" strategy lesson.
Standards (from the TEKS or other state standards)
Reading and/or writing
TEKS: (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.Students are expected to: (A) compare and contrast differences in similar themes expressed in different time periods; (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.Students are expected to: (C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.Students are expected to: (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. Listening and speaking
Other content areas
Information literacy
AASL Standards/Strands/Indicators AASL Standard 1: To inquire, think critically and gain knowledge 1.3 Responsibilities 1.3.1 Respect copyright / intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.4 Self-Assessment Strategies 1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process. AASL Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.3. Use strategies to draw conclusions from information and apply knowledge to circular areas, real world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understanding. AASL Standard 3: To share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. Educational technology - No educational technology tools, equipment, or standards?
Implementation
Process
Day 1 Motivation
Discuss the relationship between Brutus and Caesar. Point out that Brutus was Caesar's trusted friend and the betrayal that Caesar felt when he realized that Brutus was a part of the conspiracy to murder him. Then have the students explore the reasons Brutus gave for joining the conspiracy, and have them defend Brutus' position. Re-read Brutus' soliloquy where he names his reasons, and re-read Brutus' funeral speech where he defends his involvement in the conspiracy to the angry mob. Lead a brief discussion about why a person might be willing to assassinate another. After the brief discussion, the teacher will display pictures and names of approximately five assassinated figures in history and share a sentence or two about each person. After showing and telling about the people the teacher will then propose the questions, "What do all these people have in common?" and "Why do you think someone would have wanted to assassinate them?" Brava for connecting students' literary background knowledge to historical/contemporary events.
Student-friendly Objectives - Ask before, during, and after questions
Choose a partner and identify a historical figure to research.
Compose questions for Category Matrix.
Share questions created with class.
Presentation - Project a list of assassinated figures in history on the Promethean.Using the jumpstart pathfinder, the educators will model how to search for an assassinated figure. Educators will want to do this by using think-alouds. Example: "Ms. Lamb, I am studying Benazir Bhutto. I'm thinking I will start with the Wikipedia. What do you think?" Ms. Lamb replied, " Well, Mrs. Gilbert, starting with the Wikipedia is fine, but let me show you a database where you can verify the information you find on Wikipedia." Ms. Yaddow chimes in,"You both have brought up an important point. We need to verify the information we find about this topic because there will be facts as well as conspiracy theories about assassinations. We might even find whole Web sites that talk about those theories." You could even show an example: http://whokilledjfk.net
Have the students pair up, research, and decide which assassinated figure to research. Explain that their research will not only be about the assassinated figure, but also about the motivation behind the assassination. Educators lead class in a brainstorming activity: Who in history do I know was assassinated? One educator records on the whiteboard while the other leads the class in the brainstorming activity. (Good use of two educators) Afterwards, pose possible questions to investigate: Who is this person? What was his/her occupation? In what type of activities did this person participate? What about his/her beliefs, job, etc. might lead to his/her assassination? Educators continue to model and involve students in the discussion. Distribute Category Matrix. Project the matrix and show the students how to fill it out. Students will record their questions on their own Category Matrix.
Student Participation Procedures -
Participate in class discussion.
Brainstorm what they want to know/research about their assassinated leaders
Think-pair-share possible before, during, and after questions.
Record at least one question in the "Before Inquiry" category on the matrix. (This is good. To improve upon this as a "questioning" lesson, students should in some way code their before, during, and after questions. Yes?)
Guided Practice - All educators will take four pairs of partners and monitor those students as they pose questions and decide which will go onto their own Category Matrix. Remind students to pose questions only and not look for answers yet.
Closure - Students share their best questions from the "Before Inquiry" category. The teachers remind the students to focus on the motivation behind the assassin's actions and to meet in the library the rest of the week.
Reflection should be included in every lesson. Please see my note on your rubric.
Example: How does asking questions guide our inquiry? Do you think your "after" questions will be different from your "before" questions? Why?
Thank you for providing a summary of each day. It is always good to begin each consecutive lesson with a bit of motivation as well as presentation. Beginning with one of the conspiracy Web sites on Day 2 may make the point about reliable sources. Alternately, you could show a beginning Mind42 brainstorm. Giving an example of tool use is a great motivator.
Day 2
Student-friendly Objectives
Create wikispace with partner.
Record notes about assassinated leaders on the wiki.
Gather resources for research.
Record a question on the Catagory Matrix.
Presentation - Begin with a citation review using www.easybib.com. Next, project sample student wiki and explain expectations using the student rubric. All educators take small groups of students to help the students set up their own student wikis with the following pages: Brainstorming, Notes & Collaboration. Once wiki pages are set up, the librarian projects and explains the available databases while the other two educators monitor and guide students on the use of them for their research.
Student Participation Procedures -
Create their own wikispaces with their partners.
Explore the various databases and gather print and digital resources.
Begin brainstorming using Mind42.
Record notes on the Notes page, and work on the Collaboraton page of the wiki.
Record at least one question in the "During Inquiry" category on the matrix.
Guided Practice - Educators will each take four pairs to monitor students' brainstroming, research and notemaking.
Closure - Students record "During Inquiry" questions on their Category Matrix. Students develop a plan for the following class period so that they have a definite focus for the next day's research.
Day 3
Student-friendly Objectives
Continue recording notes about their assassinated leader and assassin on the wiki.
Record --- question(s) on the Category Matrix.
Continue to locate information from databases and other resources.
Student Participation Procedures
Work with partner and continue using the various resources to research and make notes on the wiki.
Negotiate with partner on valid sources, citing the sources, and evaluating what information is useful for their project.
Guided Practice - Teachers and librarian will continue to monitor their four pairs and assist students as they continue their research and make notes on their wiki.
Closure - Students will use the rubric to check their progress and record at least one "During Inquiry" question on their Category Matrix.
Day 4
Student-friendly Objectives
Choose presentation tool.
Synthesize information and create presentation.
Presentation - Using the Promethean, the librarian will share/review options for presentation tools as the teachers help the students explore and navigate their chosen tool.
Student Participation Procedures
Complete research, note-making, and questioning.
Choose a presentation tool and create presentation.
Collaborate with partner to write at least one "After Inquiry" question on the Category Matrix.
Guided Practice - Educators will continue to monitor and assist their four pairs of students. Having all three educators monitor and assist will help ensure that all students are helped and all questions are answered.
Closure - Students will use the rubric to self-assess their presentation.
Day 5
Student-friendly Objectives
Share presentations with class.
Share thoughts on classmates' presentations.
Self-assess the project and working relationship with partner.
Presentation - Each pair of students will share their presentations with the class using the Promethean.
Assessment - The educators will collaborate and be responsible for assessing the students' presentations. The students will also have the opportunity to provide feedback to their classmates at the end of each presentation. They will then conduct individual assessments reflections of their own contributions as well as those of their partner.
Student Participation Procedures -
Present group projects.
Provide feedback to classmates.
Write an assessment reflection of project and partner relationship.
Closure - Educators will hold a class discussion/debate and determine if there were common factors behind the reasons for the assassinations and if the students feel that any of the reasons are justifiable. The classroom teacher will record answers on the Promethean during the discussion, and the librarian and inclusion teacher will help conduct the discussion/debate.
Yes, to students being active in the closure.
Reflection - How did the questioning keep the students focused and within a workable frame for their research? Were there topics that prompted more questions than others? Were the students allowed enough time to adequately research, synthesize, and prepare their presentations? Did the students adequately use the technology tools to collaborate and present their information?
If including both strategies, you will want to ask a synthesis question as well. What does it mean to synthesize information? Why is it important to use more than one source?
Extensions - Collaborate with the history department and have students develop "Late Breaking News...??? has been assassinated." Students will write news coverage and create video footage of the news report or use a Web 2.0 tool. This activity could then lead into modern day leaders and assassination attempts, discussions of motivating factors of terrorist groups, and what is happening around the world.
In your extensions, keep your focus on questioning and synthesizing. Your ideas are certainly further opportunities for coplanning and coteaching.
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Reviewer Dr. M.
Planning
Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books) - These will vary depending on the students' chosen person.
Websites (including pathfinders) -
www.easybib.com
Jumpstart Research PathfinderPlease see my notes on your pathfinder.
Graphic Organizers - Category Matrix
Brava for the questioning matrix example.
Materials - Sophomore English text set, Databases (EBSCO, Britannica, FactCite)
Equipment - Student computers, Promethean board
Collaboration - Students will collaborate in pairs to research their topic and create a presentation. Teachers and the librarian will collaborate to form lessons, gather resources, create assessment rubrics, and assess student progress.
Assessment - Educators monitor students' ability to pose questions. They may also look at the student Category Matrix to be sure the students are staying within the boundaries of the assignment. In addition, teachers may use the rubric to determine if the students are making adequate notes, collaborating, and synthesizing their research on their wiki. Student/Teacher/Librarian rubrics will be consulted throughout the project to determine how well the requirements are being followed.
Hurray for using a wiki to document collaboration!
Standards (from the TEKS or other state standards)
Reading and/or writing
TEKS:(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.Students are expected to: (A) compare and contrast differences in similar themes expressed in different time periods;
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.Students are expected to:
(C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet);
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.Students are expected to:
(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.
Listening and speaking
Other content areas
Information literacy
AASL Standards/Strands/IndicatorsAASL Standard 1: To inquire, think critically and gain knowledge
1.3 Responsibilities
1.3.1 Respect copyright / intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.4 Self-Assessment Strategies
1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process.
AASL Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.3. Use strategies to draw conclusions from information and apply knowledge to circular areas, real world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understanding.
AASL Standard 3: To share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
Educational technology - No educational technology tools, equipment, or standards?
Implementation
Day 1Process
Motivation
Discuss the relationship between Brutus and Caesar. Point out that Brutus was Caesar's trusted friend and the betrayal that Caesar felt when he realized that Brutus was a part of the conspiracy to murder him. Then have the students explore the reasons Brutus gave for joining the conspiracy, and have them defend Brutus' position. Re-read Brutus' soliloquy where he names his reasons, and re-read Brutus' funeral speech where he defends his involvement in the conspiracy to the angry mob. Lead a brief discussion about why a person might be willing to assassinate another. After the brief discussion, the teacher will display pictures and names of approximately five assassinated figures in history and share a sentence or two about each person. After showing and telling about the people the teacher will then propose the questions, "What do all these people have in common?" and "Why do you think someone would have wanted to assassinate them?" Brava for connecting students' literary background knowledge to historical/contemporary events.
Student-friendly Objectives - Ask before, during, and after questions
Presentation - Project a list of assassinated figures in history on the Promethean.Using the jumpstart pathfinder, the educators will model how to search for an assassinated figure. Educators will want to do this by using think-alouds. Example: "Ms. Lamb, I am studying Benazir Bhutto. I'm thinking I will start with the Wikipedia. What do you think?" Ms. Lamb replied, " Well, Mrs. Gilbert, starting with the Wikipedia is fine, but let me show you a database where you can verify the information you find on Wikipedia." Ms. Yaddow chimes in,"You both have brought up an important point. We need to verify the information we find about this topic because there will be facts as well as conspiracy theories about assassinations. We might even find whole Web sites that talk about those theories." You could even show an example: http://whokilledjfk.net
Have the students pair up, research, and decide which assassinated figure to research. Explain that their research will not only be about the assassinated figure, but also about the motivation behind the assassination. Educators lead class in a brainstorming activity: Who in history do I know was assassinated? One educator records on the whiteboard while the other leads the class in the brainstorming activity. (Good use of two educators) Afterwards, pose possible questions to investigate: Who is this person? What was his/her occupation? In what type of activities did this person participate? What about his/her beliefs, job, etc. might lead to his/her assassination? Educators continue to model and involve students in the discussion. Distribute Category Matrix. Project the matrix and show the students how to fill it out. Students will record their questions on their own Category Matrix.
Student Participation Procedures -
Participate in class discussion.
Guided Practice - All educators will take four pairs of partners and monitor those students as they pose questions and decide which will go onto their own Category Matrix. Remind students to pose questions only and not look for answers yet.
Closure - Students share their best questions from the "Before Inquiry" category. The teachers remind the students to focus on the motivation behind the assassin's actions and to meet in the library the rest of the week.
Reflection should be included in every lesson. Please see my note on your rubric.
Example: How does asking questions guide our inquiry? Do you think your "after" questions will be different from your "before" questions? Why?
Thank you for providing a summary of each day. It is always good to begin each consecutive lesson with a bit of motivation as well as presentation. Beginning with one of the conspiracy Web sites on Day 2 may make the point about reliable sources. Alternately, you could show a beginning Mind42 brainstorm. Giving an example of tool use is a great motivator.
Day 2
Student-friendly Objectives
Presentation - Begin with a citation review using www.easybib.com. Next, project sample student wiki and explain expectations using the student rubric. All educators take small groups of students to help the students set up their own student wikis with the following pages: Brainstorming, Notes & Collaboration. Once wiki pages are set up, the librarian projects and explains the available databases while the other two educators monitor and guide students on the use of them for their research.
Student Participation Procedures -
Create their own wikispaces with their partners.
Guided Practice - Educators will each take four pairs to monitor students' brainstroming, research and notemaking.
Closure - Students record "During Inquiry" questions on their Category Matrix. Students develop a plan for the following class period so that they have a definite focus for the next day's research.
Day 3Student-friendly Objectives
Student Participation Procedures
Guided Practice - Teachers and librarian will continue to monitor their four pairs and assist students as they continue their research and make notes on their wiki.
Closure - Students will use the rubric to check their progress and record at least one "During Inquiry" question on their Category Matrix.
Day 4Student-friendly Objectives
Presentation - Using the Promethean, the librarian will share/review options for presentation tools as the teachers help the students explore and navigate their chosen tool.
Student Participation Procedures
Guided Practice - Educators will continue to monitor and assist their four pairs of students. Having all three educators monitor and assist will help ensure that all students are helped and all questions are answered.
Closure - Students will use the rubric to self-assess their presentation.
Day 5Student-friendly Objectives
Presentation - Each pair of students will share their presentations with the class using the Promethean.
Assessment - The educators will collaborate and be responsible for assessing the students' presentations. The students will also have the opportunity to provide feedback to their classmates at the end of each presentation. They will then conduct individual assessments reflections of their own contributions as well as those of their partner.
Student Participation Procedures -
Present group projects.
Closure - Educators will hold a class discussion/debate and determine if there were common factors behind the reasons for the assassinations and if the students feel that any of the reasons are justifiable. The classroom teacher will record answers on the Promethean during the discussion, and the librarian and inclusion teacher will help conduct the discussion/debate.
Yes, to students being active in the closure.Reflection - How did the questioning keep the students focused and within a workable frame for their research? Were there topics that prompted more questions than others? Were the students allowed enough time to adequately research, synthesize, and prepare their presentations? Did the students adequately use the technology tools to collaborate and present their information?
If including both strategies, you will want to ask a synthesis question as well. What does it mean to synthesize information? Why is it important to use more than one source?
Extensions - Collaborate with the history department and have students develop "Late Breaking News...??? has been assassinated." Students will write news coverage and create video footage of the news report or use a Web 2.0 tool. This activity could then lead into modern day leaders and assassination attempts, discussions of motivating factors of terrorist groups, and what is happening around the world.
In your extensions, keep your focus on questioning and synthesizing. Your ideas are certainly further opportunities for coplanning and coteaching.
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.