Activity-based lesson adjusted to common core-
Grades Level 6-8
Lesson Topic: writing informative/explanatory text
Aim Questions: How do you write an informative/explanatory?
A)
What learning objective/main ideas
do students need to know (maximum of 3)?
1) How can you examine a topic and
convey ideas, concepts and information through the selection, organization and
analysis of relevant content?
` 2) How can you select and write an
informative/explanatory text that conveys ideas and concepts using relevant information
selected and organized?
3)
How can you introduce the topic of
your text?
B)
What common core skills
will be introduced or reinforced during the lesson?
Write an informative/explanatory
text to examine prevention of diseases and convey ideas, concepts, and
information through the selection, organization by analysis of relevant
content.
C)
What content are standards are
addressed in this lesson?
W.6.2, Science Standards: 4.4a,
1.2j 4.1.1, 4.5.1 7.1.1
D)
What academic and content specific
Vocabulary is introduced in this lesson?
Informative/explanatory text,
revising, rough drafts, publishing and editing final drafts.
E)
What materials (e.g. Activity
sheet, map song) will I present to students? I will present the students with a
KWL chart on preventing infectious disease (what I know; what I want to know;
and what I learned) Write down their ideas on the board under what I know
section of the chart while they write it down on their copy. Ask them what they
would like to learn about the prevention of disease and write it under what I
want to know section of the chart. At the end of the unit go back and fill in
the last column what I learned with students. Work sheets to discuss what an
infection disease is- will group to answer questions-
F)
What activity if any will I use to
settle students and establish a context (Do Now)?
I will engage the students by
activating prior knowledge on virus and bacteria’s-I will give the students
plenty of time to brainstorm for ideas-I will explore questions on students
prior knowledge about prevention of disease and gauge the students understanding
with questions and answer.
G)
How will I open the lesson
(motivation) and capture student’s interests? I will present the topics groups
will work on and groups can decide which topic to choose. The topics will be: What are so special and
scary about it? What do we already know about diseases? What vaccines do we
need for school and why? What three infections can be prevented? How dose a
vaccine work? Explain how three ways infectious diseases can be
transmitted?
H)
What additional individual/Team
Full CLASS ACTIVITIES will I use to help students discover what they need to
learn (suggest three) if these are groups activities, how will students be
organized?
Students will be instructed on the
five steps to write the informative/exploratory text, drafting antecedents , revising, editing, and publishing .
2) Students will discuss about
effective writing and how to organize information and relevant content,
establish a topic from the choices and organize relevant ideas.
3) Student groups will be given
plenty of time to discuss specific details, main ideas, and talk about ideas
that support the main ideas in their writing Groups will evaluate peer
ideas, and examine their own inferences based KW L charts-groups will discuss effective introduction paragraphs.
I)
How will I differentiate
instruction with multiple entree points for diverse learners?
Students will be paired with higher
level to lower level group association. Student will also be given plenty of
time to re-write individual ideas and collaborate findings with higher
leveled peers. Teaching instructions will be presented in charts, explanations
and open ended discussions.
J)
What (H.O.T)-Higher order thinking
questions will I ask to engage students in analysis and discussion?
1)
What were the maximum ways topic
ideas convey concepts and information evidence through the selection,
organization and analysis of relevant content?
2)
What strategies did you use to
introduce the topic of your text?
3)
Were written analysis of the text
relevant to the support the content?
K)
How will I assess student’s
mastery of the skills, content and concepts, language in this lesson? Rubrics,
written findings on the understanding of the spread of infections diseases and class discussions.
L)
How will I bring the lesson to closure
(summary Questions)?
Teacher student talks to further
clear up any misunderstandings of the meaning of writing a informational/explanatory text and the importance of organizing of informational/explanatory writing .
M)
How will I reinforce and extend
student learning?
a)
Classroom application/follow up: Students
will follow up with addition written informative/exploration science texts.
b)
Enrichment activities: students should come up with some written suggestions as to how we can combat the spread of infections diseases.
c)
Home work: Students will write a
paragraph for a news paper article on the containment of the common cold.
N)
What topics come next?
a)
Tomorrow- Reports about disease that are coming back.
b)
day after-Antibiotics
O)
How do I evaluate this lesson-teacher
reflection?
a)
Strengths-. Differentiated methods
enable all students to get involved in the lesson.
b)
Weakness-not enough time for a
science experiment.
c)
Area to work on-more time-
d)
Things to change-
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