W- To help the students know where the unit is going-explain
how an informative text can support evidence-explore questions on students
prior knowledge about the text, gauge the students understanding with question and
answer-students can also make inference to what information will be gathered
from text based on the title-also ask students to find every day meaning in the
topic (give the students plenty of time)-let the students brain storm ideas
form prior knowledge making connections to relevant world events related to the
text.
H-To hook students to information text-students will share
out their ideas on what the relevance of an informative text is-also students
can watch a video clip pertaining to the topic. Students can debate the
relevance of the information gathered in the related short video clip to gauge
an understanding on the various ways information is gathered.
E-Students will be quipped with text to analyze meanings
from the main ideas, phrases, and to determine the author’s point of view-to
form independent ideas.
R-Students will be given plenty of time to rethink text investigation,
main ideas, phrase and the author’s point of view-this will be done as a group
so students can examine their peers finding as well as their own findings.
E-Student groups will be given plenty of time to evaluate their
work and make corrections-by sharing out group’s ideas and inference based on
the text.
T-To meet the diverse abilities of the different
learners-groups can be organized with a scribe/writer, document taker of phrases
and author’s points of view-t-chart, main idea’s interpreter, and orator/
presenter. Each student in his/her group can be organized with a task according
to his/her strongest ability. Student groups will analyze each others finding
and present final work to the class. Also, students will be exposed to visual
aids-relevant informational video clips. I will also, walk around and guide
groups discussion to gauge further understanding by asking specific
questions.
O-To be organized to maximize initial and sustained
engagement as well as effective learning-Students will use a variety of
strategies to analyze phrases, topic ideas, illustrations, main ideas and the
authors point of view in their groups-Students will also share out the evidence
from their group findings with the rest of their peers in the class. I will
also, correct any misunderstands and misconceptions to facilitate further informational
text understanding.
I enjoyed reading through your lesson plan. It's well written and has lots of creative ideas. I like the fact that you mention several times that students will be given enough time for a few of the steps. I think that's a great approach to having students not rush through their work. You seem to be an expert at this. Are you an ELA teacher?
ReplyDeleteThank you. I am not an ELA teacher, I have in the past taught science for four years-and some of the ELA CCSS standards are similar when it comes to obtaining evidence or interpreting data from science informational text. I have noticed in the past that teachers have a tendency to rush students because there is so much content to cover with these high stakes state tests.
ReplyDeleteYour WHERETO is very indepth, clear and organized. The carefully thought out learning experiences will definitely reinforce their reading and writing of informative and explanatory text. Great job! :)
ReplyDeleteYour lesson will help them examine and convey complex ideas and information clearly and accurately and will lead them to the understanding of the following purposes of informational/explanatory texts.
Providing new knowledge
Explaining a process
Developing a concept
Just to reiterate, informative/explanatory writing might focus on any of the following:
Enumerating and clarifying different types
Defining
Detailing components
Explaining behavior or function
Providing explanations of why