Lesson+Plan+Template

Planning
· Reading Comprehension Strategy Using Background Knowledge

· Reading Development Level Advancing

· Instructional Strategies Summarizing and note taking Cooperative learning Setting objectives and providing feedback Questions, cues, and advance organizers

· Lesson Length Three 45 minute sessions (We will focus on day one for the purpose of this lesson)

· Purpose The purpose of this lesson is to provide students an opportunity to build background knowledge of frogs and apply it to new learning through the use of reading strategies and the BKWLQ notemaking tool. Students will evaluate print and online resources to research further information in groups and then transfer five facts about frogs into a PowerPoint presentation.

Please review what a BKWLQ graphic organizer is: CS4TRC page 20. You are not engaging students in either the B or the Q in this lesson. Please see the feedback on your Collaborative Planning Form.

· Objectives - again, hurray for your attention to Bloom's taxonomy... After filling in the BKWLQ chart with their background knowledge, what they know about frogs, what they hope to learn about frogs, and reading //Frogs// by Nic Bishop to add new learning, students will be able to: 1. The students will be able to interpret (application) text to gain new knowledge of frogs. 2. They will be able to apply (application) new learning with background knowledge  about frogs. 3. They will be able to locate and report (comprehension) 5 facts about frogs. 4. They will create (synthesis) a PowerPoint presentation that justifies (evaluation) their findings. 5. They will rate and assess (evaluation) their presentations based on the rubric provided. · Resources, Materials, and Equipment Children’s Literature Websites Graphic Organizers Materials Equipment

Print Resources: //Frogs// by Nic Bishop //All About Frogs// by Jim Arnosky //Fabulous Frogs// by Linda Glaser //Fantastic Frogs!// by Fay Robinson //Frogs!// by Elizabeth Carney //Frogs// by Tracey Crawford //Frogs// by Laura Driscoll

Online Resources: Kiddy House Kid Zone All About Frogs [|PebbleGo]

Student Materials: Pencils [|BKWLQ Chart.doc] - You are only using the K-W-L of this graphic organizer. You must modify it for your lesson. Access to print and online resources Online computer access PowerPoint access [|BBK Rubric.rtf] - I would fine tune this rubric and make another level of proficiency - 0. For me, " No attempt was made to complete BKWLQ chart" is a zero (not a 1). Notice that changing the graphic organizer to a K-W-L will require changes to your rubric. One thing you could consider is assessing each of the components - the K, the W, and the L separately - with an emphasis on the B because that is the reading comprehension strategy which you are targeting.

Teacher and Teacher-Librarian Materials: Live frog in frog habitat Interactive whiteboard to demonstrate PowerPoint Copy of BKWLQ chart to model it's use [|BBK Rubric.rtf] Pencils Copy of //Frogs// by Nic Bishop Copies of rubric for each student Computer access for each group The print and online resources listed above PowerPoint presentation example: [|FROGS.ppt] (students will get images for their PPT presentations from microsoft office clip art or the PebbleGo database)

Brava for your example. Please consider citing the sources. Thanks for sharing the PebbleGo database. I viewed the frog article. I noticed it gives students the citation. Why not copy and paste it onto your PPT? Also, consider citing your images as a model for students. (I couldn't figure out how they would use the images from PebbleGo. I was unable to right click to save a copy of the image?) Students could easily copy yours onto their PPTs. "It is never too early to start using information ethically," says Dr. M.

· Collaboration The teacher-librarian will be responsible for reading the initial story to the students and for leading the discussion before, during, and after the reading. The teacher will be responsible for modeling how to fill in the BKWLQ chart before, during, and after the reading. Both educators will monitor and allow time for the students to fill in their own questions and comments. The teacher-librarian is responsible for providing students with computer access and modeling how to navigate both the online and print resources to further their research. The teacher and the teacher-librarian will team teach the steps on how to construct a PowerPoint presentation. Both educators are responsible for providing student friendly objectives and a rubric that sets the expectations for the product. The teacher will review the rubric with the students before the product process starts. Both educators are responsible for monitoring the student's work as they begin their projects and for answering questions that arise during the product process.

· Assessment Students will be provided a rubric with clear expectations of what the product process and final piece should include. This will give them a clear picture of what they must create together to show their new learning and receive full points. This rubric will also be used by the teacher and teacher librarian when assessing their product. This will be discussed and explained before the product process, as well as modeled for them by the teacher and teacher librarian. The teacher and the teacher-librarian will assess the final products together to ensure continuity. <span style="border-collapse: collapse; color: #000000; font-family: arial,helvetica,sans-serif; font-weight: normal;"> ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

TEKS ===<span style="border-collapse: collapse; color: #000000; font-size: 13px; font-weight: normal; line-height: 19px;">** (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3). ** ===

(20) Writing/Inquiry/Research. The student uses writing as a tool for learning and research. The student is expected to: (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

(8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to: (A) observe and describe the habitats of organisms within an ecosystem.

(9) Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to: (A) observe and identify characteristics among species that allow each to survive and reproduce.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (C) use a variety of data types including text, graphics, digital audio, and video.

(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to: (B) use software features, such as slide show previews, to evaluate final product.

AASL (1) Inquiry, think critically, and gain knowledge. 1.1.2 - Use prior and background knowledge as context for new learning.

(1) Inquiry, think critically, and gain knowledge. 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

(1) Inquiry, think critically, and gain knowledge. 1.1.9 - Collaborate with others to broaden and deepen understanding.

(2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.5 - Collaborate with others to exchange ideas, develop new understanding, make decisions, and solve problems.

(2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

(3) Share knowledge and participate ethically and productively as members of our democratic society. 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

Implementation
·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Process

Motivation

**Day 1**

// Cues and Questions : Before reading, have students observe a live frog. (Several teachers in our building have pet frogs in their classrooms) Prompt their background knowledge by asking them to think about what they know about this animal. What kind of animal is this? Is this a mammal? A reptile? An amphibian? Why do you think this animal is important to us? What would happen if this animal became extinct? Let the students know that they will be using what they know about frogs and gaining new knowledge of them to produce a PowerPoint presentation using 5 slides with a partner/partners. //

Excellent motivation! Students will be captivated. These are questions that could take this lesson to a higher level: // Why do you think this animal is important to us? What would happen if this animal became extinct? In fact, I would add this as an extension to this lesson. As students present their PPTs, pose these questions. Support the students in answering and adding a slide to their PPT on which they infer from their facts the answer to one or both of these questions //. This gives this lesson - and student learning - a bump on Bloom's. Student-friendly Objectives 1. Record ideas on BKWLQ chart. 2. Tell, write, or share responses to new information with partner. 3. Read and listen to find new information on frogs with your group.

Presentation Before reading the book the teacher and the teacher librarian will ask the students what they know about frogs. Introduce/review the BKWLQ chart reminding students of how and why it is used. The teacher librarian will then read the story FROGS by Nic Bishop. While she is reading, the teacher will be modeling how to fill in the BKWLQ chart for the students. The teacher-librarian will allow time for discussion as the story progresses. Now that the student's have read and discussed the book, the student's will record any  lingering questions they may have about frogs and their habitats on their graphic organizer. Time will be allowed for students to complete their charts before the lesson is over. Students may work with their partner(s) on this task.

The Q on the B-K-W-L-Q are the questions asked AFTER the entire lesson. These are lingering questions that remain after they conduct their research and present their learning. These could be added to the PPTs with educator support as students present their work - as in the examples above.

Student Participation Procedures 1. Think about background knowledge of frogs. 2. Raise hand to add to discussion. 3. Share thoughts before, during, and after reading the book. 4. Complete BKWLQ chart with partner(s).

Guided Practice The educators contribute and model reading strategies throughout the discussion process. They support student learning by helping them make the connection between background knowledge and new learning. They demonstrate the benefit of using graphic organizers when conducting research. The educators will monitor the students progress on the BKWLQ chart as they are working. Closure To review, ask students to think-pair-share connections between their background knowledge of frogs and the new information learned during the reading of the story. Ask for volunteers to share some of these ideas with the class.

Reflection
How does background knowledge help us understand new information? Do all readers make the same inferences? How do the experiences of others influence our learning? How do graphic organizers help us track our thoughts? Why is it important to use background knowledge?

Excellent reflection questions - aligned with the learning objectives

·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Extensions - Students could create a diagram of a frog in it's habitat with labels and captions explaining what the diagram is showing. - Students could research another amphibian or type of frog and create a venn diagram comparing and contrasting them. - Students could choose a specific species of frog and do a research project on it. (Example: Red-Eyed Tree Frog) The project could be a paper, poster, or diorama. (or a Web 2.0 tool... Wall Wisher could be effective - and fun.)

These are excellent extensions. I encourage you to consider the possibilities I have suggested above the capitalize on students' investment in this lesson

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.