Lesson Template

Lesson Purpose: [Circle One] Reading Efficiently Reading Critically Student will read to find out what is the life cycle of a frog. Challenge: [Frame your information challenge as a question]
What is the life cycle of a frog?

Anchor text(s):
What online text(s) are students likely to encounter when reading for this purpose? We are going to look at a text from:

http://www.frog-life-cycle.com/#Cycle This text is kid friendly and easy to navigate, it is a descriptive text.
Gather a few representative screenshots and/or website addresses within which you will focus your think-aloud model

Teacher commentary during the think-aloud MODEL:

Strategies modeled/practiced Determining a purpose

[What particular features, thinking processes, and/or Making a plan content knowledge are important for students to complete this task/answer this question? (e.g., aspects of online Anticipating challenges location or critical evaluation) In what areas do you anticipate students will struggle most and how might you scaffold their understanding/completion of these?] Approach: First, Im going to read the question and figure out what kind of problem I need to solve. The questions are: what is the life cycle of a frog? I am looking for a specific answer as to what different go into a frogs life, such as birth and growth. I think I will go to a search

engine and type in these keywords: life cycle of a frog . Of

course Ill probably get a really long list of search results, so theres a good chance Ill find more than one answer. I Determining important ideas think Ill try to find the answer in a few different locations Evaluating relevance of information and then combine the answers from the most reliable in search engine results sources. Navigate and Negotiate: Before I click anywhere, Im going to scan down the list and see what might be worth reading. The bold words show me if my keywords from my search are mentioned in the article. It is important to Evaluating potential reliability of look at the title, URL, and snippet. The title tells us what information in search results the article is called. The URL is the web address of the search result. The snippet gives us a short description that matches your question. I found a website that seems to help answer my question. It is: http://www.frog-life-cycle.com/#Cycle Summing up ideas The website is divided into different sections; you can find the different sections because of their subheadings. I can Making connections scroll to the bottom of the page to learn more about the website. After skimming and looking through some tabs, I Corroborating claims think this website may be able to answer my questions.

PRACTICE:

Determining important ideas

[What aspects of the lesson will students continue to Navigating across ideas practice? How long and in what context will these practicereading experiences take place?] Evaluating relevancy of information

on websites Students will learn how to navigate a search engine, and how to look for an article that meets their question. Sourcing online texts They will also practice how to navigate around a website. Corroborating claims So now we are going to look at our source and try to answer our question. Though a lot of the information may be interesting, we need to focus on our questions at hand,

and pick out the main ideas.

REFLECT:

Summing up ideas

[What questions/processes will guide students reflections Making connections (e.g., synthesis and communication)? What format will their reflections take?] Corroborating claims

We need to sum up our main ideas from our website. My response: The life cycle of a frog starts with the mating of a male and female frog. The female frog will then lay a large mass of eggs. The eggs that survive the first 7-9 days will begin the next cycle. The eggs then hatch into tadpoles. Before a tadpole becomes a frog, it first becomes a froglet. The whole life cycle of a frog is about 16 weeks, when the frog becomes an adult.

Reciprocal Teaching Web Lesson Plan

Student: Jaxon__________________________________ Tutor: __Rachel Galliart______________________________ Date: _11/22________________ Lesson # _7______ Common Core State Standard:

Understand and apply knowledge of organisms and their environments, including:

Structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
I can learning target (related to your goal for the reader and the Common Core): I can pick out the main ideas and summarize the text. I can use my decoding strategies to cross check words I do not know. Text complexity: Purpose is clearly stated, text structure is apparent, vocabulary can be challenging in some sections Lesson Component Warm-up and reading for fluency Introduction and reading
Preview Predict content and organization Clarify (as needed) Ask Questions Set Purpose

Description of Planned Activities

Time

Outcomes and Comments (The reader and you)

Book and level:

Website:

http://www.frog-lifecycle.com/#Cycle
Preview: The title of this website is Lifecycle of a Frog. From looking at the headings and the pictures, what might these sections be about? Predict: I think I will learn Use Popplet to activate prior knowledge Clarify: Like with our stories, we may sometimes come across words or ideas we do not understand. It is important to not just skip over them, but write them down so that we can clarify them later. This will help your comprehension, and the text will make more sense to you. How did you figure out a word/ idea if you did not understand it? Are

there any words/ideas that you still do not understand? When you come to word you are not sure about: Look inside the word (for a familiar part structural analysis). Look outside the word for clues to its meaning (contextual analysis). Question: I wonder Write information: As we are reading, we should write down main ideas that we found from our websites that can answer our questions.

After reading discussion

Check Verify predictions Share Reader talks about how he/she clarified a word (or an idea) Reflect on the helpfulness of the strategies

Check predictions/questions: After reading, we should go back to our prediction. Was your prediction right? Lets go back to our questions and see if we can answer any of them. Ask new questions: After learning new information from the websites, what questions do you still have? Share information: Lets share the information that we learned about our questions. Put into Popplet Make diagram of a frogs life cycle.

Clarify: We need to take a look back at the words/ideas that we did not understand and try to make sense of them. How can we clarify these words and ideas? Today we are going to use the internet to clarify these words/ideas. Like in our text, there are bold words. Since this is on the Internet, we can click the bold words and it will take us to the glossary and give us a definition. Summarize: When I summarize, I give a broad summary about everything in the chapter. I sometimes write down the key words of the story and even go back and reread. What was this story about? Pull out the main ideas of the story and give a summary. Go back and look at the pictures and headings if you need a refresher. I learned that What helped you the most as a reader?

Teaching point(s) Text categories and questions

Decoding development: tadpole Vocabulary development: metamorphosis Fluency development:

Key ideas and details: What is the first stage of becoming a frog? Before a frog is an adult, what other names does it have? Craft and structure: How do subheadings help us find our information? Integration of knowledge and ideas: Compared to our life cycle, do you think a frogs is pretty easy?