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BRANDEIS LESSON PLAN FORMAT Overview (brief description of students, subject, topic, and skills/concepts) - Description of Students o 21 Students

(2 IEP students 1 ELL student, two students with a shared aide, one student with an individual aide) o FOR THIS SPECIFIC LESSON 6 students that are in the highest reading level group in the class These kids do not really need motivation. Rather if given a required amount (ex. write at least one detail), some will do only the bare bones. Usually, all of them are extremely motivated enough to write as much as they can. The following are each students specific levels M Independent/instructional M Independent L Independent N Instructional M Instructional Subject o Rachel Carson Topic o Learning about people who made a difference in our world Skills/concepts o Students will be able to read for meaning. o Students will be able to monitor, self-correct, and reread. o Students will be able to make predictions and connections to background information. o Students will be able to stop, think, and ask questions to clarify meaning. o Students will be able to use appropriate word level strategies to decode unknown words. o Students will be able to refer to text to retell key facts and details. o Students will be to use text features and the glossary to support understanding of vocabulary o Students will be able to use text features to understand text.

Understandings (What big ideas do you want students to know/understand and be able to do/have the skill at the end of this lesson?) - What will the students know/understand at the end of the lesson? o Students will be able to recall important facts and details about Rachel Carson and her life. o Students will be able to explain how Rachel Carson made a difference. o Students will be able to identify elements of a biography such as headings, captions, map, photographs, illustrations, and bold text in the glossary. o Students will be able to ask and answer questions to clarify and gain understanding of vocabulary and ideas in the text.

o Students will be able to identify Carsons human traits and qualities and explain how they are similar to the subjects of the other biographies studied. o Students will be able to make connections between early experiences and what she did to make a difference.

Standards (What standards can you cite from CCSS, NGSS, MA History/Social Sciences Framework, other?) - CCSS K-12 Vertical Articulation of Skills o Reading Standards for Informational Text: Grade 1 1. Key Ideas and Details a. Ask and answer key questions about details in a text b. Identify the main topic and retell key details of a text. c. Describe the connection between two individuals, events, ideas, or pieces of information in a text. 2. Craft and Structure a. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. b. Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. c. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 3. Integration of Knowledge and Ideas a. Use the illustrations and details in a text to describe the key ideas. b. Identify the reasons an author gives to support points in a text. c. Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures). 4. Range of Reading and Level of Text Completion a. With prompting and support, read informational texts appropriately complex for grade 1. o Writing: Grade 1 a. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. b. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. o Speaking and Listening: Grade 1 Comprehension and Collaboration a. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. o 1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

o 2. Build on others talk in conversations by responding to the comments of others through multiple exchanges. o 3. Ask questions to clear up any confusion about the topics and texts under discussion. b. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. c. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas a. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. b. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. c. Produce complete sentences when appropriate to task and situation.

Objectives (What skills and concepts must the students achieve in this lesson? To what degree? Think gradual release of responsibility.) - With guide and assistance, students will be able to identify Rachel Carons traits, important facts, early interests/experiences - Students will be able to realize how she made a difference by using the information from text and illustrations. - Students will be able to recognize the ways Rachel Caron has changed how we treat nature and the environment. - Students will be able to draw one illustration of Rachel Carsons trait and one interest fact about Rachel Carson. - Students will be able to list Rachel Carsons early experience and interest influenced her work as an adult and how she has made a difference in our world.

Assessment (What will you use to check for how well students achieved the objectives? How will students demonstrate achievement and understanding? How will they know that they have achieved their goal?) - Formative assessment o Group Chart (Important Facts, Early Interests and Experiences, Human Traits and Qualities, How She Made a Difference) o Students will be independently recording on their own chart (same exact chart as the group one) as they read. - Summative assessment o Students will complete the response sheet for Rachel Carson that asks How did Rachel Carson Make a Difference?

Instructional Approach. (How will you introduce topic, explain/model/guide skill development, provide activities for practice/application, and differentiate instruction? What is your allotted time for each step and your plans for closure? Sequence this section with #s.) - Day 1s objective will be to identify text features of a biography/informational text, and to recall important facts and details about Rachel Caron and her life from the Rachel Caron Preserving a Sense of Wonder book from a class read-aloud. - 1. Show student the cover of the book and read the title. Ask the group what they remember about Rachel Carson. Have a discussion and write down on chart. - 2. Ask the students what genre they think this book is and why they think so. Encourage students to discuss what they know about biographies and why we read them. Ask them what they will think they will learn about Rachel Carson in this book and they bring out their background knowledge from the class-reading from last week, mention if they can find/learn any new things about Rachel Carson today as we read this book. - 3. Start the book by telling the students that we will be reading the first two sections of the book under the following headings: Scientist and Writer and Young Carson. Mention that they are going to be reading a lot of information about Carson and that they should pay close attention to what they read. Tell them to reread to make sure they understand and can remember what they read. Mention that they after they read to page 4, we are going to discuss as a group the information that you learned. - 4. Read page 2 aloud to the group. Model for the group how they will actively read the text o Comment on the heading by saying, I know that the author is telling us that Rachel Carson is a scientist and a writer. o To summarize, show the students that they need to go back into text to make meaning and support my thinking. o Look at the photograph and tell students you can see Carson lived long ago because of the quality of the photograph. o Take the four-column chart and ask them to raise their hand and give suggestions of what I could write on the chart (if they see a human trait or any important fact). o Point out to the students that I do not need to write in full sentence, and that I am putting down one idea per bullet (the first bullet is already put down for me on the chart paper). - 5. Explain that students will be reading independently (whispher-read) up to page 4. Tell students that I will be coming around to listen to them as they read and to make sure that they are looking at the map and attempt to use it to deepen their understanding. As they are reading, they are to fill out the chart with information that they find. - 6. After the reading, ask students to share their reactions to the section and nay questions they have. Start off the discussion by saying, I read that Carson was really interested in seeing the ocean. Why do you think she is so interested in the ocean if she has never seen it? Have students give evidence (where in the text did they find this information?) to support their thinking o Record what students say on the group chart. - 7. Ask students to share information they already know about Rachel Carson. - 8. Have students turn to page 3 and look at the map. Ask them, How does this text feature help the reader? o Show a map of the U.S. and explain that this is a section of the U.S.

9. Ask students what we have learned so far about Rachel Carson early interests. Ask them if they can predict what we will learn about next (if not everybody catches on, mention that the heading on page 5 is a clue). Day 2s objectives are to recall important facts and details about Caron and her life as well as to make connections between early experiences and what she did to make a difference in our world. 1. Ask students to retell information from the first two sections of the book. Encourage them to use to text (go back) to help with the retell. 2. Tell the students that they we will be reading the next two sections of the book. They will learn about Carson years in college and her job as a scientist. While they are reading, they should be thinking about why Carson chose to study science and become a scientist. 3. Introduce vocab o Power plants and newspaper articles. The words polluted and marine are in bold, highlighted text and are defined in the glossary. Remind students to use this important text feature while they are reading. 4. They are reading from page 5-11 and should be recording on their charts as they read (stop at the end of each page to see what information they can add to the chart). 5. On page 7 discuss why Caron changed her major to science. Help students make the connection between her early interests in nature and her decision to study biology. 6. On page 9 Carsons childhood dream of seeing the ocean came true. 7. On page 10 Rachel combines her two interests, writing and science, into a career. 8. After reading, discuss if they have any questions about what they read. o How did Carsons interest and experiences help her become a person who could make a difference? Use the text to support your thinking. Afterwards, students can respond to this in writing (response sheet). Day 3s objectives are to finish the book. They should be thinking about the connection between human traits and qualities that Carson needed to make a difference. 1. Independent reading students should be reading carefully and stopping to think, to record, and to check for understanding. 2. After reading for discussion, ask if they have questions. Discuss key facts and details from the last section that they read today and add them to the chart (group chart). Take human traits and qualities from individual charts and discuss how Carson made a difference, how her early interest and experiences, as well as her traits and qualities helped her to do so. 3. Independent writing prompt: How did Carson make a difference?

Sponge (to soak up extra time, provided to all students, an activity to apply or extend skills/concepts from the lesson, preferably differentiated.) - If a student finishes early, tell him/her to go back to the text to see if they can add anything else to their four-column chart. Good readers go back and reread the text to check for understanding.

Materials needed. (Just a list here is fine.) - Rachel Caron Friend of Land and Sea by Darleen Ramos (7 books) - Four-column chart for people who made a difference (7 sheets)

Map of the U.S.

Reflection. (How did it go? What did the students do to show that they learned? What would you shift for next time? What will you do next with your instruction for this skill/concept? To complete after teaching w/ or w/out CT or FI.)