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During Reading:
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Formulate questions that might be answered in the selection.
i) Use prior knowledge and build additional background knowledge as context
for new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor
comprehension
4.7 The student will write cohesively for a variety of purposes.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
USI.8 The student will demonstrate knowledge of westward expansion and reform in
America from 1801 to 1861 by
a) describing territorial expansion and how it affected the political map of the
United States, with emphasis on the Louisiana Purchase, the Lewis and Clark
expedition, and the acquisitions of Florida, Texas, Oregon, and California;
b) identifying the geographic and economic factors that influenced the
westward movement of settlers;
After Reading-
4.6 The student will read and demonstrate comprehension of nonfiction texts.
c) Explain the author’s purpose.
d) Identify the main idea.
e) Summarize supporting details.
Procedures_________________________________________________________
8. Rationale
Before Reading: Students will learn about the Revolutionary War and how it helped to shape
and create the United States’ foundations, and how the war has impacted the country’s
development. Before they read the book, students will complete various vocabulary activities to
get them familiar with important concepts and words that may show up either within the text or
in their history lessons that take place during the duration of this book’s reading time.
During Reading: Students will be able to relate text to real life experiences by activating prior
knowledge while completing the concept map. Then students will use the sticky notes activity to
select the important details out of the story. After completing the reading, students will write
sentences under the correct categories which will help them organize their writing and process
how they interpreted the author’s purpose.
After Reading- Students will be able to relate text to real life experiences by using their
creativity to create and perform a skit. The students will perform the skit and write about their
experience in their weekly journals.
Before Reading: The teacher will examine what the students know by looking at the “Before
Reading” activities that they completed with their teacher. As a group, the students and the
teacher will collaborate on answering and filling in the organizers they are given. After a few
examples are completed, the teacher will allow students to work independently, then regroup to
share their answers and thoughts.
During Reading- The teacher will check student’s work after each activity. They will be
evaluated based on relevance, accuracy of terminology, and completion. Students will be
expected to follow directions and participate in reading aloud when chosen by a peer or teacher.
Students will receive one or one evaluation feedback where we will discuss their reading and
writing process and discuss what parts were more difficult for them to complete.
After Reading- The teacher will check the student’s understanding by watching them perform
their role play. If the teacher wants something more concrete, they could collect the written
script or have the students write about what they read and then how they turned it into a skit in
the weekly journal.
*Note: The teacher will leave comments and review the student’s work at the end of each week
for their interactive notebooks as a part of their assessment and evaluation. This is a part of their
word study lessons and pages that they complete.
Before Reading: The student’s will have created concept maps and started their assigned
pages for their interactive notebook.
During Reading: The students should have created detailed two column notes.
After Reading: The student’s final product will be a script of the role play and/or a journal entry
in their weekly journal.
*Note: Throughout each portion, students will have completed their assigned interactive
notebook pages by the end of each week for the teacher to review and comment.
Before Reading: Diverse learners will be given different activities according to their needs.
Different worksheets and activities can be provided to substitute any of the activities in this
lesson plan, along with adjustments for criteria of each worksheet and activity. Also, these can be
broken down into parts for those students who need it. Portions can be omitted or added in for
better flexibility, along with breaks in between.
During Reading: Diverse learners will be given smaller passages at a time and will be able to
use different colored highlighters to mark important sentences. A specialist will help these
students process their thinking aloud as we go through the story. The specialist will also assist
during the writing process on the think mark worksheet. If breaks are needed in between
activities, that will be allowed.
After Reading: Diverse learners will be allowed to work on an alternate assignment, where
instead of acting out a skit based on what they read, they can create a short story instead. The
diverse learner will be able to spend more time writing out their thoughts as well as drawing
pictures, using colored pencils/ crayons, to pair with their story. This way they are still creating
a story about their readings. Small breaks can be given if needed.
13. D
ifferentiated Instruction
Before Reading: Students will be grouped according to reading level before reading the text.
Once this is done, each group will be assigned specific words that they will be responsible for to
complete in their concept map. The map can be done either individually, or each group will have
one word and they will all collaborate to complete it. For their interactive notebooks, the students
will be given a few choices for what they would like to have completed. For example, students
can have the choice to either draw the nouns and/or words presented in the book that they were
assigned, or they can create a mini concept map for those words.
During Reading: Students with high level of mastery will have the option to match the selected
words in the before reading activity with their correct definitions. They will then be able to read
the passage and answer related questions such as, “ Think of a situation that happened to a
character in the story and provide a different outcome.” After reading, students will be able to
identify an author’s position and provide evidence to support their viewpoint.
After Reading: The students will be broken up into groups to work on a JigSaw activity. This
procedure will support cooperative learning by providing students to actively help each other
build their knowledge on the book they just read. Each member of the group will be responsible
for becoming an ‘expert’ on one piece of the assignment, and then they will share and teach it to
the other members of the group. This will help improves student’s listening, communication,
and problem-solving skills.
Resources________________________________________________
14. M
aterials and Additional Resources
Text- Magic Treehouse #22: Revolutionary War on Wednesday
Before Reading: Concept map, interactive notebook materials, writing utensils (pencils, colored
pencils, markers for notebook)
During Reading: Concept map, Sticky notes bookmark, Think mark worksheet, Pencil, and
colorful sticky notes. For their independent reading activity, Students will need two column notes,
these can either be supplied by the teacher or students can make their own with paper and pencil
Credits:
Group Organizer: Emily
Overview: Keyochia
Rationale:Madison
Before Techniques: Alyana
During Techniques: Keyochia
After Techniques: Emily
Independent Reading: Madison
Word Study: Alyana
Credits & Collaboration: Emily
Submission: Emily