Reciprocal Teaching Lesson Plan

Subject Area: Science Specific Content: Systems of the Human Body

Grade Level: 5th Length of Lesson: 30 min.

Instructional Objective:

TLW use Reciprocal Teaching terminology and strategies (question generating,

clarifying, summarizing, and predicting) to discuss text about the human nervous
system.

This lesson is essential in meeting the goal of helping students with creating
meaning and retaining the information that they have read. It is also an integral
part of the fifth grade science curriculum—a unit entitled Systems of the Human
Body. Because the majority of the reading selections chosen for this unit are
expository texts, there is an increasing demand for reading comprehension. Thus,
time has been set aside to assist students with both enhancing and monitoring
their comprehension of these content-related texts during reading groups.

State Content Standard/Benchmark/Grade Level Expectation:

English Language Arts

Standards & Benchmarks:

Later Elementary Benchmark
Students will “use a combination of strategies when encountering unfamiliar texts while
constructing meaning. Examples include retelling, predicting, generating questions,
mapping, examining picture cues, analyzing word structure, discussing with peers,
analyzing phonetically, and using context and text structure.”

GLCE’s:

Informational Text
Students will “respond to multiple texts read by discussing.”

Comprehension
Students will “acquire and apply significant knowledge from what has been read to them
from grade level appropriate science, social studies, and mathematics texts.”

Science
Standards & Benchmarks:
Students will “develop strategies and skills for information gathering and problem
solving.”
Long-Term Unit Objective:
This particular phase of the 5th grade science curriculum emphasizes the life sciences.
During this extensive science unit, students will begin an in-depth study of the human
body. They will explore the following human body systems:

■ The Nervous System

■ The Respiratory System
■ The Circulatory System
■ The Musculoskeletal System
■ The Digestive System
The LTO for this unit is:
TLW create a descriptive poster on one human body system (digestive, respiratory,
circulatory, musculoskeletal, and nervous systems) on which a brief definition and
explanation of the system, diagrams, and facts are displayed.
For each system, 2-3 days will be used to learn and explore about the system’s functions
and importance in the body. This science curriculum has been integrated into the reading
groups in which the students participate. The students will learn how to enhance their
comprehension in the process of learning content. This lesson is planned for the reading
hour and it coincides with the first day of learning about the Nervous System.

Yesterday’s Lesson:
For each of the human body systems addressed in this unit, Reciprocal Teaching will be
used during the reading hour to aid with the comprehension of the expository texts. This
will be done on the first day of each system. The Nervous System is the first system
covered in the unit.

Subsequent Lessons:
Each system will be covered in 2-3 days depending on the needs of the students.
Yesterday’s lesson introduced the Nervous System during the reading hour and
progressed to an experiment run during science later in the day. In subsequent days
covering the Nervous System, students label diagrams of the system and explain its
functions.
After learning about the Nervous System, the students move to the Respiratory System.
Again, to introduce the system, the students use the Reciprocal Teaching model to read
their science book. Then, through a series of experiments, the students learn about the
respiratory system. Key concepts include:

■ The general function of the respiratory system is to deliver oxygen to

the tissues
■ The importance of cellular respiration
■ The processes of inhalation/exhalation
In the experiments, students demonstrate that oxygen is in the air we breathe, build a
model of the respiratory system, and demonstrate that carbon dioxide is exhaled from the
body.
This method of teaching continues for all systems in the unit.
Prerequisite Knowledge or Behaviors Needed:
Skills
Prior to this lesson, the students should be able to do the following academically:

■ read an appropriate level of expository text

■ determine the main idea of a paragraph
■ make inferences and predictions
Concepts
The following key concepts for this lesson are:

■ expository text is non-fiction text that gives information on a specific

topic
■ comprehension can be facilitated by predicting, generating questions,
clarifying, and summarizing
■ the Nervous System is an integral part of the human body as it pertains
to all functions of the body
Behaviors
Throughout this lesson, it is necessary for all students to be actively engaged. Thus, it is
essential for the students to be able to do the following behaviorally:

■ work cooperatively with peers/complete work in groups

■ give attention to the teacher
■ participate in a small-group discussion

Why is the content of Today’s Lesson Relevant for Your Students?

It is essential for students to learn about the Human Body Systems. Specifically, the
Nervous System is one of the most important systems as it controls all functions of the
body. While it is fun to learn how things work, nothing could be compared to the
intricacy and amazing construction of the human body. Because we all have a body with
the same basic functioning, this lesson relates to all of the students in the classroom. A
fundamental understanding of how the Nervous System works will help the students to
understand more about their own body. For example, students may be interested in why
their hand flinches when it touches something hot. This lesson helps to explain these
universal qualities.

Materials:
Where are your materials to be kept until their use during the lesson?

■ The lesson takes place at the round table where reading groups are held.
The science books used for this lesson should be placed at the table, ready
to be passed out.
When will your materials be passed out?

■ The science books will be passed out at the beginning of the lesson once
the students are seated at the round table and are quiet.
How will materials be passed out?

■ One book will be given to each student.

Model of Teaching: Reciprocal Teaching

Procedures: The Reciprocal Teaching model progresses with the following steps:

■ Predicting
■ Question Generating
■ Clarifying
■ Summarizing
The goal of this model is for the students to take on a “teacher role” as they monitor their
own understanding while reading individually and working with their peers. The
students work through the above steps by alternately assuming the role of “leader” at
each section of text and working together to construct meaning. As teachers often do
their own “think aloud” while instructing, so do the students start to think aloud with this
model. The teacher models the first section of text to remind students of the process and
to encourage participation. The students become the subsequent leaders with assistance
from the teacher.
The questions asked will depend on the text read and student understanding. The
following is what the teacher will ask as he/she models being the “leader” for the first
paragraph.
Predicting
■ What do you think we will be reading about today?
■ What evidence suggests that we will be reading about that?
Generating Questions
■ What do all of these things like removing your hand from a hot object
and protecting your face from a ball have in common?
■ How are they alike?
■ Does it tell us how our nervous system protects us automatically?
Clarifying
■ Are there any things that you’d like to clarify? Words or things you’re
not sure about?
■ Does that help?
■ Is there anything else that needs to be clarified?
Summarizing
■ Shall I try and summarize?
■ Does anyone have anything to add to my summary?
■ Who would like to be the leader for the next paragraph?
After this initial paragraph, continue to read the next several sections, alternating leaders
and repeating the process of predicting, generating questions, clarifying, and
summarizing.
Closure:
As the group finishes the reading section, the teacher asks if the students have any final
questions or comments. To ensure a smooth transition, the students are dismissed by shirt
color to work on a follow-up activity related to the reading.

How did you address student learning styles during the lesson?
Visual
To assist those visual learners, the procedures of the Reciprocal Teaching model are listed
on a piece of chart paper to which the students can refer. This will help them to follow
the correct process for this model. Students also have the opportunity to use a ruler to
follow along while reading which will help keep them focused on the correct passage.
Auditory
While students read each passage individually, they will be allowed to “whisper read”
out-loud. Those students who are auditory learners will benefit from this reading method
as they hear the words they read.
Kinesthetic
This lesson takes a more formal approach as the students will be required to sit at the
round table in reading groups. However, for those students who like to move, body-
mapping will be used to reinforce the procedures of the Reciprocal Teaching model.
These movements and sayings include:

■ Predicting: “I think…”

First, hold up the sign language gesture for “I” and then put both hands
to head to represent “think”.

■ Question Generating: “I wonder…”

Shrug shoulders with palms up while saying “I wonder”.

■ Clarifying: “This means…”

With arms up and palms out, motions arms outward while saying,
“This means”.

■ Summarizing: “This was about…”

With one arm making a circling motion, say, “This was about.”
Tactile
While notes are not required for this lesson, the students will be allowed to writing down
findings in their science notebook. This will help those students with tactile learning
preferences.

Assessment Criteria:
What tangible evidence will demonstrate your students’ learning today?
After working in small groups at the round table using the Reciprocal Teaching model,
students will be dismissed back to their desks for an opportunity to respond to the
reading. Students will be given the choice between two assignments for this independent
work:

■ Write a paragraph about the Nervous System which includes 5 facts

and details about the system.

■ Complete the extension sheet by answering questions about the

reading.

Students will be required to hand in their assignment to the teacher.

What will be considered quality work?
Quality work will be measured differently for each assignment. For those students who
choose to write a paragraph, quality work will be that which includes complete sentences
with words that can be found in the reading spelled correctly. It will also necessitate
meeting the requirement of including 5 facts and details about the system with at least 4
being accurate. For those students who choose to complete the extension sheet, quality
work will be that which is fully completed, uses complete sentences, and is accurately
based on the text.
Do you need a rubric to structure your assessment?
The aforementioned conditions for quality work can be placed in a rubric to aid in the
assessment process.
Will students also self-assess using this rubric?
Students do not need to self-assess using this rubric. However, throughout this unit,
students will keep a log which monitors their own comprehension abilities as a means to
enhance student awareness.

Gender/Cultural Concerns:
The students in this classroom come from many various cultural backgrounds. These
differences are a welcomed attribute of the class. The students have been taught that it is
important that they all are different—they all have something to offer to the class. In this
sense, it is essential that this lesson addresses diverse cultures. The goals for the students’
progress in science and English language arts follow the Michigan Standards and
Benchmarks for fifth grade. However, in order to strengthen and expand students’
understanding of fundamental science concepts, the students will also consider the study
of human body systems through different world cultures.
Specifically in this unit, students will learn about notable Roman, Greek, and European
individuals who piloted the exploration of the human body. Thus, cultural issues are
addressed within a historical context.

Instructional Modifications:
There are six students in the classroom who speak English as their second language.
Four of these students have some language barriers, while the other two students are
bilingual. All of these students are from a Hispanic background. The four students who
have some language barriers can function during basic conversations. However, content-
area language is difficult for these students to understand. In order to facilitate learning
for the ESL students, the teacher will use many accommodations. First, the instructions,
procedures, and a lesson overview will be written on piece of chart paper with words and
pictures symbolizing the sequencing of the lesson. This will help the students to
understand what they will need to be doing. Furthermore, the teacher will use many
gestures and use pictures as visuals to aid in the learning process for these individuals.
While some sophisticated ideas and words will be introduced, “student-friendly” speech
will supplement understanding. If the teacher has to use a word or phrase that may
confuse students, that word or phrase will always stated in an alternative way. Learning
clubs will be grouped so that the ESL students are paired with a student who is bilingual
and can aid with explanations.

Technology:
Technology will be used as a means of content reinforcement. While it will not be used
during the actual lesson, it will supplement this unit and act as a means for students to
practice using technology.
The following technology integration will help to enhance this unit:

■ Websites:

http://www.medtropolis.com/VBody.asp

http://library.thinkquest.org/10348/

■ Videos:

http://health.discovery.com/promos/videoplayer.html?dcitc=w06-503-ag-
0000&clipID=45a6a05dc40d0cbe1fcd5f7bec28b653293ed81d

The technology used to supplement this unit satisfies the following NETS Standards for
Students:

Use technology resources (e.g., calculators, data collection probes, videos,

educational software) for problem solving, self-directed learning, and extended
learning activities.