College of Education Lesson Plan Template

Teacher Candidate: Elizabeth Kolb 2 ! 2"#$%&:"" a'm' (chool: )erry*ood Elementary (chool Date and Time of Lesson: February (ub+ect%,rade Le-el: EL.%2 nd

Description of Lesson: (tudents *ill analyze information from nonfictional te/ts to see if the information is important or interesting' 0e *ill ma1e a chart of *hat information is important or interesting' Lesson Title or Essential 2uestion that guides the lesson: 0hat ma1es information interesting or important in a nonfiction te/t3 4o* do you differentiate interesting and important3 0hy is important to find information that is classified as important or interesting3 Curriculum (tandards .ddressed:

5ational (tandard6s7: CC(('EL.8Literacy'9:'2'2 :dentify the main topic of a multiparagraph te/t as *ell as the focus of specific paragraphs *ithin the te/t'

(C .cademic :ndicator6s7: 282'# .nalyze the central idea and supporting e-idence in an informational te/t during classroom discussions' 282'; <se headings! subheadings! print styles to gain information' =ther: EEDA Standard: (tudents *ill demonstrate a positi-e attitude to*ard *or1 and the ability to *or1 together' SSCA Element: (tudents *ill need to cooperate and *or1 together as they share their short paragraphs *ith someone else'

Lesson =b+ecti-e6s7: 0hen reading a nonfiction te/t! students *ill analyze information that could be categorized as interesting or important *ith an accuracy of >;?'
Revised 1.20.14

.ssessment6s7 of the =b+ecti-es: Pre: Students will asked be if they know the difference between interesting and important. Students during this time will

taught that classifying information by whether it is interesting or important would help us remember them better. Students will be asked if they remember some of the nonfiction text features that were talked about on onday. !he incentive gives the students on why nonfiction text features are important in finding information. During: "s part of the lecture# the students and $ will make a chart with two columns that will classify information that is either interesting or important. Students will look at certain paragraph in the text and decide whether it would be interesting or important with guided instruction. Students will be able to decide why the information is interesting or important. Post: Students in pairs will be assigned another paragraph in the text and write down on post it notes information that is important or interesting. !he students will use the help of partners and work together to figure out what they think is important or interesting. $n addition# the pairs will point out why the information helps them read nonfiction texts. )aterials%9esources: Post it notes @Time )agazine8 .mazing 4elen KellerA Big paper Blan1 lined paper )ar1ers

Revised 1.20.14

:nteresting%:mportant Chart 5onfiction boo1s Clipboards @:nteresting Cs' :mportantA Chart Timer

PrereDuisites 6Prior Kno*ledge7: (tudents *ill ha-e prior 1no*ledge in 1no*ing *hat a nonfiction boo1 is' They *ill also ha-e had a lesson on nonfiction te/t features in 1no*ing *here to loo1 for certain information in the boo1' (tudents *ill also ha-e had prior 1no*ledge in 1no*ing ho* to *or1 in partners and share *ith them' (tudents *ill also ha-e prior 1no*ledge of loo1ing for main ideas and details in a paragraph of a nonfiction te/t' Procedures: #' The students *ill come to the carpet *ith a pencil! sit *ith their turn and tal1 partners' 2' : *ill mention that *e ha-e loo1ed at nonfiction te/t features as *ell as come up *ith main ideas using those features' : *ill as1 the students if they 1no* the difference bet*een important and interesting' @0hat is the difference bet*een important and interesting3A E' : *ill then as1 the students a Duestion about *hen they read something in general! do they ponder the Duestion if it is important! or is it +ust interesting' The students *ill taught that *hen *e read something that *e as1 oursel-es *hether it is important or interesting' @Do *e need to 1no* this information3A @0hat is this information telling me3A @:s the information *hat : am loo1ing for3A $' : *ill then introduce an article that *e *ill read together as a class' : *ant the students to ma1e predictions from *hat the article could be about by loo1ing at the heading! illustrations! and captions' @0hat do you thin1 this article is about3A @0hat information can you gather from the heading! illustrations! and captions3A ;' 0e *ill read the article together as a class' : *ill pic1 out the first paragraph that tal1s about 4elen Keller' : *ill as1 the class if they see some facts that could be counted as interesting or important *ith guided prompts from me' F' 0e *ill ma1e a T8Chart of :mportant on one side and :nteresting on the other side' The point of the chart is so the students can classify the information that they pic1ed out' >' : *ill then put them in groups or pairs on the carpet' They *ill each ha-e a paragraph from the article and they *ill put t*o facts that are considered important or interesting' The partners *ill each find one fact and put their name on the bac1 of the post it note'
Revised 1.20.14

' 0e *ill then come bac1 together! put the post it notes on the chart! and discuss *hy the information they pic1ed *as important or interesting' &' .fter the lesson on the carpet! the students *ill be gi-en #; minutes of *riting a short paragraph on a nonfiction topic li1e a fa-orite pet! best friend! family! autobiography! life e-ents! hobbies! or tra-eling! etc' They ha-e to include both interesting and important information about their topics' #"' They *ill share their topics *ith their turn and tal1 partners' The point of this acti-ity is for the students to 1no* that e-en their o*n nonfiction *riting on a topic is considered important or interesting information' ##' They *ill *or1 at their tables or on their clipboards around the room or on the floor because they ha-e to share their paragraphs *ith each other' #2' .fter this first acti-ity! students *ill ta1e a nonfiction boo1 that they pic1ed out! find one paragraph! and find facts that could be considered interesting or important' #E' They *ill be gi-en #; minutes to do this acti-ity' .t the end of the lesson! *e *ill ans*er the main Duestion together as a class' 0hy do *e pic1 out important and interesting information3 :f *e pic1 them out! does that mean *e need to remember the information3 .cti-ity .nalysis: %should show use of !&S 1 data'
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts:

(hort Paragraphs: This activity supports the o !ective ecause it lets the students write their own information a out a nonfiction topic that could e classifying the information as important or interesting. The students will wor" in pairs and each pair will read their paragraphs to each other. The students will also share one interesting fact and one important fact a out their nonfiction short paragraphs. This activity meets the needs of students who need to visuali#e the facts eing written down y their selves. This activity also helps engage the students to focus on the tas". Boo1 Paragraph Classification: This activity supports the o !ective of the lesson ecause it lets the students pic" out their own oo" and do information classification on their own. It also tests them to "now that they classify information on whether they need to remem er it or not. The activity is a way for the students to answer their own $uestions a out topics they want to "now more a out. This activity meets the needs of hands on students who want to find oo"s that are set up in the front of the room. It also meets the needs of the visual learners y letting them see more examples of what we did with the article.

Revised 1.20.14

There will not be any technology used during this lesson. The students will be writing a short paragraph and they will be using paper materials for this lesson.

Differentiation%.ccommodations%)odifications%:ncreases in 9igor %should show use

of !&S 1 data'

Early Finishers8 Early finishers can start on the boo1 paragraph classification acti-ity' They can also do more than one boo1 if they *ant to' Late Finishers8 They *ill be gi-en more time and they *ill be paired to their similar reading le-el because of not doing the *or1 on their o*n and ha-ing the high student doing the *or1' E(=L8 (tudents spea1 fluent EnglishG my lo* 4ispanic student *ill be gi-en more time and e/tra guidance and instruction from me' 9eferences: #7 9ogers! 9 62"#$! February F7' Personal :nter-ie* 27 Kolb! ( 62"#$! February F7' Telephone :nter-ie*

Revised 1.20.14