Hominid Evolution through the ages

Grade: 11th
Student Learning Objective: Students will identify basic trends in hominid evolution from
early ancestors six million years ago to modern humans, through text analysis and prior
knowledge activation.
Materials:

Skull Fossil Suggests Simpler Human Lineage article.

Pen/Pencil.
Notebook paper.
People, Places, and Events graphic organizer with corresponding word list.
Fact Or Opinion chart.
321 exit cards.

Preparation for the Activities: During the previous class, students will have had a direct
teach on Hominid evolution from early ancestors leading all the way to modern humans.
During that lesson student will learn about the currently accepted theories regarding basic
trends in hominid evolution including brain size, jaw size, language, and manufacture of
tools. Which will provide enough prior knowledge for the text analysis.
Text Information:
Skull Fossil Suggests Simpler Human Lineage article penned by John Noble Wilford (Oct. 17,
2013), published by The New York Times.
Link to Text:
http://www.nytimes.com/2013/10/18/science/fossil-skull-may-rewrite-humans-evolutionarystory.html
Flesch-Kincaid Readability Level: 12.90
Order of the Lesson:
1. Introduction Students will participate in a short review of the previous class
material, and in a discussion based what student think hominids looked like and how
they believe hominids changed over time. After the short discussion the teacher will
introduce text, and explain what student will be doing. To supplement vocabulary
instruction during this introduction, the Verbal Visual vocabulary strategy can be
used.
2. Before Reading strategy: Students will complete the People, Places, and
Events graphic organizer using the provided word extracted from the text,
categorizing the words based on prior knowledge or assumptions. Students will also
write a statement of anticipation using as many of the keywords as possible.
3. During Reading strategy: Students will look for evidence or statements that
will help them complete their fact or opinion charts based off of the reading.

4. After Reading strategies: In the last few minutes of class, students will be
asked to fill out their 321 exit cards, stating 3 things that they learned in the lesson,
2 things they found interesting and 1 question that they may still have about the topic.

Introduction: The teacher will facilitate a short review of the previous class material, and a
discussion based what student think hominids looked like and how they believe hominids
changed over time. After the short discussion the teacher will introduce text, and explain
what student will be doing. To supplement vocabulary instruction during this introduction, the
Verbal Visual vocabulary strategy can be used. Using an extended word list that will be used
in the before reading strategy, students can pick out ten words they dont understand or they
find difficult, to use this strategy with. The students will then complete the the chart by
adding the vocabulary word, the word definition, a visual representation of the word, and a
personal association for the word.This strategy is a great way to supplement instruction for
students that are having trouble with the course vocabulary, specially for ESOL students.

CONTENT AREA STANDARD:

Discipline:
Science (Life
Science)

SC.912.L.15.10 (Links to an external site): Identify basic trends in

hominid evolution from early ancestors six million years ago to
modern humans, including brain size, jaw size, language, and
manufacture of tools.

ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:

CCSS
Anchor
Standard
Addressed:
K-12 CCSS
Anchor
Standards
with Link
and
Standard
Written
Out:

Reading

Writing

Listening and Speaking

CCSS.ELALITERACY.CCRA.R.1
:
Read closely to
determine what the
text says explicitly
and to make logical
inferences from it;
cite specific textual
evidence when
writing or speaking
to support

CCSS.ELALITERACY.CCRA.W.4:
Produce clear and
coherent writing in
which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.

CCSS.ELALITERACY.CCRA.SL.1:
Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on others' ideas
and expressing their
own clearly and
persuasively.

conclusions drawn
from the text.

During Reading:
Students will
complete their
Correspondi Fact or Opinion
ng Before,
chart which
During and
requires them,
After
read closely, make
Strategies
inferences and to
cite evidence to
support their
conclusions.

Evaluation
Using
Formative
Assessment

During Reading:
The completed
Fact or Opinion
chart will serve as
the formative
assessment for this
activity. Students
should get at least
75% percent of the
chart correct, and
they will only get
credit for handing
in completed work

Before Reading: As
part of the People,
Places, and Event
activity students will
write a statement of
anticipation using as
many of the key
words as possible.
During Reading: Only
some student original
writing will take
place, which will be
when students give
explanations for the
opinion statements.
After Reading:
Students will
complete their
321exit cards,
where they will
write, 3 things they
learned, 2 thing they
found interesting,
and 1 question they
might still have.
Before Reading: The
completed People,
Places, and Event
graphic organizer will
serve as the
formative
assessment. Only
completed work and
clear and coherent
statement of
anticipation that
reflects what student
were asked to do,
will get credit.
During Reading: The
completed Fact or
Opinion chart will
serve as the

Before Reading: As part

of the People, Places,
and Event activity
students will discuss in
small groups the words
which they have to
organize and they will
also discuss what they
think the text will be
about.
During Reading:
Students will discuss the
statements and
determine whether they
are Facts or Opinions in
small groups.
After Reading: Before
students complete their
321exit cards, they
will discuss, what they
learned, what they
found interesting, and
questions they might
still have with their
group members.
Before reading: While
students discuss, the
words which they need
to organize and what
the text will be about,
the teacher will listen in
to each group to make
sure they are on task.
During Reading: While
students discuss, the
statements and
determine whether they
are Facts or Opinions,
the teacher will listen in
to each group to make
sure they are on task.
After Reading: While

formative
assessment. Student
explanations will get
credit only if clear
and coherent.
After Reading: The
completed 321exit
cards will serve as
the formative
assessment, credit
when written clearly
and on topic.

students discuss, what

they learned, what they
found interesting, and
questions they might
still have, the teacher
will listen in to each
group to make sure they
are on task.

Estimated Time: This activity can be done in one full class period, with the class period being
around 50 minutes in length, along as students have already been introduced to the topics.
Other wise the lesson can span over the course of two classes, but it may not take the full
amount of time on the first day being as this is just an introduction to the topic that will be
discussed in the following class.
English Learner Strategies: close reading, re-reading, verbal visual (vocabulary), listening,
and speaking
Hess' Level of Cognitive Rigor Matrix: Evaluate: Apply understanding in a novel way, provide
argument or justification for the application
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will justify
why they wrote down different information to support their facts or opinions in groups after
they finish reading.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model:
I do it: explicit teaching (the teacher explaining and modeling the activity to students)
We do it: guided practice (teacher provides support by doing the activity with the students)
You do it: independent practice (students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson
Before Reading:

During Reading:

After Reading:

I do it: The teacher we

introduce the text, and
show student the words
extracted from the text that
they will have to use for the
People, Places, and Events
activity. The teacher will
then model the directions
for the People, Places, and
Event activity, by
categorizing the first few
words, with think aloud.
We do it: Arranged in
groups, students will discuss
the word list and think
about how to categorize
them, with teacher
guidance. Students will also
discuss what they think the
text will be about.

I do it: The teacher will write

the different statements from
the text on the board for the
I do it: The teacher will
students to copy. Student will
conclude the lesson by
copy the statement into
restating important terms,
column one of the table. Once and statements learned
the statements are written,
from the text, then the
the teacher will model the
teacher will model the
directions for the Fact or
directions for the 321
Opinion activity, by
activity, with think aloud.
completing the first
statement, with think aloud.
We do it: With students
arranged in groups, students
will analyze the statements
and determine whether they
are Facts or Opinions with
teacher guidance. In column
two they will add what they
chose.

We do it: Arranged in
groups, students will
discuss what they learned,
what they found
interesting, and questions
they might still have with
their group members

You do it: The students will

then independently read the
article carefully, making sure
You do it: Students will
to fill out their Fact or Opinion
You do it: The students will
then have the last few
sheet with relevant
then work independently to
minutes of class in order
information as they read.
complete the People,
complete their 321 exit
students will give evidence
Places, and Events graphic
cards. They are to turn in
that proves the factual
organizer
the 321 exit cards on their
statements and give
way out of the classroom.
explanations for the opinion
statements. Students put their
answers in the third column

Strategies and Links:

Vocabulary: Verbal Visual
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryRea
ding/VocabularyBuilding.aspx
Before Reading: People, Places,and Event
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryRea
ding/BeforeReading.aspx

During Reading: Fact or Opinion

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryRea
ding/DuringReading.aspx
After Reading: 321 Strategy
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryRea
ding/AfterReading.aspx
Reflection: This lesson plan will help students comprehend the text at a level three applied
reading level by providing helpful techniques throughout the lesson. Before each of the
assignments the teacher explains and models each assignment in detail before assisting with a
class demonstration. After that any questions that the students have are answered before the
students are allowed to do the activities on their own. The teacher starts the lesson by
reviewing key information students have to know, after they read they do an activity to see
what they have learned, what they found interesting and before they leave the students are
asked what they still have questions about.