Documente Academic
Documente Profesional
Documente Cultură
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:
Pen/Pencil.
Notebook paper.
People, Places, and Events graphic organizer with corresponding word list.
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
Flesh-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.
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 key words 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.
1.
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.
CONTENT AREA STANDARD:
Discipline:
Science (Life
Science)
Reading
Writing
Addressed
:
CCSS.ELA-
CCSS.ELA-
CCSS.ELA-LITERACY.CCRA.SL.1:
LITERACY.CCRA.R.1:
LITERACY.CCRA.W.4:
effectively in a range of
Anchor
the development,
with Link
and
Standard
specific textual
Written
Out:
or speaking to support
conclusions drawn
from the text.
ding
Before,
During Reading:
completed Fact or
of anticipation that
Using
credit.
coherent.
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).
During Reading:
After Reading:
Opinion activity, by
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
organizer