Lesson One:Using Facts
Unit Theme/Topic for Grade: Grade 4 Writing Unit Plan/Using Facts
Lesson Title: Creating Definitions for Readers When Writing
Time Needed for Lesson: 12-15 Minutes
Teachers: Nicole Kolts
Enduring Understandings
At the end of this lesson, students should be able to provide answers to the following questions as a result of their understanding and comprehension of the lesson:
· Why is it important to explain my ideas to help my readers understand?
· Why is it important to explain new words and definitions to our readers when writing?
Prior Knowledge Needed
Prior to this lesson, students should understand the importance of paraphrasing and writing new concepts in their own words.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
Students will be able to… “Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.” (W.04.2B)
Assessment: Evidence of Student Understanding
Evidence of student understanding includes a list of new vocabulary words they found in their research they think are important to include in their writing piece and a definition of those terms in their own words.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
1. How would the excerpt from the story (Living Sunlight) be different if the story did not have context clues and describing words to help us understand what some of the new terms mean? Would it be as interesting to read? Why or why not?
2. The illustrator of Living Sunlight provides detailed images of some of the difficult concepts and words to go along with the textual context clues in the story. How can you as a writer create an image of what help some of the more difficult, topic-related terms mean through your writing to help your reader understand?
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
Start off the lesson by constructing an anchor chart to activate students’ prior knowledge. The anchor chart will focus on why it is important to explain our ideas to help readers fully understand. Divide the chart into two columns; one side should have a reason as to the importance and the other side should provide an example for how students can support that reason. For example, it is important to explain our ideas so our readers stay interested. As writers, students can accomplish this by including interesting facts or spicy adjectives. Make sure one of the reasons is to help our readers understand and not be confused. Help students realize they can do this by elaborating on tough words that may be specific to their topic.
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding
1. Read a few pages from the mentor text, Living Sunlight. Whenever students hear a word they think is tough to understand, ask them to snap their fingers.
2. Record the word on another anchor chart. Model for students how to help identify the word’s meaning by listening for context clues. Ask students to listen for context clues as the section surrounding the word is reread. As a class, decipher what the word means and create a definition, using the pictures for help. Record this new definition next to the term on the anchor chart.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
Students will locate in their resources new terms they would like to use in their writing to help their reader better understand their topic. These new terms will come with definitions the students create in their own words.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
To meet the needs of our diverse learners we will use a variety of grouping during our instruction including, individual work, partner work and whole class instruction. By creating different ways for our diverse learners to construct understanding of the material they are reading we will offer, tape recording versions of the story, as well as providing ELL learners different books that they are familiar with or that they may have already read or can relate to their culture.
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations &Modifications
Instead of having students work alone on this assignment, we feel it would be beneficial to pair up an above level reader with a lower-level reader. This will make the lower-level reader feel more comfortable and confident when working on how to explain their ideas to help their readers understand, as well as why it is important to explain new words and definitions to our readers when we write. It will be good way for the above grade level to teach, review, and strengthen what he/she knows about the material with the student who may struggle. For students will special needs we will provide extra time and additional support, whether it’s a reading buddy or one on one support from the teacher.
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
-Anchor Chart Paper
-Pencils
-Lined Paper
-Markers
-Highlighters
-The book “Living Sunlight”
References & Resources
Bang, M., & Chisholm, P. (2009). Living sunlight: how plants bring the earth to life. New York: Blue Sky Press.
Lesson 2: Concrete Details
Unit Theme/Topic for Grade: Grade 4 Writing Unit/Using Facts
Lesson Title: Using Concrete Details in Writing
Time Needed for Lesson: 15 minutes
Teacher: Nicole Kolts
Enduring Understandings
At the end of this lesson, students should be able to provide answers to the following questions as a result of their understanding and comprehension of the lesson:
· Why is it important to be descriptive when writing in order to help my readers understand?
· How do concrete details affect the reader’s reading experience?
Prior Knowledge Needed
Prior to this lesson, students should understand how details can affect a story and how they help bring the story to life.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
Students will be able to… “Write informative/explanatory texts to examine a topic and convey ideas
and information clearly. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.” (W.04.2B)
Assessment: Evidence of Student Understanding
We will use evidence of student understanding for this lesson by including a worksheet made during the lesson. Which is used interactively when reading the mentor text, in addition to the complete of the “concrete details” worksheet. This will help students notice the concrete details in their resources that they would like to include in their writing piece.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
1. Just as we noticed with, The Courage of Helen Keller, the story was much less descriptive without concrete details. Think of you favorite book. How would it be different if there weren’t concrete details? Would you enjoy the story as much? Why or why not? What is the value of concrete details in writing?
2. Imagine you are the illustrator of The Courage of Helen Keller. How would you know what images to create for the pictures if there were no concrete details? Turn and talk to discuss the importance of concrete details for the reader and illustrator with a friend.
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
Activate students’ prior knowledge by starting off the lesson by asking students to recall information they know about the five senses. Ask students to take out a piece of paper and trace their hand, labeling the fingers 1-5 in any order. Next, ask the students to write one of the five senses (touch, sight, smell, taste, hearing) next to a number. Inform students that today the lesson will focus around concrete details and the importance of including them in writing for readers. Ask students to hold on to the hand print sheet for during the lesson.
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding
1. Read a few select pages of the mentor text The Courage of Helen Keller, and ask students to pay attention to any details that appeal to the five senses. Model for students what these details are by picking out a few prior to reading and discussing what makes them concrete details.
2. Continue with reading the mentor text and ask students to record one concrete detail for each of the five senses. When the selection pages have been read, ask students to raise their hand when they have filled in all of their concrete details on their worksheet. If students are still missing a few, reread the section of pages again. When all students have their worksheet is completed, ask students to turn and talk to share some of the concrete details they noticed. Encourage students to share why they wrote various details with their partner.
3. Discuss how the details affect the story and help make the story more real for the reader. To illustrate this point, reread the selection of pages of the story without reading the concrete details (make sure to have these pre-marked prior to the lesson) and ask how this changed the reading of the story.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
Ask students to scan their research materials for specific concrete details they would like to use in their writing piece. Pass out the “concrete details” worksheet and ask students to start this assignment in class. If they do not finish, ask them to finish the assignment for homework.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
To meet the needs of our diverse learners we will use a variety of grouping during our instruction including, individual work, partner work and whole class instruction. By creating different ways for our diverse learners to construct understanding of the material they are reading we will offer, digitally recorded versions of the story, as well as providing ELL learners different books that they are familiar with or that they may have already read or can relate to their culture.
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations &Modifications
Instead of having students work alone on this assignment, we feel it would be beneficial to pair up an above level reader with a lower-level reader. This will make the lower-level reader feel more comfortable and confident when working on how to explain their ideas to help their readers understand, as well as why it is important to explain new words and definitions to our readers when we write. It will be good way for the above grade level to teach, review, and strengthen what he/she knows about the material with the student who may struggle. For students will special needs we will provide extra time and additional support, whether it’s a reading buddy or one on one support from the teacher.
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
· Concrete details worksheet
· The Courage of Helen Keller By: Jean Meyer
References & Resources
Lesson Title: Using Concrete Details in Writing
Time Needed for Lesson: 15 minutes
Teacher: Nicole Kolts
Enduring Understandings
At the end of this lesson, students should be able to provide answers to the following questions as a result of their understanding and comprehension of the lesson:
· Why is it important to be descriptive when writing in order to help my readers understand?
· How do concrete details affect the reader’s reading experience?
Prior Knowledge Needed
Prior to this lesson, students should understand how details can affect a story and how they help bring the story to life.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
Students will be able to… “Write informative/explanatory texts to examine a topic and convey ideas
and information clearly. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.” (W.04.2B)
Assessment: Evidence of Student Understanding
We will use evidence of student understanding for this lesson by including a worksheet made during the lesson. Which is used interactively when reading the mentor text, in addition to the complete of the “concrete details” worksheet. This will help students notice the concrete details in their resources that they would like to include in their writing piece.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
1. Just as we noticed with, The Courage of Helen Keller, the story was much less descriptive without concrete details. Think of you favorite book. How would it be different if there weren’t concrete details? Would you enjoy the story as much? Why or why not? What is the value of concrete details in writing?
2. Imagine you are the illustrator of The Courage of Helen Keller. How would you know what images to create for the pictures if there were no concrete details? Turn and talk to discuss the importance of concrete details for the reader and illustrator with a friend.
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
Activate students’ prior knowledge by starting off the lesson by asking students to recall information they know about the five senses. Ask students to take out a piece of paper and trace their hand, labeling the fingers 1-5 in any order. Next, ask the students to write one of the five senses (touch, sight, smell, taste, hearing) next to a number. Inform students that today the lesson will focus around concrete details and the importance of including them in writing for readers. Ask students to hold on to the hand print sheet for during the lesson.
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding
1. Read a few select pages of the mentor text The Courage of Helen Keller, and ask students to pay attention to any details that appeal to the five senses. Model for students what these details are by picking out a few prior to reading and discussing what makes them concrete details.
2. Continue with reading the mentor text and ask students to record one concrete detail for each of the five senses. When the selection pages have been read, ask students to raise their hand when they have filled in all of their concrete details on their worksheet. If students are still missing a few, reread the section of pages again. When all students have their worksheet is completed, ask students to turn and talk to share some of the concrete details they noticed. Encourage students to share why they wrote various details with their partner.
3. Discuss how the details affect the story and help make the story more real for the reader. To illustrate this point, reread the selection of pages of the story without reading the concrete details (make sure to have these pre-marked prior to the lesson) and ask how this changed the reading of the story.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
Ask students to scan their research materials for specific concrete details they would like to use in their writing piece. Pass out the “concrete details” worksheet and ask students to start this assignment in class. If they do not finish, ask them to finish the assignment for homework.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
To meet the needs of our diverse learners we will use a variety of grouping during our instruction including, individual work, partner work and whole class instruction. By creating different ways for our diverse learners to construct understanding of the material they are reading we will offer, digitally recorded versions of the story, as well as providing ELL learners different books that they are familiar with or that they may have already read or can relate to their culture.
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations &Modifications
Instead of having students work alone on this assignment, we feel it would be beneficial to pair up an above level reader with a lower-level reader. This will make the lower-level reader feel more comfortable and confident when working on how to explain their ideas to help their readers understand, as well as why it is important to explain new words and definitions to our readers when we write. It will be good way for the above grade level to teach, review, and strengthen what he/she knows about the material with the student who may struggle. For students will special needs we will provide extra time and additional support, whether it’s a reading buddy or one on one support from the teacher.
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
· Concrete details worksheet
· The Courage of Helen Keller By: Jean Meyer
References & Resources