Assignment 8A - Single Lesson Plan (2-credit Students) - Example below.

 

Assignment 8B  3-Lesson Unit Plan - 4-Credit Students Team - Example

 

Scenario

This lesson is coplanned and will be coimplemented by a middle school school librarian and an ELA-R 8th-grade classroom teacher. They met twice during the classroom teacher's planning period to develop this lesson.The lesson includes the information literacy skill of notemaking (also determining main ideas reading comprehension strategy). It also involves students in drawing inferences from print and illustration. Both the librarian and classroom teacher are coodinating this lesson with the 8th-grade history teacher's curriculum, which is focused on the Jim Crow era of U.S. history.

 

Assignment 8A - Lesson Plan Template - Sample Lesson

 

• Name of Lesson: Freedom Summer During the Jim Crow Era in the United States
  

 

• Grade level: 8th
  

 

• Length (minutes): 50 minutes
  

 

• Central focus: Drawing Inferences and Reflecting on Societal Changes
  

 

• Standards: List the number and text of the standard(s). If only a portion of a standard is being addressed, then only list the relevant part(s).

 

1. Common Core State Standards

1. ELA: Reading: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
   
   
2. Social Sciences: History: Perspectives: SS.H.2.6-8.LC:Explain how and why perspectives of people have changed over time.

 

AND

2.  AASL National School Library Standards for Learners

Explore: Share - Learners engage with the learning community by:

V.C.1. Expressing curiosity about a topic of personal interest or curricular relevance.

 

AND

3.  I-SAIL Standards

8th Grade: Standard 4: Use both text and visuals to understand literature.

 

AND/OR

4. District curriculum standards (if available) - N/A

 

Learning Objective/Learning Target associated with the content standard(s) for THIS lesson. (What will students be able to do or know by the end of THIS lesson?)
Start with “Students will… “

 

• Students will be able to make predictions and draw inferences based on their background knowledge and information in the text and illustrations of a picture book.
• Students will be able to reflect on societal changes and share their reflections in a supportive community. 
  

 

• Academic Language Demands: 

Language Function:

Making Predictions

Drawing Inferences

Theme

 

Vocabulary: List specific vocabulary students will need to understand in order to meet the learning objective(s) for this lesson.

Prejudice and Discrimination

Racism

Jim Crow Laws  

 

• Library Information Literacy(ies) skills being taught:

Reading comprehension strategies (activating background knowledge/drawing inferences) applied to making deep meaning from print and illustrations in a picture book.

Reflecting on information, making personal connections, and sharing in a supportive learning community.

 

 In order to become (select) 

Critical thinkers, skillful researchers (inquirers), ethical users of information, enthusiastic readers

 

• Assessment: Category Matrix Graphic Organizer 6.3 Evidence-Background Knowledge-Inference.pdf and Google doc theme: https://tinyurl.com/freedomsummerthemes
  

 

•  Assessment Criteria: Completeness of graphic organizer based on ability to draw from background knowledge in social studies, draw an inference, and determine a theme. (The students and the educators will use the graphic organizer for assessment. The students will place a check mark next to each component on the graphic organizer. The educators will assess the graphic organizers for quality and provide students with comments on their organizers.) 
  

 

• Instructional resources & materials  
   

Needed by you: Freedom Summer by Deborah Wiles, illustrated by Jerome Lagarrigue (Atheneum 2001/2014), projector for YouTube video and graphic organizer, Elmo to project the picture book illustrations  

 

Needed by students: Category Matrix Graphic Organizers and Theme Reflections (via Google docs Exit Slips)

 

•  Instructional strategies and learning tasks   

 

Lesson opening: (What is your “hook” to engage students’ attention?)

Project YouTube video: Poe, Marshall. "1950 Fountains: Black and White." YouTube.com. 2010, https://youtu.be/NUls25JmmFs

Educators will pose this question: Can you imagine having to use a separate drinking fountain based on the color or your skin? The school librarian (who is elderly) will share her experience of traveling in Kentucky during the 1950s and seeing drinking fountains and restrooms that were labeled for White and "Colored."  The classroom teacher (who is much younger) will share her response to this historical fact. Students will then think-pair-share their responses. Students and educators will use this brief conversation to define the terms "prejudice," "discrimination,"  "racism," and Jim Crow Laws.

Lesson delivery: (How are you delivering the content?)

The educators will co-read the book. One person will take responsibility for the narrator's part; the other will read John Henry's dialogue. Educators will stop periodically to use think-alouds to demonstrate drawing an inference from the print or an illustration. (Background Knowledge + Evidence in the Text = Inference.)

 

They will project the graphic organizer and take turns making notes on the matrix. They will refer to the notemaking chart that is posted in the library and in the classroom.

 

After a few examples, the educators will pause periodically for students to connect, cite evidence, and draw inferences.

 

Guided practice: (Application of knowledge by students)

 Students will fill in graphic organizers as educators circulate around the room supporting students as they make inferences. 

 

Closure:  (How will you end the lesson or transition to the next activity?)

Educators will review the meaning of the term "theme." They will note that it is the message a reader takes away after thinking deeply about a text. They will each give an example from another book, article, resource the class has read. Students will draft their original one-sentence themes on their graphic organizers. They will then use their Chromebooks to record their themes on the Google doc next to their student numbers. Educators will support struggling students during this process.

 

Educators will let students know they will be reviewing their themes at the beginning of the next class period before they work in small groups to read additional picture books from a text set focused on the Jim Crow era in U.S. history in their ELA-R class. In their history class, they will be focused on learning information about the U.S. civil rights movement (1954-1968).

 

• Differentiation/Planned support: (What changes to instructional materials, lesson delivery, or assessments do you need to make for learners with various needs?)
  

 

Whole class: The whole class will be supported by having two educators model completing the graphic organizer and monitoring the connections/inferences/themes they record on their graphic organizers.

 

Groups of students with similar needs: ELLs in this class are second language learners whose heritage language is Spanish. Although this book is not available in Spanish, the Spanish-speaking classroom teacher will provide translation or lead a small group discussion at the end of the reading as needed. 

 

Individual students: Educators will co-monitor students' completion of the graphic organizer and consult individually with struggling students.

Students with IEP’s or 504 plans: In consultation with the classroom teacher, the students' aides or one of the educators will conference with individual students and take dictation, if necessary, in order for students to have a completed graphic organizer and to make a one-sentence theme contribution to the shared Google doc.

 

• Technology Tools Integration: (What technology tool(s) will students using during this lesson?)

Students will use Chromebooks or other devices to contribute their one-sentence themes to a shared Google doc. This will allow them to note similarities and differences in their understandings and connections during the next class period.

 

This lesson was the first in a three-lesson advanced "Making Predictions and Inferences" unit published in Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (ALA 2013). It has been adapted for 8th-grade students who may be struggling with drawing inferences.

 

YOUR lesson will be original, designed specifically for this assignment.