- Author: Jennifer Gillam
- Topic: Text Factors for Informational or Nonfiction Texts
- Grade Level: 4th grade
- Common Core Standard(s): CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- Lesson Objective: The students will explain the main idea and key ideas in a graphic organizer after reading the passage “Who is Dr. Seuss”.
- Lesson Materials: The passage “Who is Dr. Seuss”
Instructional Lesson Methods and Assessment
Anticipatory Set
- When the students enter the room from recess the teacher will be talking in Dr. Seuss form
- There will be a picture of Dr. Seuss and books by Dr. Seuss posted around the room.
- Once the students notice that there is a Dr. Seuss theme going on I will begin to ask them what they know about Dr. Seuss.
- Ø What is Dr. Suess’ full name?
- Ø When was Dr. Suess born?
- Ø Was it easy for Dr. Seuss to become a writer?
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 1.1 Customize the display of information There will be books by Dr. Seuss that have been read by a majority of the students in the class. | 6.1 Guide effective goal setting I will give clear instructions as to why there is a Dr. Seuss theme and clear visuals | 7.3 Reduce threats and distractions I will observe the students and make sure they are all staying focused and no one as talking |
Introduce and Model New Knowledge
At this point I will introduce the passage to the students that they are to read about Dr. Seuss. Once the students read the passage they are welcome to read the Dr. Seuss books in the room to help them get a more rounded understanding of Dr. Seuss. After getting a better sense of Dr. Seuss the students will be invited to read the passage again.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 1.3 Provide alternatives for visual information For students that have trouble learning visually I will provide an auditory aid to help them understand better | 4.1 Provide varied ways to respond For the students that have problems responding visually I will allow the students to respond orally | 7.1 Increase individual choice and autonomy I will allow not only students with IEPS to have this choice, but also the students that are just having troubles. |
Guided Practice
I will gather the students as a whole class to engage in whole class discussion about the passage they have read and discuss altogether what they have just learned. We will record the information on a KWL chart on the board. This will help the children retain the information better and keep it fresh. This will also help the students that may have missed something. At this time we will also discuss new vocabulary words.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.1 Define vocabulary and symbols I will define some of the bigger vocabulary that happens to arise. | 6.3 Facilitate managing information and resources For students that do not understand the original definitions provided I will help with allowing alternate definitions if possible. | 8.3 Foster collaboration and communication Some students need a clearer understanding that can often come from peers. I will allow the students get together if they are still not understanding what I want for them. |
Independent Practice
Now is the time for the students to do the graphic organizer over the main idea of this passage and the key details. Having talked about everything as a whole class should help the students to understand more of this passage and have them at a good point and ready to start this. The students should not need any additional help from the teacher.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.2 Clarify syntax and structure I will explain directions with a clearer understanding and a different syntax | 4.2 Provide varied ways to interact with materials Give the students a different graphic organizer that is easier for them to understand | 8.2 Vary levels of challenge and support Reduce the level of challenge for students that have too much trouble with the graphic organizer |
Wrap-up
To end the lesson I feel the students need a less stressful over view of the passage. Therefore, I believe a game would be great for the students. The game will be a jeopardy game of all things Dr. Suess to recap what the passage was about. This will be helpful for students to have an outlet after the stressful part of lessons. Also having a fun experience while learning is good for students to retain more information.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.5 Illustrate key concepts non-linguistically For students that are having trouble understanding the language pictures related to the statements will be provided | 4.3 Integrate assistive technologies For the students that are having trouble understanding the language they will have a tablet of the game in front of them with the pictures so they can see visuals and the linguistic version of jeopardy game | 9.2 Scaffold coping skills and strategies The students may be very frustrated with the fact they do not understand as easily as the other students and coping skills will be provided to help them accept they need additional help |
Assessment
Formative (Informal – must be a written assessment)
The students will have a quiz over some of the key details they have just learned.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.4 Support memory and transfer Students that have problems remembering key details will be allowed to use notes and other resources | 5.2 Provide appropriate tools for composition and problem solving Provide pencils and additional materials students may need to complete the quiz. | 9.3 Develop self-assessment and reflection For students that simply do not understand the quiz that was created by the teacher the students will develop their own assessment with teachers help |
Checklist:
