Title of Lesson: Advanced Organizer (Chapter Organizer) Grade Level(s): 5th Subject Area: Social Studies Location of the lesson (specify if in general or special education class): Grouping (highlight: 1:1, small group, large group)
Preparing for the Lesson
1. Lesson Topic: What are the big ideas? How does this relate to what students are currently learning in general education?
To give the student a tool to help them in all subject areas when working from a textbook.
2. What are your learning targets for the lesson (i.e., what are your primary and supporting objective of instruction)? What do you want the student(s) to learn and be able to do at the end of the lesson?
-Complete an advanced organizer -Understand how and when to use the advanced organizer
3. What Content Standards(s) and/or EEOs will this lesson address? How does this lesson relate to the 21 st Century skills? Reading for all purposes: (5 th grade) Use pre-reading strategies, such as identifying a purpose for reading, generating questions to answers while reading, previewing sections of texts and activating prior knowledge
4. List specific IEP goals that will be addressed during lesson:
By May 2014 student will be able to increase comprehension of a textbook chapter from 50% to 85% based on the chapter content test for 4 tests in a row.
5. Describe Specific Strategies to be taught/modeled during the lesson. How will you incorporate the strategies, which have been taught/modeled into the students content courses (math, literacy, behavior).
Strategy: using the graphic organizer to prime for the content in a lesson. This includes the vocabulary of the chapter as well as the main ideas the chapter will present.
6. What background (prior) knowledge do the students need to have to be successful? If the students do not have this knowledge how will they get it?
-There are sections in each chapter in a textbook - Each chapter will introduce new vocabulary
7. How will you address classroom and behavior management/grouping issues during the lesson?
Since this lesson will be taught 1:1 I do not anticipate any behavior problems. I also believe that this student will be focused and engaged because he will understand the purpose of this lesson and the many ways it can help him succeed.
8. Materials and Resources (What do you need? How/where will you get it?)
Advanced organizer templates Completed advanced organizer Social Studies textbook Pencils
Teaching the Lesson
1. Anticipatory Set a. How will you get the student(s) attention? b. Review and relate prior learning/lessons.
I will introduce this lesson by showing the student the visual of an uncompleted advanced organizer. I will go on to explain that when completed, it will provide us with the big picture or overview of the chapter. I will explain that this strategy can help us anticipate what is to come in the chapter before we explore the content of the chapter. The advanced organizer also introduces us to the vocabulary in the chapter, allowing us to become familiar with the language before we begin reading.
2. Teaching: Is this an informal presentation or direct instruction? a. What are the specific steps you will follow when teaching this lesson. Be sure to include the following: i. what the teacher will teach or model, ii. how the students will be engaged in the lesson, and iii. how the students will demonstrate their learning (Guided Practice)?
This particular student has expressed the frustration he feels when working from a textbook. He feels dumb when he encounters vocabulary he does not know or feels like he is behind in the content. I will use this lesson as a way to empower this student to be in charge of his own learning. I will engage him in this lesson by explaining that I am giving him a tool that will help lower his frustration and increase his success. I will begin by modeling the strategy. To model this strategy I will present each section of the organizer, step by step, with the student. It will be essential to clearly explain how to find the information that is written within each section. I will use a completed graphic organizer of the most recent chapter read in class, to ensure the student will feel comfortable with the content and is in a position to apply his focus on the advanced organizer. The textbook will be used as a resource as we work through each section, so the student can see exactly where the information in placed within the chapter to benefit from the textbooks organization and context. At the top of the advanced organizer is the Title of the Units Section. I have written What were the Founders Basic Ideas About Government? I will then direct the student to the exact page in the text that displays this information; clearly explaining This is the Unit page. This page explains what the entire unit will be about. In this graphic organizer, the essential information is contained the title of the unit. The section below is the Title of Current Chapter. It is best to move to that section next so we know exactly what lesson/chapter we will be focusing on. This chapter is, What was America like in the 1770s? I will then take the student to the first page of the chapter and show the student exactly where that information is located. The section to the left is the Title of the Last Chapter. For this chapter, we will put none as this is the first chapter of the unit. The section to the right is the Title of the Next Chapter. In this section we will put the title of Chapter 2 which is, Why did the Founders think we needed a government? I will direct the student to the specific page in the book that contains the information about the next chapter. Next we will learn about the Important Vocabulary section. Each vocabulary word listed on the organizer is a bolded word within the text in this chapter. Lets go through the chapter and find each vocabulary word. I suggest that after you complete this section and find the vocabulary words, you look up the definitions of those vocabulary words. You could make flash cards, or you could highlight the sentence within the text that provides the definition. This will help you when we read the chapter during class. Now we will move onto the Chapter Map. The chapter map is like the graphic organizers you have used in the past. The large bubble has the major main idea of the chapter and the smaller bubbles have the details that support the main idea. It is important to note that these bubbles are small for a reason. There should not be any major content in these bubbles, just main points. Try to use as few words as possible. Lets go through the chapter together and find the information that should go in the bubbles. I would work through the chapter with the student, pointing out the specific subheadings from which the bubbled information came. Next we will focus on the Guiding Questions section of the advanced organizer. This section includes questions that are big and broad. They usually can be answered in one or two words. The simple questions are tools to help guide you through the content of the chapter. I would then share my questions with the student and show them where you can find the answers within the text. The last section in the advanced organizer is Connections to Prior and Future Chapters. In this section you will be able to write things you already knew that relate to this chapter, as well as things you think this chapter might lead to. I think this chapter will lead to the Founders wanting their own government. I will instruct this student to practice this strategy for the chapter he is about to start in his social studies class. I will ask him to complete it right after showing him my completed advanced organizer to help him in retaining the information. To ensure that he is comfortable with the process, I will have him lead me through his process through step by step. Since this particular student struggles with confidence, I want to make absolutely certain he believes in his ability to successfully use this strategy. When beginning to put this plan to work, I will provide one-on-one guidance and support as needed. I will be the students learning partner, answering his questions, and asking him questions to help deepen his understanding of the strategy.
3. What, if any, scaffolding and/or additional accommodations/modifications are needed for specific student(s)?
This particular student will not need any additional accommodations. This lesson is specifically tailored to him, and I will change my pace of instruction or level of explanation based upon his comfort level and level of understanding during the lesson.
1. Checking for Understanding- How will you check for understanding? Using Blooms Taxonomy, what questions might you ask your students? Knowledge what purpose will the organizer serve? Comprehend Apply can you think of any other sections that might be helpful to include on the organizer? Analyze Synthesize Evaluate- how will you know if this tool will be helpful for you?
4. Re-teaching: What will you do differently if the student(s) do not understand the concepts in the lesson?
If the student has difficulty understanding the lesson I will ask the student to help me fill out an advanced chapter organizer. Rather than just going through the steps of the organizer and explaining my answers, I would go through with the student and find the answers together. The lesson does include a guided practice in which the student will take the reigns, however if the student is uneasy and uncomfortable with the organizer, I will resume control and guide him.
5. How/where will students integrate (generalize) this learning into future lessons/activities? This is your PURPOSE (how will this relate to real life?). This student will be able to use this strategy in multiple subject areas. It is also possible that they use small components of the strategy when appropriate. I will have a folder labeled Learning Strategies that will contain both examples and templates for the student to access.
6. Closure: a. How will you review the content covered during the lesson so students can demonstrate learning of the lesson concepts (this should be tied to the main objective). b. How will you formally END the lesson (e.g., Students show/tell what they learned, answer an exit question as their ticket out the door, list 2 things you learned, and one question you still have).
I will engage the student in conversation about the advanced organizer. I would like to know what the student thinks about the tool, and if they have any other questions about how to complete it. I will formally end the lesson by asking the student to write a few sentences about how they feel the strategy will be helpful, and what else I can do to support his learning.
7. Independent Practice: What will this look like? Is there homework? Completion of a product? Practice a skill learned in class?
This student will be asked to complete an advanced organizer for the material in his social studies class, and if he feels it would be helpful, for any other of his classes. I will be present in the room when he completes his first advanced organizer independently just in case he has any questions.
8. Evaluation: How will you evaluate/assess student learning (this must be more than completing classroom work)?
I will be checking in with the student and checking their organizers for the first few that he independently completes. Ultimately I will evaluate his learning by looking at his scores on the end of the chapter content tests. I will be able to see if the organizer helps him improve his scores and comprehension of the text and content.