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 * || **Collaborative Lesson Plan – A. 4.3 ** ||

·  Reading Comprehension Strategy - Reading Comprehension Strategy: Questioning ·  Reading Development Level – Advanced – Grade 4 ·  Instructional Strategies - Questions, Notemaking, and Summarizing ·  Lesson Length 40-50 minutes ·  Purpose – The purpose of this lesson is to use questioning before, during, and after reading different forms of historical text to learn about the impact of famous Texans and the contributions that they have made to society. ·  Objectives - Students will research famous Texans who lived in the 20th century and identify their contributions to the State of Texas. Students will complete a written document using notes and information from graphic organizer to produce a technology project from a list of choices (Photostory, PowerPoint, etc.). Hurray for choice! · Resources, Materials, and Equipment Children’s Literature //Sam Houston : Texas Hero// by William R. Sanford & Carl R. Green And an additional print collection of biographies and non-fiction materials on a variety of reading levels for student use will also be used. Websites - Lone Star Junction [] PBS The West [] The Handbook of Texas Online [] Texas State Library & Archives Commission [] Graphic Organizers - (Biography Book Report Form) This is a fourth-grade friendly graphic organizer. Where will they record their citations while they are making notes?
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Materials – Pencils Equipment Document camera/projector Laptop Interactive whiteboard ·  Collaboration Educators maximize students’ engagement in the reading strategy of questioning by dividing the class in half after the initial mini-lesson on forming questions before, during, and after reading. Educators assist students with the questioning process by working with smaller groups, or individuals, and reviewing the progress of their question formation and notemaking during the research process. ·  Assessment Students will monitor their own progress by utilizing the student checklist (name of form) for self-assessment. Educators will evaluate students’ final project by using the evaluation form (name of form).

The checklist is good. Providing an actual check box or a line for a check mark is one way to structure a checklist. To bump this project up on Bloom's, you might ask students to include why they would want to meet this person (if she/he were alive).

Excellent. The criteria are clear. Even though the educators (and not the students) are using this rubric, you may want to share and teach at least one or two parts of this rubric. (You can do this after the fact to share class feedback.) This can help students become more sophisticated in their self-evaluation.

· Standards Reading and/or writing – (13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interests and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (B) develop drafts by categorizing ideas and organizing them into paragraphs; (E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience. Listening and speaking (1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: (C) understand the major ideas and supporting evidence in spoken messages (4-8). Other content areas – **Social Studies:** 4.5 (B) Identify the accomplishments of notable individuals in Texas. Information literacy **AASL Standards:** · Inquire, think critically, and gain knowledge. 1.1 Skills: 1.1.3 Develop and refine a range of questions to frame the search for new understanding 1.3 Responsibilities: 1.3.1 Respect copyright/intellectual property rights of creators and producers. · Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills: 2.12 Organize knowledge so that it is useful. 2.2 Dispositions in Action: 2.2.4 Demonstrate personal productivity by completing products to express learning. · Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills: 3.1.3 Use writing and speaking skills to communicate new understandings effectively. Educational technology – (7) (A) Use software programs with audio, video, and graphics to enhance learning experiences. Implementation · Process Motivation This is repeated in your presentation. That is where it belongs. Model the process of questioning: before reading to build background knowledge; during reading to develop thinking and further questions; after reading to determine if answers are printed “on the lines” or if they must be inferred. Teacher will read from text and pause to question (who, what, when, where, how). This is not very motivating.;-(

How are you going to hook me (the student) on the idea that questioning is an important strategy to help me learn? How do students/people apply questioning in their daily lives? How are you going to involve me - get me thinking and focused on this lesson?

Example: When you drive on the freeway going to Dallas have you ever wondered why they name some freeways, like the President George Bush Freeway, after presidents? Do you know other landmarks that are named after famous Texans? Why is it important to ask questions about the things we don't know about?

See the motivation examples for the questioning reading comprehension strategy lessons in CS4TRC. Be creative!.

Student-friendly Objectives 1. Questions will be asked before, during, and after, reading chosen texts. 2. Note-taking will record student answers. 3. Graphic Organizer will be filled out to organize information and answers to questions. These should be in active voice - and may be not in this order: 1. Ask questions before... 2. Make notes to record answers. 3. Record questions on the graphic organizer. <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">

Presentation <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">While modeling the process of questioning, each educator will take on a role to model for students. The teacher will read from text and pause to question (who, what, when, where, how). The teacher-librarian will record questions formed on whiteboard along with answers. The teacher-librarian will then model reflection and further questioning by reviewing information collected and making inferences based on text found “between the lines” while the teacher records new questions formulated. A review of note making will be modeled by the teacher-librarian for students to include proper citation of sources. <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">

Your presentation is excellent; it capitalizes on the benefits of having two educators team teaching. Student Participation Procedures or Student Practice Procedures - It is fine for these to be the same as the student-friendly lesson objectives. 1. Ask questions before, during and after reading. 2. Discuss questions as a group. 3. Record answers as notes. 4. Complete graphic organizer. Guided Practice - Excellent from the point of view of the educators' responsibilities - to improve this section, begin by stating what students will be doing. Educators monitor students’ ability to read historical text and form questions. Educators will also provide feedback throughout the research process on students’ note making files and graphic organizer. Closure - This may not be appropriate on the first day because students would not have gotten this far in the process. One way to close the first day of a multiple day lesson is to ask students to review the process of questioning and recording on the graphic organizer. After reviewing effective questioning and note taking skills, students will complete individual graphic organizers and share their findings with a chosen partner. Students will be then able to determine if they are lacking critical information that needs to be sought after in the next lesson. As a whole class, a question and answer session will help to provide feedback on the success of the questioning lesson. Reflection Student reflection: How did questioning before, during, and after reading help with the comprehension of the texts? Are there additional questions for further research? Educator reflection: Jointly, teacher, and teacher-librarian will review and assess the completed project and make necessary adjustments for future research projects. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="color: red; font-family: 'Times New Roman',Times,serif;">Extensions <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">(Moreillon 15) Have students design a simple costume to depict the person they have researched, or design a poster with images, or photographs. Next, have students extract key information from their research findings to form a short speech. Students will deliver the speech as part of a living museum character, while portraying the character they have researched. Parents or students from other grade levels may tour the living museum that is on display in the library in order to learn more about famous Texans. <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">

Great ideas for extensions. Parents would love this.

Don't forget Web 2.0. There could be opportunities here to create brief animations or videos to share why young Texans should know about the accomplishments of this person.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||