Lesson+Planning+Form+Page

O’Rear and Crocker – 4th Grade
 * ** Preparation ** || ** Implementation ** ||
 * **Teacher/Grade:**

Dec. 1, 2, 3, 5, 6, 7, 8, 9, 10
 * Dates/Times:**
 * Meetings held face to face and via the wiki.

Topic/Curriculum Standards:** Social Studies/ 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.).

Initial objective(s): **TEKS** Reading Comprehension Strategy: Questioning (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.
 * Performance Indicators/Learning Objectives:**
 * English Language Arts and Reading****:**

4.5 (B) Identify the accomplishments of notable individuals in Texas. (7) (A) Use software programs with audio, video, and graphics to enhance learning experiences.
 * Social Studies : **
 * Technology: **

· Inquire, think critically, and gain knowledge. 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.
 * AASL Standards: **

Please consider this AASL indicator: Develop and refine a range of questions to frame search for new understanding. **(1.1.3)**

Students will find this lesson relevant to their lives when they discover how the contributions of the person they are researching have impacted our state. They will also gain a sense of Texas Pride and what makes a Texan a Texan. Y'all are on the right track. Clearly, this content has relevance. ;-) To make the process more relevant to the daily lives of 4th-grade Texans, how do they use questioning to make sense of their world? This could be a valuable part of the motivation component of your lesson.
 * Relevance to Students: **

Self-assessment tool ( Student checklist )
 * Evaluation Tools: **

Assessment Tool for Educators ( Texan Rubric )

A print collection of biographies and non-fiction materials for student use. Websites for Famous Texans: Lone Star Junction [] PBS The West [] The Handbook of Texas Online [] Texas State Library & Archives Commission [] Online Databases: EBSCO host Nettrekker Thompson Gale Electronic note making program [] Graphic organizer- ( Biography Book Report Form ) Is this different from the checklist?
 * Resources: ** Excellent variety of texts - Who is responsible for gathering these resources?

Document camera/projector Interactive whiteboard Laptop Pencils
 * Materials: **

|| **Crocker:** Introduce students to the project by supplying students a list of famous Texans for each student to choose from for their project. Build excitement by showing various possibilities of final product. (Hurray for providing samples of final products. This will be motivating. Please see my note about motivation under relevance.) The teacher will let the students know various types of information they will be looking for (accomplishments, important issues, or events during/about that individual’s life, and biographical information).

How/when will the educators model developing and refining questions? I see you have outlined this below.

Teacher will reserve computer lab for students to work on technology component of project.

Provides print resources for students to use. Provides a list of websites containing information on famous Texans. Instructs the class on copyright laws and citation of sources. Instructs the class on use of online databases for gathering information. Instructs class on the evaluation of information within resources.
 * O’Rear: **

You seem to have determined that students already know how to make notes. Be sure to model this as a review.

Create student self-assessment tool (Will this be related to questioning?) Create assessment tool for educators 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). Teacher-librarian will record questions formed on whiteboard along with answers. Teacher-librarian will then model reflection and further questioning by reviewing information collected and making inferences based on text found “between the lines” while teacher records new questions formulated.
 * Both **

Teacher and teacher-librarian will assist students with the questioning process by working with small groups, or individuals, and reviewing the progress of their question formation during the research process. Excellent - appropriate and effective use of two educators. You might also monitor notemaking.

Jointly, teacher, and teacher-librarian will provide feedback on students’ note making files, graphic organizers during the process and assess students’ final projects. Brava for parity in your partnership! Jointly, teacher, and teacher-librarian will review the process of creating a PowerPoint and Photostory presentation.

Jointly, teacher, and teacher-librarian will review and assess completed project and make necessary adjustments for future research projects. Excellent - and too often forgotten... ||