Lauren
Nearhoof
Title:
“Franklin R. Chang-Diaz”
Reading
Skill: Problem and Solution
Essential
Question: How can you use your knowledge of problem and solution to identify them
in a nonfiction text?
Assessment
Prompt:
·
What
is the definition of a nonfiction text and how does it differ from a fictional
text?
Standards:
·
R6.B.3.3.1: Identify, explain, and/or interpret
text organization, including sequence, question/answer, comparison/contrast,
cause/effect, or problem/solution.
·
R6.A.2.1.2: Identify and apply meaning of
contentspecific words used in text.
·
R6.A.2.5.1: Summarize the major points,
processes, and/or events of a nonfictional text as a whole.
Materials:
·
Note
cards
·
Post-it
notes
·
Overhead
transparency prepared of workbook page
·
Reading
Books (pg. 578)
·
Reading
Journals
·
Access
to YouTube
·
Small
groups prepared
Activating
Strategy:
1.
On
the note-card located on your desk, write one problem that you have encountered
in the last year
a.
Prompt
students of realistic problems that he or she may have encountered if they
cannot think of something
i.
A
missed homework assignment
ii.
Not
understanding your homework assignment
iii.
Missing
school because of an illness, and having to make-up all of the work
iv.
Forgetting
a relatives birthday
v.
Missing
the bus
b.
Ensure
that students are staying on task by walking around the class and monitoring
student behavior
c.
Allow
1 minute for students to think of a problem and write it down on one side of
the note card
2.
Instruct
students to swap note cards with someone else in the room without getting out
of his/her seat
3.
Allow
2 minutes for the students to read the problem on the note card and write a
possible solution for that problem underneath it
a.
This
does not have to be written in complete sentences
b.
Walk
around the room to ensure that students are staying on task
4.
Allow
3 students to share the problem that was located on his/her note card and the
solution that they came up with
Teaching
Strategy:
1.
On
the opposite side of the note card ask students to write their own definition
of the words “problem” and “solution” based on the activating strategy
a.
This
will also be written on the PowerPoint as a visual for ESL or 504 students
2.
Introduce
the title of the story and prompt students section-by-section to get a reading
book off of the shelf if they hadn’t already
a.
Title:
Franklin R. Chang- Diaz
b.
Nonfiction
i.
Ask
the first assessment prompt
ii.
Take
one volunteer to answer this question
c.
About
the first Latino to travel to space
3.
Show
YouTube video about Franklin R. Chang-Diaz
b.
Require
students to write down one interesting fact about Franklin while watching the
video somewhere on that note card
i.
Does
not have to be written in complete sentences
ii.
Have
students share with an elbow buddy his/her fact from the video
4.
Ask
students to open his/her workbook to the problem/solution graphic organizer
a.
Explain
the directions of the graphic organizer to the class
b.
Ask
if anyone has any questions before moving on
5.
Read
aloud the first few pages until the top of 577
a.
Stop
at the first problem on the graphic organizer
b.
Model
the solution from the text
c.
Show
answer on overhead projector
d.
Prompt
students to fill in the answer for the first block
6.
Break
students off into designated groups
a.
Read
aloud the groups
b.
Give
a place where the groups should be working in the room
c.
Direct
students to complete the next 4 problems in the graphic organizer together in
their groups
d.
If
students in one group finish before another group does instruct the
students to begin working on the
vocabulary page that corresponds with this story
7.
Once
all students have completed the reading the text up to page 579 and completed
the graphic organizer, prompt students to return to his/her seat
8.
Go
over answers aloud with the class from the problems on the graphic organizer
a.
Take
volunteers
b.
Follow
along on overhead projector
9.
Assign
the remainder of the graphic organizer and reading of the text as individual
work that students will complete at his/her own desk
a.
Pull
back small group instruction for additional help of students who scored below
grade level on Star Assessment
b.
Read
the text together and complete the remainder of the graphic organizer as small group
10.
Ask
students finish, they may continue working on the vocabulary worksheet
11.
If
students finish reading the story, the graphic organizer, and the vocabulary
worksheet they may recreational read until the remainder of the students have
completed the assigned work
Summarizing
Strategy:
1.
Prompt
students to write a brief summary of one problem Franklin experiences as a
child and the solution to the problem on the post-it note
2.
Use
as a ticket out the door
Differentiation:
·
PowerPoint
instructions allow visual aids for students who learn visually, have a 504, or
are learning English as a second language
·
Designated
grouping allows students from a variety of skill levels to participate and
cooperate to complete a common task
·
Small
group instruction with me during individual class-work allows extra instruction
for students below grade level
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