Lesson_Plan_Template

Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. Dr. M. =__** Summary **__= This is the last lesson from a series of reading comprehension lessons using sensory images. Students have been learning and writing with figurative language since the first 6 weeks of school. They are familiar with figurative language and will be extending their learning to include sensory images with an inquiry process. =__ Planning __=
 * ===**Lesson Plan Template (A.3.3 - Collaborative Lesson Pan)**===

** * Reading Comprehension Strategy **
Using Sensory Images

** * Research-based Instructional Strategies (Marzano, Pickering, and Pollock 2001) **
Cooperative Learning, Cues, Questions, Nonlinguistic Representations, Setting Objectives and Providing Feedback, and Note Taking

** * Lesson Length **
45-50 minutes

** * Purpose **
The purpose of this lesson is to read a fictional text, visualize, identify sensory imagery, write a descriptive paragraph using sensory imagery, and use inquiry to persuade the cafeteria manager choose students' favorite food.

** * Objectives **
After reading //The Popcorn Book// by Tomie dePaola, students will be able to =__** Resources, Materials, and Equipment **__=
 * 1) Locate and record the sensory images used by the characters.
 * 2) Use a graphic organizer to describe and record the senses they experienced during the popcorn activity.
 * 3) Work cooperatively in a group to compose a descriptive paragraph describing the popcorn that utilizes all the senses.
 * 4) Self-assess their descriptive paragraphs using a rubric.

** * Children’s Literature (All Genres) **
//The Popcorn Book,// by Tomie dePaola (multiple copies for student partners)

** * Websites (and Databases) **
None for this particular lesson

** * Graphic Organizers (and Rubrics) **
The Five Senses Graphic Organizer Descriptive Paragraph Rubric

** * Materials (Other Consumables) **
Popcorn, popcorn popper, oil, pencils, notebook paper, Sample descriptive paragraph

** * Equipment (Technology) **
CD player or computer with CD drive //Popcorn// by Hot Butter (sound recording) Digital Camera for projecting graphic organizer Smartboard

** * Collaboration **
Educators assist the entire class in modeling the tasks and work with student partners while they share - read the text. Educators give the students feedback on their organizers before writing their descriptive paragraphs as well as during the writing process.

** * Assessment **
The graphic organizers will be graded for completeness and the descriptive paragraphs will be assessed using a rubric. =** __Standards__ **= =** * Reading and/or **** writing **= Excellent selection for this lesson. (b) Knowledge and skills. (8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery**.** (17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.
 * §**110.15. English Language Arts and Reading, Grade 4

** * Listening and speaking **
§110.15. English Language Arts and Reading, Grade 4 (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

** * Other content areas (NAME them) **
This lesson lends itself well to other areas of the curriculum such as Science in that the students learn about what causes popcorn kernels to pop. It lends itself to Social Studies as it addresses the history of popcorn and the different ways it was used by various cultures. It could also pave the way for future collaboration with those educators who teach those subjects.

** * Information literacy **
Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.2 Organize knowledge so it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Standard 4: Pursue personal and aesthetic growth. 4.1 Skills. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

** * Educational technology **
This particular segment of the lesson does not utilize educational technology however; the extension portion of the lesson does and is described at the end of the page. =** __Implementation__ **=

** * Motivation **
Cues: As the students come into class, play the recording of “Popcorn” by Hot Butter. Nancy will give each student a copy of The Five Senses Graphic Organizer and a copy of //The Popcorn Book// by Tomie dePaola. Shelly will put students into groups of four which will also allow for partner reading. Educators will review the five senses. Ask questions about how the music made them feel and what emotions were experienced while the song was playing. Rats and mice. After reading your sample paragraph, I thought you were going to have popcorn popping when students can into the room! How could you bump this up a notch with think-alouds and additional sensory input beyond music? As written your motivation could have easily been accomplished by just one educator.

** * Student-friendly Objectives **
1.Share read the rest of //The Popcorn Book// with a partner. 2.Using the graphic organizer, identify and record the senses that the characters experienced in the book, as well as what they experienced themselves during the popcorn activity. 3.Collaborate with others to compose a descriptive paragraph that utilizes sensory images and figurative language describing what they experienced during the popcorn activity. 4.Self-assess with the rubric.

** * Presentation **
Educators review figurative language using students' comments from listening to the recording of //Popcorn// by Hot Butter. How does figurative language help to convey meaning for the reader? Project the graphic organizer. Educators share - read the dialogue of the two characters from the text. Educators will model for the students how to fill out the graphic organizer by participating in a think-aloud throughout the reading. Will you need to teach/reteach notemaking formats?

This is Guided Practice: Students will finish reading and completing the graphic organizer. Educators will take turns monitoring and setting up the popcorn machine for the popcorn activity. As students are finishing, educators will share with the students that they will use the same graphic organizer to record the senses they experience during the popcorn activity.

(I would include this a further description under the presentation.) The notes from the graphic organizer will help students as they compose the descriptive paragraph.

Is this after students have completed their graphic organizers? Is this a new presentation for the next session? Educators review the Descriptive Paragraph Rubric with students and also share the sample descriptive paragraph and use the rubric to assess. Each student in the group will have a different color pencil as they create the descriptive paragraph. This will help the educators to assess each student's participation.

What about color coding for senses used with highlighters?

** * Student Participation Procedures ** ** or ** ** Student Practice Procedures **
1.Share read the story by reading the characters dialogue. 2.Identify and record senses that each character experiences in the book and those that students experienced during the activity. 3.Compose a descriptive paragraph. 4.Group-assess with the rubric.

* Guided Practice
Educators monitor students' descriptive paragraphs and conference with students as needed. They give additional support to student groups that are struggling with the lesson. Set up any additional tutorials after rubrics are graded.

** * Closure **
Student groups will join together and share their paragraphs. The educators will lead the students in a reflection of the class’ activities. Dividing the class in half with half of the groups sharing with half of the class is an efficient way to use two educators and for students not to get bored during extended sharing time.

** * Reflection **
How did listening to the music help us to get in the groove of the lesson about using sensory images to comprehend text ? How did the sensory images in the story help us visualize what the characters were feeling, seeing, hearing, touching and tasting? How does sensory images and figurative language help us become better readers? Does it help us comprehend better?

*** Extensions** (Moreillon 13, 15)
Brilliant extension! I added the nutrition piece to ensure that students will need to investigate information in order to make their persuasive presentations more fact based. Task: The cafeteria manager has decided to include a new food to the school menu and wants the students to give their input about what food should be added.

Students will create a persuasive presentation utilizing sensory images and nutritional information to persuade the cafeteria manager to add their food to the school menu. Students will work cooperatively to answer driving questions through inquiry. They will self-assess the presentation using a rubric and share presentations with an audience. Educational Technology: Popplet for collaboration within the groups Web 2.0 tools for presentation lap tops iPads Materials: A pathfinder will be provided in order to help the students locate the best information available for this extension activity. Checklist Educator created rubric

Moreillon, Judi. //Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing your Impact//. Chicago: ALA Editions, 2013. Moreillon, Judi. //Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing your Impact//. Chicago: ALA Editions, 2012.