Department Of Elementary Education

Published Date: 02 Nov 2017

Lesson Plan

Candidate: Katlin Reese

Content area/grade level: ELA/ 4th grade

description of lesson: Using selected section (pgs. 16-17) from Eureka! Great Inventions and How They Happened, an expository text by Richard Platt, students will practice close reading in order to identify and "explain events, ideas, or concepts" about the Cotton Gin "based on specific information in the text" (CCSS, 2012).

This skill has already been modeled for the class as a whole in a previous Read Aloud of a graphic history. Students will now be practicing and working on this skill using another expository text in a small concentrated group guided reading with the teacher.

This text is specifically about inventions and the "Eureka!" moment that helped them to happen. This group of students are all above the fourth grade reading level. The book has been chosen to match the level of the readers specifically. Level of chosen text: Grade Level Equivalent 7.8

Timeframe: 20min guided reading lesson

(5mins for introduction, 7mins for reading (development), and 8mins for conclusion)

Assessment data used to inform the lesson: NA

Number of students: 25

6a. Needs of Students -

Learning Standards:

7a. Common Core - RI.4.3 "Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text" (CCSS, 2012).

7b. NYS Learning Standards Performance Indicators-

Content overview:

- "specific need of a small group of students": explaining "what happened and why" using expository texts (CCSS, 2012). Students will practice sorting through an informational text in order to identify relevant parts. They will be reading for a specific purpose.

-These students were chosen because data shows that they need extra help in this specific area. It’s important to be able to differentiate and summarize information from expository texts, because this skill helps with comprehension and aids in fluency. These are vital skills that directly impact how readers understand and use texts, especially expository as a learning resource.

- Purpose for reading this text: The class is currently working on Inventions as a concept, especially during the Industrial Revolution, so this will help them to explore another invention/technology that helped shape American History. Students will see that technology does not always have only positive affects and how one person and their creation was able to have such a major impact.

Objective: - Using "specific information in the text" Eureka! Great Inventions and How They Happened by Richard Platt students will orally "explain at least one event, idea or concept" and provide one or more pieces of textual evidence that supports it.

Criteria for student achievement of objective: Teacher will use answer key checklist to assess students’ oral identification of "at least one event, idea or concept" and supported their answer with one or more pieces of textual evidence (CCSS, 2012).

See attached

Prior skills and knowledge required by students for achievement of objective:

-The students have already been learning about and practicing using the close reading protocol, pair share and specific strategies to help them to not get as overwhelmed. Students also need to understand the words "Manufacturing" and "models" from the text.

Necessary reading level for success- students are all at or above the required reading level for their grade/age. The text has been chosen to match the level and needs of the readers specifically.

Content Vocabulary- (this is mostly just review, because class has been studying this content)

manufacturing- "the process or business of producing a large quantity [a lot] of products… using machines"

model- "a small copy of something, often used as a guide to making the thing in full size" (http://kids.wordsmyth.net, 2013)

Learning arrangement: W S I

Model: We Do

13a ECE ONLY Role of teacher

Materials and resources:

Teacher:

Flip Chart

Marker

checklist/answer sheet

-Materials that informed this lesson:

The expository text Eureka! Great Inventions and How They Happened by Richard Platt

CCSS- for standard

Differentiation and On-Going Assessment Toolboxes

Idea from Lewis about asking what the first 3 things you will be doing.

Students:

Paper copy of front, back and pgs 16-17 of expository text to read and take notes on

Writing implements, highlighters

Technology:

Websites:

-Student friendly definitions from http://kids.wordsmyth.net

-Next lesson objective -4.RI.4. from http://wiki.warren.kyschools.us/groups/wcpscommoncorestandards/wiki/19842/Reading_Informational_Text_4RI.html

Ongoing assessment strategy fist of 5 from the Students Unpack a Learning Target video

(http://vimeo.com/44052219.

Procedure:

ECE ONLY TRANSITIONS:

15a. Introduction (Timeframe) 5mins

Teacher actions:

(Teacher introduces the text) I have a new book for you today that I know you are going to enjoy! (Teacher holds up and shows the actual book to them)

- We have been talking a lot about technology and exploring inventions lately. Do any of you remember what they are?

- I would like you to lean over and quietly explain to your partner what you know about inventions?

-Okay I overheard some great answers. Would anyone like to share what they know? (Teacher agrees with and adds to answer if necessary.)

-Today we will be reading about another invention called the Cotton Gin. Like some of the other inventions, we’ve been discussing this took place during the Industrial Revolution. I want you to keep these things in mind when you read so we can compare it to the others later.

(Teacher passes out the text for students to preview)

Each student is given their own paper copy of the book section and told to take a moment to look through and preview it.

We’re going to get your brain ready to read. Remember how we do this for informational books? Let’s do a Think-pair-share to remind ourselves about some great skills that can be used.

Okay so let’s use our reading skills and see if we can get an idea about the section we will be reading.

Teacher and students discuss some of their ideas. Yes we will be learning about how a particular invention came about, the Cotton Gin.

Okay so what is Eureka, or a Eureka moment? Is there somewhere that explains it?

Introduce skill/ learning goal:

(Teacher points out the learning goal for their lesson on the flip chart. She has student read it aloud for the group.)

Can someone remind us how we answer the 5w questions when we’re using an informational book?

What does this mean?

Teacher agrees and asks for specific things that we did to answer those questions.)

How do we know if they are important?

Those small words under the pictures are called captions.

(Teacher reminds students that those special people, places or things that are capitalized are Proper Nouns.)

These are going to be really helpful skills for you to use when you read about the Cotton Gin. It’s important that you are able to sort out what’s important, when you’re reading, especially when you start on bigger books.

This ELA skill has already been modeled for the class as a whole in a previous Read Aloud of a graphic history, so this is just a review.

Students will now be practicing and working on this skill using another expository text in a small concentrated group guided reading with the teacher.

Remember the other day when we read Harriet Tubman and the Underground Railroad by Michael J. Martin and how we Think back to our Read Aloud: Remember how we how we thought about and answered the 5w questions in order to help us describe the events or things that happened in the story and how we found evidence from the book to support our thinking.

We are going to be practicing these skills that we learned the other day on this book now. So when you begin reading I would like you to keep these questions in mind, so that we can share our thoughts on them afterwards.

Teacher frontloads Vocabulary/concepts: (mostly just review). So we spoke about some things that you already know how about we discuss a couple of words that may be new to you. These words have to do with technology and inventions. They will help us understand what we’ll be reading. The words are manufacturing and model. Perhaps you know what they mean: Give me a thumbs up if you know the meanings and have heard both words before, sideways if they sound kind of familiar, but are not quite sure of their meaning or down if they are completely new and you have no idea.

Okay can someone that had their thumbs up tell us what one of these words means please?

-yes that’s right, a model is "a small copy of something and is often used as a guide to making the thing in its full size"

- Does anyone know what manufacturing means?

-Teacher explains that manufacturing is - "the process or business of producing a large quantity [a lot] of products… using machines" (http://kids.wordsmyth.net, 2013)

6. (Teacher explains what they will be doing and if they finish early what they can do.)

- As always, during our guided readings, you can highlight, circle, underline or take notes as you’re reading to help organize your thoughts.

- Students that finish early should check their work then look for more events, ideas or concepts as well as supportive evidence. You can also write down (take notes) on how this invention is similar and/or different from some of the other ones that we have learned about.

7. Teacher asks a random student to remind the group about the Student-friendly learning goal for their lesson:

-Teacher assesses the groups understanding of the learning goal via thumbs.

-Does everyone know what you’re supposed to be doing? If you do and you’re ready to move on give me a thumbs up.

Student actions:

-Students quietly discuss answers with their neighbor and then share with the group.

Target Responses: Technology is both good and bad. Inventions are things that are created, something new and usually different. They are usually made to try to solve a problem, make things/ life easier and/or better.

-Students take stapled paper copy of the book section and look through it.

-Students quietly discuss some skills that they can use to get their brains ready with their partner/neighbor.

- Target Responses: Look at headings, pictures, graphs, charts, words in bold, italics, etc to get an idea of what we will be reading about.

-Students look over their copy and suggest ideas.

Target Responses:

Student reads the subtitle "great inventions and how they happened". Eureka?

Technology, inventions, a cotton gin, somebody named Eli Whitney,

-Students take a few seconds then point out where they saw the word in really big type on the back page.

- Target Responses: Something that inspires randomly and "strikes like lightning". It is not very common for most people, but some lucky and genius people have had it help them to create something to solve problems.

-Student reads off of the chart paper- I can explain events, ideas, or concepts about the invention of the Cotton Gin, using details from the text to answer the "5 w" questions (who, what, when, where, why and how))

- Students say that it’s like the other day, when they read the Harriet Tubman book and answered the questions.

- look through reading, pay attention to words in bold, dates, important people, places, and things, details, sometimes the pictures and small words under them can help too.

- They usually start with capital letters.

-Students nod to show that they’re listening and that they remember.

Students respond with thumbs to show their knowledge of the vocabulary words.

Student says that they have heard the word model before, because their dad makes model cars. It’s just like the real thing, but smaller.

Another student says that it has something to do with machines and making lots of stuff.

-Target Response: Sorting through info to identify relevant parts pieces, reading for a specific purpose.

Students all give a thumbs up indicating that they are ready to go on.

Questions:

Purpose(s):

15a.i Differentiation/Intervention(s):

Students are "encouraged to talk before writing" (Differentiation Toolbox). Teacher uses guiding questions to "prompt" and get them thinking.

We also go over the text before actually reading it, looking at text features that can help in order to preview and understand the text.

A few vocabulary terms are frontloaded to set up students for success.

Visual cues are used via modeling of the specific ELA skills mentioned above.

15a.ii On-going assessment strategies:

Assessment-"What are the 1st 3 things that you are going to do? Turn and talk to your neighbor" (Lewis). then a fist of 5 to see if anyone still needs help. Think, pair, share what you need to do.

Those that show a 2 or 1 stay at the table to discuss directions further and those that showed higher numbers can go start working independently.

This lesson is a guided practice, where the teacher has already modeled the skill that the small group will now be practicing, with support from the teacher.

15b. Development (Timeframe) 7mins for reading Teacher actions:

- While students are reading the teacher will listen and take notes on their reading behaviors in order to monitor how they’re doing and discuss their thinking and actions for reading.

- She notes any areas for revisiting during the next section of the lesson?

Student actions:

Practice the skills that will help them with their thinking and understanding in order to verbally answer the 5w questions about the Cotton Gin.

Students spend this time reading the provided section, highlighting and taking notes.

Questions:

Purpose(s):

15b.i Differentiation/Intervention(s):

We are starting with a small section of an informational book that is student friendly and at a slightly higher level. This text should be fun, informative and a little challenging for some. By chunking the text for them, they are less likely to get overwhelmed.

Students that finish early should check their work then look for more events, ideas or concepts as well as supportive evidence. They can also write down (take notes) on how this invention is similar and/or different from some of the other ones that we have learned about.

15b.ii On-going assessment strategies:

Students are monitored and assessed based on the objective using the checklist attached.

Students with "similar performance levels" were strategically put together (grouped) in order to practice the skill of summarizing and identifying relevant information from texts (Differentiation Toolbox).

15c. Closure (Timeframe) 8mins

Teacher actions:

1. Bringing them back together- When you’re done reading look up so that I know you’re ready please. Then we can talk about what we’ve learned from this section of Eureka! Great Inventions and How They Happened by Richard Platt.

How did you like it? Rate the reading 1-5 using your fingers.

I see that most of you really seemed to like this. I’m so glad. The whole book will be available in our class library for those of you who are interested in learning about more inventions and the exciting "Eureka moments" that helped make them. During free time or Independent reading you’re welcome to borrow it.

Now we’re going to see what you guys learned from the reading. I’m going to

-On the assessment checklist, teacher will mark off as each student achieves the objective (at least one concept, idea or event and piece of textual evidence supporting that) in addition to writing down notes regarding how they did, areas for improvement, etc.

2. Teaching/ strengthening ELA skill-

- If time allows teacher can bring up trouble spots observed or ask students about any difficulties. What did you do? Ask students to explain how they solved trouble spots with reading; provide explicit support to those that didn’t know what to do.

-What kind of thinking did you do to get there? Revisit purpose, ask higher order questions, ask students to give evidence for assertions (rather than just saying that’s wrong-have them challenge their own thinking).

- Afterwards we will discuss the importance of the skill that we were practicing and how it helps us to be better readers. We will do Think-pair-shares for this and about what we learned from the text.

Students are asked to give a Thumbs up, sideways or down to express how comfortable they feel about their ability to explain what happened, events, ideas and such in texts, as well as supporting evidence.

This is an On-going assessment to see if they’re ready to go on. Those that have down or sideways are asked to stay there for extra help from the teacher when the others go back to their seats to do Independent Reading.

3. Reflecting on/ synthesize learning- what helped your reading the most? What’s the coolest new thing that you learned today?

-I would love to hear your thoughts (opinions) about this invention/inventor. How is this invention similar or different from some of the others that we have recently learned about?

- Answer Essential Questions together- connected to concept of Technology/ Invention, Creativity, Ingenuity> All as a way of solving problems, or to make life easier/better

What was made? Who made it? How did they do it?

Why/What caused them to want to make it? How did they come up with the idea?

What problems did they face along the way?

How has the invention affected the lives of people? Has this creation made lives easier, and if so in what ways?

Would things be different if certain inventions were never made?

Are there any negative consequences?

4. Next Steps: When they are ready to move on, teacher hands out a graphic organizer with the 5-w’s on it for students to use on their own books to practice the skill on their own now.

- (5-w graphic organizer, teacher models how to fill out worksheet first, practicing the skill with them then removes support so that they can practice on their own)

Student actions:

Students show how much they liked the reading rate by giving it a 1-5, with 5 being great, 3 okay and 1 not very good.

Most of the students put up a 4 or 5, indicating that they enjoyed the reading.

- Each of them answers one of the 5w questions

Who, what, when, where, why, how

(see answer/checklist for acceptable answers)

- Students discuss trouble spots, if they had any and how they reacted to them.

-For some of the more difficult words/concepts such as plantation, forge, patent and slavery they had to pause and think about their meaning before going on. They were able to use the context of the sentence(s) to help with this.

-Students share what they think the importance of skill is.

-Students express how comfortable they feel with the ELA skill.

-Students answers will vary

- Something new learned- Cotton Gin was made by a man named Eli Whitney in 1794. This is an invention that made it quicker and easier to get the seeds out of the cotton.

New or interesting- Whitney later pioneered new machines and methods of making them. An example is guns for the U.S.

- Many of the inventions we have learned about recently are from the Industrial Revolution. Different- patents were not put in place for several of the inventions.

Similarities- Inventor created a few different things in their lifetime. Most of the inventors so far have been men.

See attached answer sheet

- Students will do Independent reading next

They think about/ explain events, ideas, concepts and provide supportive evidence from their individual texts. This is the "You Do" part of the lesson.

Questions:

Purpose(s):

15c.i Differentiation/Intervention(s):

Think, Pair, Shares are done periodically to assess learning and comprehension.

Various hand signals are used to show, agreement/disagreement, understanding and opinions.

Students can show that they agree with the comments of other students, the author or teacher by thumbs up.

Method(s) of Assessment and Evaluation of Student Learning:

Objective and Criteria for student achievement: Teacher will use a checklist to assess students’ oral identification of "at least one event, idea or concept" and " and provision of one or more pieces of textual evidence that supports it. (CCSS, 2012).

See attached

16a. Differentiation/Intervention(s):

Students can either orally state their answers to the questions to the teacher or write them down.

Cross-Curricular Connections:

Science: going into more detail about some specific inventions, how they’re made, studying concepts that relate to specific inventions or discoveries, such as

Mathematics: measuring in order to make things, specifications. Word problems about real inventors

Geography: learning about in more detail the places that the section discusses, such as Africa and Georgia (the South). Locating the specific area (Mulberry Grove plantation in Georgia) where he created the cotton gin on Google Earth.

Social Studies: making a timeline about major inventions

Craft- creating our own inventions

Writing- all about an inventor or invention

Next Instructional Step:

- Next instructional step- Teacher removes some of the scaffolding provided for the students, so that they can individually work on and practice the ELA skill.

-Students move on to Independent reading- The same students read for the same purpose with their own books (Lewis).

- They think about/ explain events, ideas, concepts and provide supportive evidence from their individual texts. This is the "You Do" part of the lesson where students practice the ELA skill on their own.

New York State Teaching Standards performance indicators: NA

ECE ONLY Reflections:

Reference websites for lesson planning

Common Core State Standards: engageny.org/resource/common-core-state-standards/

New York State Teaching Standards: http://engageny.org/resource/new-york-state-teaching-standards/

Standard II: Knowledge of Content and Instructional Planning: Teachers know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students.

Element II.1: Teachers demonstrate knowledge of the content they teach, including relationships among central concepts, tools of inquiry, structures and current developments within their discipline(s).

Performance Indicators:

a. Teachers incorporate key concepts during instruction through the use of multiple representations and explanations.

b. Teachers engage students to use key disciplinary language with comprehension through instruction.

c. Teachers demonstrate the effective use of current developments in pedagogy and content.

d. Teachers design learning experiences that foster student understanding of key disciplinary themes.

e. Teachers demonstrate knowledge of the learning standards and their application throughout their instruction and practice.

Element II.2: Teachers understand how to connect concepts across disciplines, and engage learners in critical and innovative thinking and collaborative problem-solving related to real world contexts.

Performance Indicators:

a. Teachers facilitate students’ ability to develop diverse social and cultural perspectives.

b. Teachers incorporate perspectives from varied disciplines and interdisciplinary skills in their instruction.

c. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving.

d. Teachers model and encourage effective use of interpersonal communication skills to build student capacity for collaboration.

e. Teachers create opportunities for students to apply disciplinary and cross-disciplinary knowledge to personal experiences and real world problems.

4 Element II.3:

Teachers use a broad range of instructional strategies to make subject matter accessible.

Performance Indicators:

a. Teachers design instruction that reflects the multiple experiences, strengths, and learning needs of students.

b. Teachers adapt instruction in response to various levels of student understanding.

c. Teachers make meaningful connections between content and students’ life experiences.

d. Teachers create opportunities for students to engage in self-directed learning.

Element II.4:

Teachers establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement.

Performance Indicators:

a. Teachers design learning experiences that are aligned with learning standards.

b. Teachers articulate clear learning objectives that align with learning standards.

c. Teachers include opportunities for students’ to achieve learning goals in a variety of ways.

Element II.5:

Teachers design relevant instruction that connects students’ prior understanding and experiences to new knowledge.

Performance Indicators:

a. Teachers determine current levels of students’ understanding and knowledge of content through questioning techniques, discussion, and other methods.

b. Teachers address common misconceptions in the content area through instructional methods.

c. Teachers design learning experiences that connect students’ prior knowledge and instruction to new content.

Element II.6:

Teachers evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals.

Performance Indicators:

a. Teachers organize physical space to reflect an awareness of learner needs and curricular goals.

b. Teachers incorporate a knowledge and understanding of technology in their lessons to enhance student learning.

c. Teachers organize and effectively use time to achieve learning goals.

d. Teachers select and adapt curricular materials to align with state standards and meet diverse learning needs.

e. Teachers access appropriate resources to meet specific learning differences or needs.

Standard III: Instructional Practice: Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards.

Element III.1:

Teachers use research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning.

Performance indicators:

a. Teachers align instruction to standards.

b. Teachers implement instruction proven to be effective in prior research.

c. Students are actively and cognitively engaged through teacher facilitation of student-to-student and student-to-teacher interactions.

Element III.2:

Teachers communicate clearly and accurately with students to maximize their understanding and learning.

Performance indicators:

a. Students understand directions and procedures.

b. Teachers use a variety of questioning techniques to advance student learning and reflection.

c. Students’ comments and questions are acknowledged and utilized to advance learning.

d. Students understand lesson content through a teacher’s use of multiple modalities, such as oral, written, graphic, kinesthetic, and/or tactile methods.

e. Teachers adjust communication in response to student needs.

Element III.3:

Teachers set high expectations and create challenging learning experiences for students.

Performance indicators:

a. Teachers articulate high expectations for all students.

b. Students have a clear understanding of measures of success.

c. Teachers challenge and support all students by incorporating various instructional strategies, experiences, and resources.

Element III.4:

Teachers explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students, and promote achievement.

Performance indicators:

a. Teachers use an understanding of students’ diverse backgrounds to individualize interactions and differentiate instruction.

b. Teachers incorporate instructional approaches and technologies to provide students with opportunities to demonstrate mastery of learning outcomes.

c. Teachers incorporate motivating and meaningful opportunities in instruction to engage students in learning experiences.

Element III.5:

Teachers engage students in the development of multidisciplinary skills, such as communication, collaboration, critical thinking, and use of technology.

Performance Indicators:

a. Students synthesize and express ideas both in written and oral formats.

b. Students work effectively with others, including those from diverse groups and with opposing points of view.

c. Students make decisions, solve problems, and take actions as appropriate.

d. Students solve problems and/or acquire new knowledge through creative and innovative approaches to learning.

e. Students utilize technologies and resources to solve real world problems.

Element III.6:

Teachers monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs.

Performance Indicators:

a. Teachers utilize various types of formative assessment during instruction to monitor and check for student understanding and assess progress.

b. Teachers seek and provide feedback during and after instruction.

c. Teachers adjust the pace of instruction, focus of instruction, and method of delivery based on students’ progress.

Checklist to assess if students have determined and explained "at least one event, idea or concept" and supported their answer with one or more pieces of textual evidence (CCSS, 2012).

Students Name

At least one "event, idea or concept":

Supportive evidence from text:

Notes:

Possible Answers with Evidence from Text:

- Eli Whitney, an "American science teacher" invented the cotton gin in 1794 (Platt, 16). He observed the difficulty that the slaves had trying to "separate seeds from cotton fibers" while staying at a friend’s plantation. Whitney wanted to make a machine that could do this work. His Eureka moment was when he came up with a way to do this. "Wires placed in a spinning drum could pull the fibers through a comb that was too fine for the seeds to pass through" (Platt, 17). When he told the plantation manager, Phineas Miller, about his idea for the invention he offered to pay Whitney to make it "in exchange for half of the profit" (Platt, 17). The gin became a big hit and "labor-saving machine", because it could do the work of ten slaves. He patented his invention in 1794, exchanging the machines for "some of the cleaned cotton" (Platt, 17). Unfortunately for his business, people ignored the patent and because it was such a simple design they made their own. This had a major impact on the South.

Why/Impact- His business collapsed after only three years, (Platt, 17) but the invention itself was a major game-changer. Those that "illegally copied the gin became very rich" (Platt, 17). "They brought thousands of slaves from Africa" to do the planting and harvesting, which lead to the expansion of slavery and ultimately to the Civil War later in 1861. The gin also "helped spread cotton fields further inland."

5-W Questions

Who:

What:

When:

Where:

Why:

How:

Book and Author:

Comments/ Questions: