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Critical Reading Skills Lesson

Diane Hare 9 Grade/Integrated Reading and Health Class
th

Common Core Standards:
RL.912.9a Read grade-level/age-appropriate, adapted literature materials. RL.912.9b Read supported grade-level/age appropriate, adapted literature materials. RL.912.9c Actively participate in supported grade-level/age-appropriate, adapted literature materials RL.912.7a Explain the effect of pairing a text with other artistic media (e.g., poem/song and painting/statue). R.CCR .4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Lesson Summary: The purpose of this lesson is to create reading assignments that will strengthen the reading level of high school students while educating them on a health topic. The focus is on improving students’ ability to read informational text. Students will be required to read excerpts from various sources including text book and website articles. Focus is to have students increase their understanding of the written word, interpret words and phrases and analyze the specific word choice makes a difference in the meaning that is conveyed. The student is expected to be an active participant using technological resources available within the classroom. Estimated Duration: This lesson will take about 200 minutes of instruction. I plan on dividing the lesson into 4 days spread over 2 weeks with each class period lasting 50 minutes. Class meets on Tuesdays and Thursdays; assignments to be completed between dates class meets.

Commentary: I anticipate the challenge I will meet is that the students will have preconceived ideas about what eating disorders are. Students will be provided with the opportunity to conduct research on eating disorders through various sources. Challenges I foresee are students may stereotype individuals to have eating disorders. I will get the students “hooked” into the lesson by introducing different articles and pictures to whet their appetite into learning about eating disorders. I expect students to see connections in what they are reading to what they are studying in their health classes, art classes and history classes and will use specific examples to help them make the connection.

Instructional Procedures: Students will a quiz to test their knowledge on eating disorders with a daily quiz. This activity will cover basic terminology requiring them to pay attention to specific word choice. Students will be given an opportunity to learn and use their reading skills through accessing the Internet to do research in addition to reading articles from the Mayo Clinic, and reading from a psychology text book.

Day 1: First 15 minutes: Introductory activity- Students will complete quiz and discuss with class the answers for the quiz. This quiz will not be a recorded grade. 30 minutes: I will introduce the biological and sociocultural factors of eating disorders. Students will take notes on the notes view of the PowerPoint presentation I provide. This will be done on their laptops. Students will use smartphones to look up QR codes that are attached to the photo examples I present in class and that are within the PowerPoint presentation. These photos will include works of art by painters as well as famous people, celebrities – dance, sport, music, actresses and models. Final 5 minutes: I will review requirements of the homework assignment. Students to have completed the assigned reading and also to have accessed the QR codes to gather information to be ready for the next class which involves identification of the biological and sociocultural factors of eating disorders. Students will post to their online journal what they have learned about eating disorders that they can apply to their own lives. Day 2: First 15 minutes: Review the answers and our discussion from the last class quiz. Present photos and require students to use clickers to vote on answers to written quiz presented on overhead screen – questions on specific word identification – anorexia nervosa, bulimia, . 30 minutes: Using a Smart Board navigate class to Mayo Clinic article on symptoms, complications of and treatments for eating disorders. Students will use laptops to note on worksheet answers and define vocabulary words after they have completed the reading selections. Final 5 minutes: I will review requirements of the homework assignment making any clarifications needed. Students are expected to read case studies and be prepared to discuss in next class. Students will post to their online journal what they have learned about eating disorders that they can apply to their own lives. Day 3: First 15 minutes: Using a Smart Board search websites to find information on how to support people with eating disorders. 30 minutes: Students will start to create a Prezi presentation on treatment of eating disorders. Final 5 minutes: I will review requirements of the homework assignment making any clarifications needed. Students are expected to complete Prezi presentation before next class meeting. Students will post to their online journal what they have learned about eating disorders that they can apply to their own lives. Day 4:

First 30 minutes: Students will take test online selecting from multiple choice questions demonstrating an understanding of the material presented in class through class lessons and reading assignments. Last 20 minutes: Students will share with class using a smartboard their Prezis.

Pre-Assessment: Students will be instructed to go to www.lifescript.com to take an eating disorder quiz. To determine what the students already know about eating disorders I will have students participate in a discussion of how they responded to the quiz – whether their answers were correct, what they agreed with, and any misconceptions they may have had. Scoring Guidelines: The following is the interpretation of the grading system: A = Indicates that the pupil has done excellent work and has mastered the course objectives, consistently does excellent work with skill and thoroughness; and consistently has applied knowledge gained to new situations. B = Indicates that the pupil has done above average work, mastered almost all of the course objectives; and has applied knowledge gained to new situations. C = Indicates that the pupil has done average work and has mastered many of the objectives of the course. D = Indicates that the pupil has done below average work and has mastered few of the objectives of the course. F = Indicates that the pupil's work fell below a level acceptable for the course and was unsatisfactory. I = Indicates incomplete work
Grade A B C D F Percentage 90 - 100% 80 - 89.9% 70 - 79.9% 60 - 69.9% below 60 Points 360 - 400 320 - 359 280 - 319 240 - 279 below 240

Points are awarded as follows: Test (200 points) – Multiple choice answers 100 questions each worth 2 points Online Journal Entry (3 entries each worth 50 points) Each entry must include date and title (10 points) Each entry must have at least 2 paragraphs (20 points per paragraph) Prezi (50 points)

Ongoing teacher assessment is through observation and reflection of student interest, questions posed and test performance. Post-Assessment: After the lesson is finished the students will indicate their understanding of the material based on their reading skills in the form of a 200 point test. Scoring Guidelines: Scoring for the post-assessment will be through the grading scale A-F based on the percentage and points earned for completing assignments. A 100 question multiple choice test will be available for students to access on their laptops. Students will identify the correct definition to vocabulary words they have been introduced to during the lessons. Questions will also consist of sentences that are taken directly from the reading selections that were assigned. Students will indicate an ability to read and comprehend the level of reading of a 9th grade student.

Differentiated Instructional Support This reading lesson can be differentiated to meet the needs of gifted or accelerated students by encouraging then to do an extension project. Students will be provided with the opportunity to create a cartoon or a You Tube to share with the class that focuses on the warning signs of eating disorders. Students doing this assignment must introduce three new vocabulary words. Students will also be given the opportunity to create a 3 slide PowerPoint presentation on one of the Individual Risk Factors of Eating Disorders such as gender, internalizing the thin ideal, perfectionism or negative body image. Students struggling with the material in this lesson will have additional activities to help them such as vocabulary.com where as a teacher I can enter the list of vocabulary words in a game like activity for the student where the student can

Extension Here is a link to provide students an opportunity to learn more about the standards addressed in this lesson. http://education.ohio.gov/Topics/Academic-Content-Standards/English Students can benefit from reading this site because it provides detail into the state standards are for demonstrating an understanding of informational text while actively engaged in reading. It also shows the breakdown of the standard in terms of key ideas and details, craft and structure, as well as the range of reading and level of text complexity.

Homework Options and Home Connections Homework options include keeping a journal which students are expected to do online saving to their laptops. Work assignments that are done is class are expected to be reviewed outside of the classroom so that the

students are prepared to recall material learned and discuss topics from the previous class. In addition class time will be used to get students started on their homework of creating the Prezi. An example will be provided to students.

Interdisciplinary Connections This lesson can be integrated into at least two other content areas to strengthen skill earning and a transfer of knowledge. The integration of reading and health is apparent but also this can easily be woven into the 18th century paintings of Renoir ad what was considered the ideal female body of the day. In addition this lesson can be linked to history with a study of the 18th century and the role of women in those days. Social Studies, politics and global studies can be linked to this lesson as well as some of the electives in sewing and fashion construction. What is beauty, how do different cultures define beauty, what does the garment industry rely on, what does the marketing and advertising companies project as far as healthy images? Many different subject area lessons could become extensional learning opportunities from this lesson plan.

Materials and Resources:

For teachers

Smartboard owned by the school district and in place in the classroom. Internet access to all students in the class room .

For students

Smartboard for the classroom and laptops for each student with the online capability to conduct research through the Internet. Also the ability to take laptops home with them.

Key Vocabulary
body mass index binge-eating disorder complications undernourished consequence malnutrition arrhythmia electrolytes purge undiagnosed anorexia nervosa eating disorder obesity hormones dysmorphia statistical participants serotonin negative affect neurotransmitter Anticonvulsant medications suppressants treatment chronic inherited

perfectionism prevention environmental factors diabetes exercise

bulimia sustained tendency hypertension icons

Meta-analysis High-fat diet ethnicity heart disease clinical

Sociocultural influences social class diagnostic arthritis celebrities

diagnosis motivational perspective World Health Organization behavioral

Additional Notes