Disciplinary Lesson Plan

RATIONALE FOR THE LESSON: (What is the range of literacy development for the
children you are teaching? Why are you teaching this lesson now to these children? How does
this lesson fit/connect with what they have been learning about being a good reader/writer and
what they will learn in the future?)

This class previously just started a non-fiction unit in both reading and writing. The students are
being introduced to non-fiction concepts such as text-features, formats, as well as strategies they
can use in order to successfully read non-fiction. In this lesson I will be teaching the students the
comprehension strategy of how they can organize information/notes that they have written into
separate categories by using the notes that they have written on their post it notes as they were
reading. Therefore I will be teaching them how to make containers or headings that they can
then put their stop and jots under. Overall this is the beginning steps of learning how to
comprehend what they are reading and getting the students to start thinking about what important
information is in their readings. Overall, this class consists mainly of transitional readers with a
few students in the early and self-extending stages however at every stage they will have non-
fiction books already in their bins that fit their level of reading.

OUTCOMES/GOALS:
For the Student: What Common Core State Standards for English/Language Arts (CCSS-
ELA) will you be teaching to? (Based on learning needs identified through assessments, the
CCSS-ELA and the school/district curriculum.)

CCSS .RI.2.2 : Identify the main topic of a multi-paragraph text as well as the focus of
specific paragraphs within the text.

For the Teacher: What WI Teaching Standard(s) will you be working towards in this lesson?
(Your goal)

WTS # 1: The teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration and supportive
interaction in the classroom.
Performance:
The teacher models effective communication strategies in conveying ideas and information and in
asking questions (e.g., monitoring the effects of messages, restating ideas and drawing
connections, using visual aural, and kinesthetic cues, being sensitive to nonverbal cues given and
received).

LEARNING OBJECTIVE: What specific learning target do you have for this lesson? (The
students will be able toin order to)

The Students will:

Accurately be able to develop meaningful headings in order to organize their information
and create a deep understanding of the material in the book.

ACADEMIC LANGUAGE:

Function Word: Inferring

Vocab related to function word: understanding, headers, bolded words, important
information, pictures, captions, containers, stop and jot/ post it notes,
Vocab related to book: Fossils, turritellas, archacopteryx, algae, trilobites, coral,
drangonfly
ASSESSMENT: How/when will you collect evidence to see if students have met the
learning objective?

For this lesson there will be both formal and informal assessment. Overall I will be informally
assessing the students during our mini lesson, during the mini lesson I will be using two different
books that will include whole class discussion as well as partner discussion. During this time I
will be able to assess the class and how comfortable they feel with this strategy. For this I will be
looking at whether or not they are making headers that make sense as well as if the information
makes sense in that container. I will also have the students working on an individual worksheet
where they will have to apply this learning objective individually in their own reading. This will
be a great way for me to formally see how well they are grasping the material. During workshop I
will also be able to go around and check in with multiple students to see how well they are doing.

STRATGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT AND

IDENTIFIED LEARNING NEEDS: What do you plan to do to address the range of literacy
development and learning needs of the children in the class?

Overall, the students will be able to see me modeling for two different books which will help all
the students understand what is expected of them. The first book that I will be modeling will be a
book that they have already worked with multiple times so they students will already have prior
knowledge of the book- this book I will be modeling completely for them. Then the second book
will be new to them and I will have the class helping me create containers, however I will still be
strongly guiding the discussion if needed. Then lastly, I will be having students work
individually, however they will be reading books that are at their individual level as well as
reading books that they personally were able to pick out so the book should interest them. This
will not only help students work at their own level but also keep them engaged in their reading. I
will also be available for any individual assistance/ further modeling if needed.

MATERIALS: List all materials you will need to teach this lesson.

Bugs! Bugs! Bugs! Book

Fossils Book
Container thinking sheets
Example container anchor chart (pre made for book they already read)
Example container chart (blank so we can fill in as a class)

TOTAL TIME NEEDED: An approximation of the total length of time as well as the particular
length of time for given components of the lesson.

5 mins (bugs book) 10-15 mins (fossil book) 20-25 mins (individual reading) 5 mins (group
share) 45 mins total

PROCEDURES: (Explain in detail.)

_____Introduction:

Students will have been already transitioned to the carpet from morning meeting.

So today we are going to learn how to sort and organize information from our books by creating
different headings or containers that we can create in order to place information under those
headings. This can help us as readers in order to really understand what information is in the
book as well as learn the big ideas that are in our non-fiction books. This is sort of like the class
library see how we have all the different containers that have a category on the front that say
things like animal books character books holiday books and story books. So therefore
we know all the books that are in the animal container will have books about animals. Well we
can do that same thing when we are reading in order to help us organize our thoughts and
understand the information in the book better.

_____Demonstration: (Include specific script of the think aloud language you will use to teach to
the lesson objective.)

I will model for them this process using the Bugs! Book that they are already familiar
with.

So to show you what this looks like Ill show you an example of how we can do this using
the Bugs! Bugs! Bugs! Book. So I know that you guys have already read this book so this
way you guys will be able to see a really good example of how we can sort the
information into containers. As you can see I was able to sort my information into three
separate containers. So one thing that I want to show you guys is that the information in
the containers are going to be my stop and jots throughout the book. So lets look at my
first container. In this container I have a praying mantis sits still and lashes out at their
prey, I have a hunting wasp will sting their prey and I have wood ants will sting
their prey. So as I was looking at these I noticed that they all have something in
common and that is that these are all talking about how bugs hunt for prey, so thats what
I made one of my containers and then I was able to put these right in that container.
I will discuss all three containers

Another thing that I want you to notice is that in order to label our containers, we have to
have our stop and jots first, so its important for you to understand that we look at our
stop and jots and THEN create our headings for our containers. Another thing to look at
is that if when we make our headings for our containers then the things that we put in
those containers MUST relate to the heading. Therefore we would not be able to put a
hunting was will sting their prey under why bugs hunt for prey because that would
simply just not make sense. Now I know that this is a lot to take in right now and I want
you to know that that is completely okay because this is something that takes a lot of
practice but eventually this will become very simple for you to do.

_____Participation: (Include possible questions/prompts to engage the children in the thinking.)

Then I will introduce a new book to them and read them 2 different passages without
telling them the headings
After reading I will tell them that I have already created my own stop and jots for what I
just read and then I will read to them the stop and jots (there are 7 total)

So I know that this seems like a lot, so we are going to do this step by step
together using the same exact thinking sheet that you guys will be working on in
just a little bit while you individually read in readers workshop. So as you can
see this thinking sheet is going to have you first start out by writing your name
and your book title, and remember that this is a non-fiction unit, so you will have
to be reading a non-fiction book today. So then if we look at the thinking sheet
we see that we have two containers to create and then after each container
heading there is room for our post in notes that would fit in these containers. So
what you guys will be doing today first is reading your books and creating your
post it notes, just like we just did with the fossil book, then you are going to lay
 out your post it notes (or stop and jots) and see if we can create containers for
them.

At this time I will lay out my stop and read them.

Hmmmso does anybody notice any ways that we can take some of these post it
notes and create a container?

Turn and talk with your partner about how we might be able to organize these.

Depending on their answers I will either model more for them or have them help
me. If one of the students comes up with the container that I am looking for then
I will have them come up and place what post it notes would match that
container.

yea I notice that a few of these post it notes deal with fossils that are all found
in the water I think that that would make a great container!

We will then do this again for fossils with wings.

Now its important to realize that you might have more than just two containers
which is totally okay! When we are reading we can have lots of different
containers that have information in them, especially as you grow as a reader and
start reading longer books and books with even more information then what you
are reading now. However when you do this you should also have at least two
post it notes for a container because otherwise the container name would be the
same exact post it note that you would put into the container.

_____Practice:

Introduce worksheet that they will be doing and explain that is just like what we did
together as a class
Transition students into individual reading (remind them that this should not include any
partner work so noise level should be 0)
Students will read individually and also fill out at least 2 headings or mental containers
that they came up with and have information from their stop and jots written down.

During this time I will be conferencing with students and making sure that they
understand what they are doing and I can remodel or guide them if needed.

_____Performance:
Transition students back together as a whole group- sitting in discussion circle
Have students share (around 3-4 students depending on time) one container that they
came up with to help organize their information and what information they put under the
container.

_____Closure/Recap (Include restatement of lesson objective.)

Discuss how being able to organize our thoughts by creating headings /containers help us
better understand what we are reading and that as we become more experienced readers
that we can begin to do this in our heads mentally. I will remind them that from now on
when they are reading that it is important to be thinking about what main ideas should we
be getting out of the book and if we were to make containers then what would we put on
them and what would go in them.