A+4.2+Lesson+Plan+Page+2


 * For complete history and discussion of this lesson, please see our previous wiki page A 4.2 Lesson Plan Page.*

Lesson Plan Page
**Collaborators:** Jacqueline Gurley and Alissa Dawe **Summary of Day 1**--Ms. Gurley, fourth grade teacher, and Mrs. Dawe, teacher-librarian, introduce the concept of animal adaptations to students. The educators show the fourth graders an animoto video that explains adaptive survival techniques such as camouflage, regenerating body parts, and habitat-specific body parts. The students begin researching animals that use adaptive techniques to survive.
 * Summary of Day 2--**Educators show more photographs of animals using their survival features in their habitat. Students will continue using print and electronic resources to make notes on their graphic organizers about animals survival. Students will choose their topic animal and summarize their information in a paragraph.
 * Summary of Day 3--**Educators will show students their sample Glog showing a lion camouflaged in tall grass on the African savannah. Educators will explain and model how to create a Glog. Students will begin creating their Glogs. Educators monitor and assist as needed. If necessary, more time can be allotted for students to finish creating their Glogs. Thank you for the summary. It is clear that you intend to maximzine the impact of two educators throughout this mini-unit. Brava!

**This lesson plan details Day 1 of this lesson.**
__**Reading Comprehension Strategy**__ Determining Main Ideas

__**Reading Development Level**__ Advanced

__**Instructional Strategies**__
 * Notemaking
 * Summarizing

__**Lesson Length**__ - 3 Days
 * Day 1 - 45 minutes
 * Day 2 - 45 minutes
 * Day 3 - 45 minutes

The purpose of this lesson is to determine main ideas in informational text in order to understand and describe how animals have adapted to survive their surroundings.
 * __Purpose__**

You could extend the purpose by including your research-based instructional strategies and your final product. Students will use notemaking and summarizing to organize their learning and present their findings with a Web 2.0 tool.

__**Objectives**__ After researching animals in print and electronic resources students will be able to: Brava! These are concise, aligned, and appropriate.
 * 1) Determine main ideas in informational text.
 * 2) Record notes correctly in a graphic organizer.
 * 3) Create a summary of learned information.
 * 4) Create a Glog to show information learned.

__**Resource, Materials, and Equipment**__
 * Children's Literature -** Please italicize book titles. You will want to use interlibrary loan to gather multiple copies.
 * // Crabs & Mollusks // by Brenda Ralph Lewis
 * Lizards by Brenda Ralph Lewis
 * Poisonous Snakes by Brenda Ralph Lewis
 * Weird & Wonderful Fish by Brenda Ralph Lewis
 * Camouflage Clues: A Photo Riddle Book by Megan Cooley Peterson
 * Where in the Wild?: Camouflaged Creatures Concealed...and Revealed by David Schwartz
 * Animals in Camouflage by Phyllis Limbacher Tildes

Online Databases that the school subcribes to, such as: [|www.school.eb.com] [|www.libraryling.info.dkc]
 * Websites**

Student Graphic Organizer to record data
 * Graphic Organizers**

It will be ideal if this graphic organizer can be distributed to students electronically so they can expand the text boxes as needed to accommodate their findings (notes).

Materials Notetaking Materials


 * Equipment**
 * Student Computers
 * ActivBoard

__**Collaboration**__
 * The educators work together to create an animoto video to show students. (This will be a fun project for building your collaborative relationship.)
 * The educators model research, determining main ideas, and recording notes with think-aloud techniques.
 * Both educators monitor student research and the creation of student Glogs.

__**Assessment**__ Student Graphic Organizer, Student Self Assessment Rubric, and Educator Assessment Rubric will be used for assessment. Educator's Assessment -

What are the "required elements" cited on the educators' rubric? Neither rubric mentions main ideas, notemaking, or summarizing. Both rubrics are focused on the product but not the process of the lesson described here. ???

Student's Self Assessment - __**Standards - Texas Essential Knowledge and Skills (TEKS)**__ (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in text in ways that maintain meaning; (D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.
 * Reading and/or writing**

(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (B) follow, restate, and give oral instructions that involve a series of related sequences of action.
 * Listening and speaking**

(8) Science Concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to: (A) identify characteristics that allow members within a species to survive and reproduce; (B) compare adaptive characteristics of various species
 * Other content areas**

Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
 * //American Association of School Librarians//**

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 that it is useful.

//American Association of School Librarians// //Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.// 3.1 Skills 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
 * Informational literacy**

For main ideas, notemaking, and summarizing, I find this is the most applicable S4L; Organize knowledge so it is useful. (2.1.2) (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (B) use presentation software to communicate with specific audiences.
 * Educational technology**

__**Implementation**__ __**Process**__ You did not document how both educators will be involved in the motivation section of your lesson.Will both provide examples of their own visualizations and colead the discussion prompted by the photographs?
 * Motivation**

Have students close their eyes and imagine that they are walking in a jungle. What kind of trees, leaves, and vines do they see surrounding them? What kinds of animals are lurking there in the darkness? Ask students to think about how they will survive in the jungle.

Now ask students what they think animals do in the jungle to protect themselves from other animals. How do they avoid being eaten? How do they find food without being seen? What do they do to survive? Listen to student responses.

Inform students that many animals use animal camouflage or other adaptations to disguise themselves and hide from predators. Show some photographs of camouflaged animals in the children's literature. Let students know that they will be reading about different animals and their survival techniques. Students will choose an animal and create a Glog to showcase what they have learned.


 * Student Friendly Objectives**
 * 1) Read about animals that have adaptive features for protection.
 * 2) Make notes on the lives and features of two animals.
 * 3) Select one animal and write a summary of the gathered information.
 * 4) Create a Glog to showcase your animal.

Yes! You have clearly maximized the benefit of two educators in the presentatino through modeling with think-alouds.
 * Presentation**

Educators will present an animoto video which explains and highlights animals and their adaptive protection features. Using think alouds and self-questioning techniques, educators will demonstrate proper research strategies using print and electronic resources. Educators will model how to complete the graphic organizer. (This would be the time to review or teach notemaking strategies by giving students examples. This is important because they will record main ideas as they make notes.)

Educators will discuss the importance of reviewing more than one animal and using more than one resource. They will explain and display examples of what the final product should look like and contain. Educators will provide books for students to begin to select animals that they would like to research further.


 * Student Participation Procedures**
 * Respond to Educators questions
 * Share ideas about animal survival


 * Student Practice Procedures**
 * Decide on two animals to research.
 * Research animals using proper computer techniques.
 * Research animals using other materials in library.
 * Complete Graphic Organizer.

The educators monitor students' researching and completion of the graphic organizer. (You might want to note specifically what you will be looking for: Educators will monitor students use of keywords (adaptation) in searching and notemaking on the graphic organizer.)
 * Guided Practice**

Students will pair up and review each others Glogs comparing and contrasting the animal's different adaptive features.
 * Closure**

This closure is not for the first day of the lesson. How can students summarize their learning about notemaking, main ideas, and "proper" research techniques. (You should spell out what these are in the presentation above: keyword searching, using indexes and tables of contents, etc.)

How did we decide what the main idea was within the informational text?
 * Reflection**

Yes, but did you teach them this?

__**Extensions**__
 * Create an animal and explain the features that allow it to survive in nature.
 * Research different human civilizations from around the world and discover and decide if they have any adaptive features that allow them to survive in their surroundings.

Brava! These extensions suggest further classroom-library collaboration.

Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.