A4.2+Lesson+Plan+Page

***Please see the page entitled "A 4.2 Lesson Plan Page** 2 **" for our Lesson Plan! However, this page contains the full extent of our page history and discussions.***
A4.2 Lesson Plan Page

Collaborators: Alissa Dawe and Jacqueline Gurley

Note: __IMPORTANT__: Keep the template text in **bold black font**. Add our information in regular black font!

Lesson Plan:

|| || Template for Collaborative Lesson Plan – A. 4.3 **· Reading Comprehension Strategy** Determining Main Ideas (?) · **Reading Development Level** Advanced · **Instructional Strategies** Notemaking; Summarizing ** · Lesson Length** 3 (or more) sessions **· Purpose** The purpose of this lesson is to determine main ideas in informational text in order to understand and describe how animals use camouflage to protect themselves. ** · Objectives** After researching animals in print and electronic resources, students will be able to:
 * || Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font. ||
 * **Planning**
 * **Planning**
 * 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 showcase what they have learned.
 * Resources, Materials, and Equipment**

**Children’s Literature** **Websites** Online databases that the school subscribes to, such as: [|www.school.eb.com] [|www.librarylink.info.dkc]

**Graphic Organizers** Student Graphic Organizer to record animal data **Materials** Notetaking Materials **Equipment** Student computers

· **Collaboration** The educators work together to create a animoto video to show students. The educators model research with think-aloud techniques, determining main ideas, and recording notes. Both educators also monitor student research and the creation of student glogs. **· Assessment** The students will be completing a Graphic Organizer to gather information on two different animals that use camouflage for protection. Educators can assess the completeness of their graphic organizer and the quality of information on their glog using THIS RUBRIC (INSERT EDUCATOR RUBRIC). ** · Standards** **Reading and/or writing** (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;

**Listening and speaking** **Other content areas** (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;
 * (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.

**Information literacy****Educational technology** (11) Communication. The student delivers the product electronically in a varitey of media with appropriate supervision. The student is expected to: (B) use presentation software to communicate with specific audiences. **Implementation** **· Process** **Motivation** Have students close their eyes and imagine that they are walking in a jungle. What kinds 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 hungry animals. How do they avoid being eaten? How do they survive? Listen to student responses. Inform students that many animals use animal camouflage to disguise themselves and hide from predators. Show some photographs from the children’s literature. Let students know that they will be reading about different animals that use camouflage for survival. Students will be choosing an animal and creating a glog to showcase what they learn about animal camouflage. **Student-Friendly Objectives ** 1. Read about animals that use camouflage for protection. 2. Make notes on the lives and camouflage techniques of two animals. 3. Select one animal and write a summary of the gathered information. 4. Create a Glog to showcase your animal.
 * (B) compare adaptive characteristics of various species

**Presentation** **Student Participation Procedures** **or** **Student Practice Procedures** **Guided Practice** **Closure** Have students think-pair-share the most interesting animal information they read. Listen as student volunteers share their information about different animals.

__Summary of Day 2__—Educators show more photographs of animals that are camouflaged in their surroundings. Students will continue using print and electronic resources to make notes on their graphic organizers about animals that use camouflage. Student will choose their topic animal and summarize their information in a paragraph. Educators monitor and assist as necessary.

__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 necessary.

__Summary of Day 4-5 (if needed)__—Students continue creating their glogs. Educators monitor and assist as necessary. **Reflection **

**· Extensions (Moreillon 15)** Create an animal and explain it's features that allow it to adapt and survive in nature. Research humans from different parts of the world and discover whether or not they have any features that allow them to adapt to their surroundings.

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