Towson UniversityDepartment of Secondary Education

Lesson Plan TemplateDirected Reading Lesson

Name: Danielle Ruff Date:12/11/14

Brief Class Description (contextual information including number of students, subject, level, IEP/ELL/GT or other special considerations):7th grade standard biology. Student with an IEP for ADHD and an ELL student. Class of 21 students. School is on a 7 period schedule and the duration of each class is 50 minutes.

Unit and Unit Goals: Ecology

Lesson Topic: Ecosystem Relationships: Food Chain

Prior Knowledge (How do you know the students are ready for this lesson?): Students will be evaluated by reviewing their exit ticket from the previous class to see if they can identify biotic and abiotic factors that affect ecosystems.

Alignment: CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Common Core Disciplinary Literacy Standards

Objective Assessment Activity(ies)(Which step(s) of DRL teach this objective?)

1.CCSS.ELA-LITERACY.RST.6-8.2

1. Determine central ideas of the text and provide accurate summary different from their prior knowledge of content

1. KWL chart 1.b. Readiness: Background Knowledge Activity1.d. Readiness: Purpose for Reading5. Follow up Writing Activity

2.CCSS.ELA-LITERACY.RST.6-8.4

2. Determining meaning of key terms that are used in specific scientific context

2. Vocabulary Worksheet

1.c. Readiness: Concept Development Activity

3. 3. Integrate technical 3. Silent Reading 2: Silent Reading

CCSS.ELA-LITERACY.RST.6-8.7

science information with a visual expressed version of imformation

Graphic Organizer

CCSS.ELA-Literacy.WHST.6-8.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

The “L” section of the KWL chart will be assessed using a rubric as an exit ticket

5. Follow up writing activity

Materials Needed (Include Text Macrostructure):Text: “The Eco Pyramid” By Michael Stahl http://www.readworks.org/passages/eco-pyramid Series of sequential pictures (4) of food chainVocabulary Powerpoint with picturesKWL chartGraphic organizerTechnology Integration/Needs:

Lesson Procedure:

1.a. Readiness: Motivation Activity Lab groups (groups of 3 students) will be given a series of pictures (4) in sequential order

that represent the flow of energy (ex. picture of grass, then a rat, a snake, and an owl). Students will be asked to describe in detail the picture and what they believe is going on in the picture.

I need you all to team up with your lab groups now. I have placed these four pictures at your table in a sequential order. With your lab team, please discuss and describe each picture and what is happening in each picture. Think about how all of these pictures are related. I will walk around to each group and see what you find.

Time Allotted: 8 minutes

Adaptations (for IEP, ELL, culture, and other special needs): ELL student can be provided with a packet that has pictures and names of

plant/ animals with cognates that are available. Students will have two minutes to describe each picture, timer will be provided for the entire class to stay on task but will especially help student with ADHD stay on schedule.

Transition (explicitly linking concepts/activities/objectives):How are all of these pictures connected? What do you think these pictures represent?

1.b. Readiness: Background Knowledge Activity – KWL- What do we already know about food chains? Students will write on their own KWL chart what they already know about food chains. Students will then be asked to volunteer to write things they already know about food chains on the board for the “K” section of the KWL chartI have handed you all a KWL chart. I would like you all to now fill in the “K” section of the chart on what you already know about food chains. I will ask for some volunteers to come up to the board and share your answers.

Time Allotted: 5 minutes

Adaptations: Class timer provided, which will help the student with ADHD stay on task. The ELL student can use cognates where it is appropriate.

Transition: “We ourselves are a part of a food chain and therefore we affect an entire

ecosystem. There are many levels or steps to a food chain from the first step in a food chain for example of a plant, to the top of food chain for example a bear, which is a predator. There is important vocabulary we must learn in order to understand the relationships within a food chain.”

1.c. Readiness: Concept Development Activity Students will be provided with pictures along with the vocabulary word itself in a

PowerPoint. Students will be asked to draft with a partner a definition of the vocabulary word in their own words based on the picture. Partner will then be asked to share their drafts with the class. The class will agree on a definition and be recorded

Now we are going to complete a vocabulary activity, so please get out your vocabulary notebooks. I am going to put a picture up on the screen with the corresponding vocabulary word. Take some time to think about the word and the picture. With a partner, write down a draft definition for what you think the word is. Be prepared to share answers.

Time Allotted: 10 minutes

Adaptations: The ELL student can be given the vocabulary sheet ahead of time with pictures to go along with producers, primary consumers, herbivores etc. Words will also be broken down for the entire class (ex. The meaning of “auto”- (self) and the meaning of “troph”- (nutrients), which combine to make the word “autotroph.” Both the ELL and the student with the IEP can be provided several pictures of plants and animals where they will place the appropriate picture underneath the vocabulary words “Herbivore,” “Carnivore,” “Primary Producer/Autotroph,” “Predator.”

Transition: “Now that we are familiar with the vocabulary terms, were are able to read a passage about the flow of energy in a food chain.”

1.d. Readiness: Purpose for Reading Activity – Reading to be informed about the structure of food chains

Today we are going to read to be informed about food chains. But first take out your KWL chart again to fill in the “W” section for the reading.

Time Allotted: 3 minutes

Adaptations: Class timer provided, which will help the student with ADHD stay on task. The ELL student can use cognates where it is appropriate.

Transition: Looking at the title and what we learned about food chains, fill out “W” section in the KWL chart about what we hope to learn about food chains from the reading passage. Once you have filled out the “W” section you may begin reading.

2. Silent Reading Activity Students will first be modeled how to fill out the graphic organizer. Then, students will

silently read the passage and fill out the graphic organizerI am handing you know the reading and the graphic organizer. I am now going to show you how to fill out this graphic organizer. As you are reading, please fill out the graphic organizer, with writing key terms or questions addressed in the text and then notes about the key terms or questionshttp://www.readworks.org/passages/eco-pyramid

Time Allotted: 15 minutes

Adaptations: Class Timer. For both the ELL student and the student with the IEP, the reading can be broken down into smaller sections, as well as key words can be bolded or underlined in the text. They both can also be provided with a graphic organizer that includes pictures and instructions that guide them through the graphic organizer.

Transition: “It looks like most of you have finished the reading and worked through the graphic organizer. Please group up with your lab team and discuss your findings in the graphic organizer.”3. Discussion Activity Students will group up in their lab teams and discuss what they filled in for the graphic organizer. Students will compare answers, see what is similar and what is not, and students will be encouraged to help each other out if someone is having difficulty. Students are encouraged to refer back to their reading and vocabulary notes while discussing. Students will be observed throughput the discussion answering any questions and making sure students are staying on task.

After students discussed their graphic organizers, each lab team will be asked to send on team member to the front and identify one keyword/ question and the corresponding notes for that information on the class graphic organizer. The teacher will ask each team to share to the class where they found that information so other students can refer back to the reading and see the information on it.

I would like you all to know work together in your team and compare graphic organizers. See what is similar, what is different, what information one team member has that you might not have found, and complete the graphic organizer. If one member does not see in the reading where you found your information please help them out and show them how you came to your conclusion. Once you have completed the organizer please send one team member up to the board to fill in one keyword or questions and the corresponding notes that you wrote down for

that keyword. Also please tell the class where in the reading you found the information so we all can see it in the text.

Time Allotted: 8 minutes

Adaptations: As I walk around observing all students, I will also make sure the student with the IEP and the ELL student understand the reading, but I will also be sure to explain misunderstandings and guide them through the discussion.

Transition: “Now that we have used the reading to guide us through the graphic organizer, let’s go back to the reading and find 2-3 things that we found interesting, confusing, or something new that you learned today. Please write it down on your graphic organizer.”

4. Re-reading ActivityStudents will go back to the reading to review it, and then fill out the box on their graphic organizer to write something down that they found interesting, confusing, or something that they learned. Please re-read the text and review the information you just learned. Then on your graphic organizer, fill in the box where it says “What did you find interesting, confusing, or what was something new that you learned?”

Time Allotted:

Adaptations: For both the student with the IEP and the ELL student, they can write it down, explain it verbally, or draw a picture.

Transition: “Now that we all may have learned something new, let’s go back to our KWL chart and fill in the last section of what we learned. Please write this in a summary format.”

5. Follow Up Writing Activity (Closing Activity)

Students will be asked to fill in the “L” section as a summary of the reading on their KWL chart. Students will turn in their completed chart as an exit ticket and their “L” section of the chart will be assessed for understanding. To assess their understanding I will use a rubric to grade.

Once you have completed the summary on what you have learned, please turn it into the exit ticket bin where I will collect it, and grade.

After the Lesson:Reflection (How did you adjust instruction based on student responses to your formative assessments? What are the implications for future instruction?)

Based on observations from the discussion part of the lesson, I would able to assess if students understood the content as well as the reading. If I observed many students struggling, we could go through the re-reading portion as a class, reading aloud, marking the text together, explaining the concepts they were struggling with, and go back to the graphic organizer to write in the notes as a class. For the next class, I would hand back the KWL chart at the beginning,

where I would have 3 students volunteer and have their share with the class their “L” section as a review for the material just learned as well as an opening activity for the next concept.

Name:____________________

KWL: Food Chains

KWhat do you already know

about food chains?

WWhat do you want to learn

about food chains?

LWhat have you learned

about food chains?(Summary)

Name:____________________

KWL: Food Chains

KWhat do you already know

about food chains?

WWhat do you want to learn

about food chains?

LWhat have you learned

about food chains? (Summary)

KWL Writing Rubric

• Teacher Name: Ms. Ruff CATEGORY 4 3 2 1

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

References:

Stahl. M. (2013). The Eco Pyramid. Retrieved from http://www.readworks.org/passages/eco-pyramid