Lesson+Plan


 * **Template for Collaborative Lesson Plan – A. 4.3 ** **Texas Heroes 4th Grade ** ||

__**Planning **__ **· Reading Comprehension Strategy** : Synthesizing · **Reading Development Level** : Advancing (4th grade) · **Instructional Strategies** : Summarizing and Note-taking · **Lesson Length** : 45 min for 3 day sessions and 5 min. presentations for 4 days **· Purpose :** The purpose of the lesson is for students to synthesize information learned about Texas History, the significance of the battle of the Alamo and the heroes that defended it and present the summary of their hero in a collaborative presentation. **· Objectives :** 1)The students will be able to identify key figures at the battle of the Alamo and take notes on important details. 2)The students will be able to distinguish between Travis, Bowie, Crockett, Dickinson and their roles in defending the Alamo from Santa Anna in the pursuit of Texas' freedom from Mexico. 3) Students will synthesize the information from the resources presented (stories, webquest, websites). 4) The students will collaborate in small groups to summarize, create and present their Alamo hero in a group made PowerPoint presentation.
 * · Resources, Materials, and Equipment **

Ballad of the Alamo YouTube- [] Brian Burns Website of Travis' Letter from the Alamo** - **<span style="font-family: Arial,Helvetica,sans-serif;">[] <span style="font-family: Arial,Helvetica,sans-serif;">Song played on YouTube - [] <span style="font-family: Arial,Helvetica,sans-serif;">Alamo Homepage: [] <span style="font-family: Arial,Helvetica,sans-serif;">Travis Website: [] <span style="font-family: Arial,Helvetica,sans-serif;">Crockett Website: [] <span style="font-family: Arial,Helvetica,sans-serif;">Bowie Website: [] <span style="font-family: Arial,Helvetica,sans-serif;">Dickinson Website: [] <span style="font-family: Arial,Helvetica,sans-serif;">WallWisher for modeling note taking on interactive whiteboard. <span style="font-family: Arial,Helvetica,sans-serif;">ELAR=English Language Arts and Reading <span style="font-family: Arial,Helvetica,sans-serif;">SLAR=Spanish Language Arts and Reading <span style="font-family: Arial,Helvetica,sans-serif;">CCRS=College and Career Readiness Standards <span style="font-family: Arial,Helvetica,sans-serif;">ALA= American Library Association Standards //<span style="font-family: Arial,Helvetica,sans-serif;">Reading Learning Standards // <span style="font-family: Arial,Helvetica,sans-serif;">Summarize the main idea and supporting details in a text in ways that maintain meaning and logical order. SLAR/ELAR 4.11A //<span style="font-family: Arial,Helvetica,sans-serif;">Writing Learning Standards // <span style="font-family: Arial,Helvetica,sans-serif;">Students work productively in teams. Students are expected to participate in teacher-and <span style="font-family: Arial,Helvetica,sans-serif;">student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. SLAR/ELAR 4.31 Listen attentively to speakers, ask relevant questions, and make pertinent comments. ELAR 4.27 A <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif;">ALA 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Social Studies Learning Standards <span style="font-family: Arial,Helvetica,sans-serif;">Identify the contributions of significant individuals during the Texas Revolution, including Stephen Austin, Sam Houston, William B. Travis, James Bowie, Davy Crockett, James Fannin, Susanna Dickinson and Santa Anna. 3a, B <span style="font-family: Arial,Helvetica,sans-serif;">ALA 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. Students organize and present their ideas and information according to the purpose of the research and their audience. SLAR/ELAR SE 4.26 (CCRS ELA V A1) <span style="font-family: Arial,Helvetica,sans-serif;">ALA 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. <span style="font-family: Arial,Helvetica,sans-serif;">ALA 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. <span style="font-family: Arial,Helvetica,sans-serif;">Create linear or non-linear multimedia projects using sound and menu items (4D) <span style="font-family: Arial,Helvetica,sans-serif;">Acquire information including text, audio, video, and graphics. (5A)
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Children’s Literature :** __Susanna of the Alamo__ by John Jakes and __Voices of the Alamo__ by Sherry Garland
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Websites: **<span style="font-family: Arial,Helvetica,sans-serif;">WebQuest- []
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Graphic Organizers :[[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://librarypartners.wikispaces.com/file/view/Hero+Graphic+Organizer.docx"]] [|Hero Graphic Organizer.docx] ** <span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">Your graphic organizer is a category matrix. Please consider adding a category for the most surprising bit of information, or why students should know about this person. One or two open-ended categories may increase students' buy-in.
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Materials : **<span style="font-family: Arial,Helvetica,sans-serif;">notecards, graphic organizer, student rubric, books, chart paper, markers
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Equipment : **<span style="font-family: Arial,Helvetica,sans-serif;">Interactive whiteboard, **<span style="font-family: Arial,Helvetica,sans-serif;"> c **<span style="font-family: Arial,Helvetica,sans-serif;">omputers and color printer.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Collaboration : **<span style="font-family: Arial,Helvetica,sans-serif;">The teachers will individually and team teach note taking and model synthesizing the information from the many sources presented. They will monitor the work on the graphic organizer and webquest/websites. They will monitor the collaborative groups and assist where needed.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Assessment : **<span style="font-family: Arial,Helvetica,sans-serif;">Teacher made <span style="color: #993300; font-family: Arial,Helvetica,sans-serif;">rubric <span style="font-family: Arial,Helvetica,sans-serif;">consisting of the expectations for the note taking (note cards and graphic organizer), complete information presented on graphic organizer, expectations for PowerPoint/VoiceThread slideshow, a <span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">student self-assesment <span style="font-family: Arial,Helvetica,sans-serif;"> row (students can assess how well they contributed to their collaborative group work) and a <span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">whole group assessment row <span style="font-family: Arial,Helvetica,sans-serif;"> (classmates assess group on their presentation). Rubric for Teachers: Teachers complete the same rubric, self-assessing themselves on how well they felt the students did in each category of the rubric.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Standards **
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Reading and/or writing**
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Listening and speaking **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Other content areas **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Information literacy **
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Educational technology**

__**<span style="font-family: Arial,Helvetica,sans-serif;">Implementation **__ > 2) Distinguish between Travis, Bowie, Crockett, Dickinson and their roles in defending the Alamo. 3) Respond to questions and share facts learned. 4) Work collaboratively with group to produce PowerPoint / VoiceThread project. <span style="font-family: Arial,Helvetica,sans-serif;">**· Extensions** (Moreillon 15) <span style="font-family: Arial,Helvetica,sans-serif;">Students can use ideas from WebQuest for additional props and/or artifacts for their presentation. Students can work together to produce a product or bring items in from home to support the presentation. <span style="font-family: Arial,Helvetica,sans-serif;">Students can be directed to read //Boy in the Alamo// for more information on the Alamo. <span style="font-family: Arial,Helvetica,sans-serif;">Have students read information about the Battle at Goliad and Battle of SanJacinto, while learning about James Fannin and Sam Houston 's contributions to the state of Texas on the Texas History Website []
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Process **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Motivation : **<span style="font-family: Arial,Helvetica,sans-serif;">Day 1) Ballad of the Alamo YouTube- [] Brian Burns Website of Travis' Letter from the Alamo **<span style="font-family: Arial,Helvetica,sans-serif;"> - **<span style="font-family: Arial,Helvetica,sans-serif;">[] Song played on YouTube - []
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Student-friendly Objectives :** 1) Identify key figures at the battle of the Alamo.
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Presentation : **//<span style="font-family: Arial,Helvetica,sans-serif;">Day 1 //<span style="font-family: Arial,Helvetica,sans-serif;">Present video/audio clips to introduce heroes of the Alamo.Teachers will read two read-aloud stories in small groups. Take notes on interactive whiteboard and chart paper about heroes and information needed for students to fill in graphic organizer. Model how to take important notes from story on WallWisher. Students use notecard for each hero focusing on information needed for graphic organizer used tomorrow. //Day 2// Split group into 2 groups - one stays in room and works on graphic organizer. Independently, but with teacher support, students will fill in graphic organizer using note cards. Other group works on WebQuest in computer lab experiencing different websites with information to add to note cards and graphic organizer. Students will be picked for 4 groups. Each group will draw for a hero from completed graphic organizer. //Day 3// The 4 groups will collaborate and decide what information goes on 5 slides for PowerPoint from information gathered on graphic organizer and expectations from rubric. Students will use rubric to guide their work and participation. VoiceThread will be recorded at end of developing powerpoint. //Presentations// will take place over the next 4 days in classroom (on interactive whiteboard) and students will present their hero and any extension props they have to enhance their project. Classmates will assess group on their presentation according to rubric.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Student Participation Procedures :** <span style="font-family: Arial,Helvetica,sans-serif;">1) Suggest ideas for interactive note-taking with teacher. 2) Complete graphic organizer. 3) Actively engage in WebQuest search for information on heroes. 4) Collaboratively work with group to produce PowerPoint and VoiceThread. 5) Participate in presentation of hero.
 * <span style="font-family: Arial,Helvetica,sans-serif;">or **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Student Practice Procedures **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Guided Practice : **<span style="font-family: Arial,Helvetica,sans-serif;"> Teachers will encourage students to share ideas/facts for notes on interactive whiteboard and chart paper. Teachers will model effective note-taking for students. Teachers will model how to synthesize information from many resources. Teachers will monitor cooperative groups while in the computer lab to assist when needed.
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Closure: **//<span style="font-family: Arial,Helvetica,sans-serif;">Day 1 //<span style="font-family: Arial,Helvetica,sans-serif;">After taking notes on cards, students will be asked to share fact learned or how to select information to place on note. //Day 2// Students will be asked to share a new fact learned from experience on WebQuest/websites. //Days 3 -7// Students will be asked to share something learned from collaborative groups.
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Reflection : **<span style="font-family: Arial,Helvetica,sans-serif;">On last day (after all presentations) - Describe how your group work helped you synthesize the facts learned and helped clarify the information for you.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.