Learning Experience Plan Subject: English Grade level: 12
Unit: Creative Writing Day/periods:
Topic: Introduction to Informational text through vocabulary strategy
Content Standards:
CCSS.ELA-LITERACY.L11-12.6:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Literacy Standards:
Learning Experience Outcomes
Students will:
o Discuss ideas on the term presented
o Share their findings with the class
o Observe a model on Semantic Question Maps
o Evaluate an excerpt to complete a Semantic Question Map
o Explore a partner’s findings on the assignment
Learning Experience Assessments
o Partner with a fellow student and brainstorm on the term, “informational text”
o Go up to the Smartboard and write out their notes
o Listen and participate in the direct instruction
o Independently read an assigned text and answer the questions on the map
o Pair and discuss their findings with a partner
Differentiation
Approaching
Approaching students will have an opportunity to understand through the modeling that takes place during the direct instruction. Also, there are two opportunities that the students will be paired with a partner to share insights on their findings.
On-level
On-level students will have the opportunity to be paired with a higher-level learner in order to improve their responses. Also, the students will most likely be challenged by some of the words in the excerpt, which will promote the reading skills they have learned in the past week.
Beyond
Beyond students will be able to share their responses and engage in social skills when working with a partner throughout the lesson. Also, the independent practice will allow these students to expand on their skill and engage in their personal interests.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Notebooks
Chalkboard
Handouts/ Smartboard
Handouts
Notebooks
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will be paired with a partner and asked to brainstorm anything they know or can guess about the term, “informational text” for the first 3 minutes of class.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) The question, “What is informational text?” will be posted on the Smart Board and students will take turns going up to the board with their partner and record their findings from the Sponge Activity.
Direct Instruction (input, modeling, check for understanding) “Today we will be learning about informational text. We will be using informational text the next few days to start pre, during, and post-reading strategies so it is first important to make sure we all know what it is and why it is important. We’re going to use a brainstorming or “semantic” map to help us weed out the primary information we read. Before we get right into informational text, however, let’s use the map with a sample word we should all be familiar with this point in the unit, “expository essays.” We previously looked at expository essays so everyone should be able to follow this sample and model it later on in class.” A sample will then be posted on the board modeled after the “Semantic Questioning Map” (see below) in order to move students towards understanding what questions should be asked and answered during a reading in order to understand an important term.
Guided Practice (how students will demonstrate their grasp of new learning) I first distribute the excerpted reading on informational text and have the class read it independently (see below). Next, I will distribute a blank Semantic Question Map for the students to fill out with specific questions that will promote recognition of understanding within their reading (see below). Students will be asked to work independently and refer back to the reading for supporting information. Expected answers: 1. Inform reader about the natural or social world. 2. Does not utilize characters and has specialized language that is not common in other genres. 3.Supporting sentences.
Informational Text is a subset of the larger category of non-fiction (Duke & Bennett-Armistead, 2003). Its primary purpose is to inform the reader about the natural or social world. Different from fiction, and other forms of non-fiction, informational text does not utilize characters. Further, it has specialized language characteristics such as general nouns and timeless verbs that are not common in other genres. Some examples of this structure would be: “Dogs bark”. “Some sea snakes are quite deadly.” or “Apples can be red, yellow, or even green!”
Authors of informational text employ a variety of structures to assist the reader in finding information quickly and efficiently. These might include a table of contents, an index, bold or italicized text, glossaries for specialized vocabulary, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. Unlike narratives that tell a story across time in a linear fashion, informational text is often (though not always) non-linear. It is popular with skillful and non-skillful readers as it is usually topical and readers can locate a text on nearly any topic of interest. Some examples of types of informational text include cause and effect books, “all about…” books, question and answer books, and most reference texts.
http://umaine.edu/edhd/professionals/mels/correll-book-award/what-is-informational-text/
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) Students will take part in a 5-minute discussion with a partner and share their findings. They will be allowed to add to their own notes if they feel their partner has given them insight on the question being asked.
Independent Practice (what students will do to reinforce learning of the lesson) Students will be asked to find their own informational text at home and construct three questions that they feel would be important to answer after reading the text. They will not be limited on the type of informational text, leaving room for personal interest.
Unit: Creative Writing Day/periods:
Topic: Introduction to Informational text through vocabulary strategy
Content Standards:
CCSS.ELA-LITERACY.L11-12.6:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Literacy Standards:
Learning Experience Outcomes
Students will:
o Discuss ideas on the term presented
o Share their findings with the class
o Observe a model on Semantic Question Maps
o Evaluate an excerpt to complete a Semantic Question Map
o Explore a partner’s findings on the assignment
Learning Experience Assessments
o Partner with a fellow student and brainstorm on the term, “informational text”
o Go up to the Smartboard and write out their notes
o Listen and participate in the direct instruction
o Independently read an assigned text and answer the questions on the map
o Pair and discuss their findings with a partner
Differentiation
Approaching
Approaching students will have an opportunity to understand through the modeling that takes place during the direct instruction. Also, there are two opportunities that the students will be paired with a partner to share insights on their findings.
On-level
On-level students will have the opportunity to be paired with a higher-level learner in order to improve their responses. Also, the students will most likely be challenged by some of the words in the excerpt, which will promote the reading skills they have learned in the past week.
Beyond
Beyond students will be able to share their responses and engage in social skills when working with a partner throughout the lesson. Also, the independent practice will allow these students to expand on their skill and engage in their personal interests.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Notebooks
Chalkboard
Handouts/ Smartboard
Handouts
Notebooks
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will be paired with a partner and asked to brainstorm anything they know or can guess about the term, “informational text” for the first 3 minutes of class.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) The question, “What is informational text?” will be posted on the Smart Board and students will take turns going up to the board with their partner and record their findings from the Sponge Activity.
Direct Instruction (input, modeling, check for understanding) “Today we will be learning about informational text. We will be using informational text the next few days to start pre, during, and post-reading strategies so it is first important to make sure we all know what it is and why it is important. We’re going to use a brainstorming or “semantic” map to help us weed out the primary information we read. Before we get right into informational text, however, let’s use the map with a sample word we should all be familiar with this point in the unit, “expository essays.” We previously looked at expository essays so everyone should be able to follow this sample and model it later on in class.” A sample will then be posted on the board modeled after the “Semantic Questioning Map” (see below) in order to move students towards understanding what questions should be asked and answered during a reading in order to understand an important term.
Guided Practice (how students will demonstrate their grasp of new learning) I first distribute the excerpted reading on informational text and have the class read it independently (see below). Next, I will distribute a blank Semantic Question Map for the students to fill out with specific questions that will promote recognition of understanding within their reading (see below). Students will be asked to work independently and refer back to the reading for supporting information. Expected answers: 1. Inform reader about the natural or social world. 2. Does not utilize characters and has specialized language that is not common in other genres. 3.Supporting sentences.
Informational Text is a subset of the larger category of non-fiction (Duke & Bennett-Armistead, 2003). Its primary purpose is to inform the reader about the natural or social world. Different from fiction, and other forms of non-fiction, informational text does not utilize characters. Further, it has specialized language characteristics such as general nouns and timeless verbs that are not common in other genres. Some examples of this structure would be: “Dogs bark”. “Some sea snakes are quite deadly.” or “Apples can be red, yellow, or even green!”
Authors of informational text employ a variety of structures to assist the reader in finding information quickly and efficiently. These might include a table of contents, an index, bold or italicized text, glossaries for specialized vocabulary, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. Unlike narratives that tell a story across time in a linear fashion, informational text is often (though not always) non-linear. It is popular with skillful and non-skillful readers as it is usually topical and readers can locate a text on nearly any topic of interest. Some examples of types of informational text include cause and effect books, “all about…” books, question and answer books, and most reference texts.
http://umaine.edu/edhd/professionals/mels/correll-book-award/what-is-informational-text/
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) Students will take part in a 5-minute discussion with a partner and share their findings. They will be allowed to add to their own notes if they feel their partner has given them insight on the question being asked.
Independent Practice (what students will do to reinforce learning of the lesson) Students will be asked to find their own informational text at home and construct three questions that they feel would be important to answer after reading the text. They will not be limited on the type of informational text, leaving room for personal interest.