6th Grade—LACES Reading Gap Lessons
Grade Level
Indicator
201
201
201
206
206
206
306
306
306
402
402
402
403
403
403
408
408
408
507
507
507
Title of Lesson
Using Context Clues to determine Meaning---to
be taught with Lesson # 9
Using Context Clues to determine Meaning---to
be taught with Lesson # 11
Using Context Clues to determine Meaning---to
be taught with Lesson # 15
Suffixes –ible and –able—to be taught with
Lesson #11 spelling words
Suffixes –ous, --ious, --eous --to be taught with
Lesson # 12 spelling words
Prefixes and Suffixes ---to be taught with
Lesson # 13
Literal Questioning—to be taught with Lesson #
10
Questioning—to be taught with Lesson # 12
Questioning—to be taught with Lesson # 14
Cause & Effect: Great Serum Race-- to be
taught with Lesson # 8
Cause & Effect: Brian’s Winter-- to be taught
with Lesson # 14
Cause & Effect: - On Turtles Backs-- to be
taught with Lesson # 15
Compare & Contrast-- to be taught with Lesson
# 10
Compare & ContrastCompare & ContrastSummarizing Nonfiction Text—to taught with
Lesson # 9
Summarizing Nonfiction Text—to taught with
Lesson # 11
Summarizing Nonfiction Text
Similes and Metaphors
Similes and Metaphors
Similes and Metaphors—to be taught with
Lesson # 12
Grading Period
Taught
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Lesson Plan Template for Summer 2008 CiMS Project
Untitled Lesson Plan Screen
Your name for Reference
Purposes Only:
Start Date:
Jeanne Sites
07/01/ 08
Submitted for
Approval Date:
07/31/08
Instructional Context Clues
Unit
Title:
Using Context Clues to determine Word Meanings: Lesson 9 Smoke Jumpers
Subject:
Vocabulary
6
Grade Range:
to
Students will use context clues to determine the meaning of words with more
Description:
than one meaning.
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
45 Minutes
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up
1. Ask students to think about a career that you would like to pursue when you are older. Why is this job
important and what makes you interested in this job? Write a short paragraph about this job.
Instructional Strategies
1. Explain to students that there are several ways to figure out words you don't know, such as
looking them up in a dictionary or figuring them out using word parts. Another, possibly more
efficient way to figure out unfamiliar words is to use the context clues in the sentence.
Using context means to figure out what words mean by how they are used in the sentence or
paragraph where they appear. A context clue can be one word or a group of words.
2. Distribute the handout, Context Clues. Read the words together and have students cut out the
word card and context clue sentence cards. Instruct the students to work in pairs to match the
word card with the correct sentence.
3. Distribute the handout, Who AM I?. Help the students complete the first item, ask What word
means “the height above sea level”? (altitude) Have the students complete the activity
independently. Then have the students share their answers.
10/7/2008
7:32 AM
Version 10
Page 1 of 10
Lesson Plan Template for Summer 2008 CiMS Project
4. Have the students brainstorm clues for rely. Then pair the students and have them
Work together in pairs to brainstorm clues for items 7 – 10. After pairs have completed the
activity, allow them to share their clues with the class.
Materials/Resources
Pencil, scissors
Handout- Context Clues Matching
Lesson Assessment
Handout- Context Clues Skills
Interdisciplinary Connections
1. Writing
After reading the story selections instruct the students to pretend they are smoke jumpers and they have just
returned from a rescue mission. Have them write a letter to a friend or a family member describing their
experience.
Essential Questions
Reteach: In small groups, have the students use the word cards from the Context Clues Matching activity.
Instruct them to glue them on a piece of paper and write their own sentences to match the word.
Extension: Have the students’ research other rescue careers and the requirements for those jobs,
Homework and Practice
1. Have the students take the word cards and context clue sentences home and practice matching them up
with their families.
District Adopted Textbook/Supplemental Materials
Story Town: Vocabulary from Smoke Jumpers Lesson 9
10/7/2008
7:32 AM
Version 10
Page 2 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Standards: OHRO201 Define the meaning of unknown words by using context clues and the author’s use of
definition, restatement, and example.
Linked Materials
Context Clues Match
Context Clue Skills
10/7/2008
7:32 AM
Version 10
Page 3 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Context Clues
Directions: Cut out the following word cards and context clue sentences. Work with a
partner to match the word cards with the correct sentence.
extent
hampered
altitude
equipped
reserve
rely
overshadowed
10/7/2008
7:32 AM
It is _______________ to use
care when starting a campfire.
The United State has a large supply of
__________ oil for emergencies.
The horrible accident on the lake
__________ the families fun.
The firefighters ___________ on heavy
equipment to breathe in smoke.
The campers sang songs while
_____________ the campfire.
The ____________ of the fire’s
damage is shown on the aerial map.
Emergency medical technicians
___________ take classes to improve
their knowledge.
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Page 4 of 10
Lesson Plan Template for Summer 2008 CiMS Project
The mountain climbers climbed to the
highest ______________ possible.
encircling
crucial
routinely
10/7/2008
7:32 AM
The hospital is ____________ with
many highly technical machines.
The rescuers were ___________
by the thick black smoke.
Version 10
Page 5 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Who Am I? The lesson words in the
box are giving clues about themselves.
Write the lesson word that best fits
the clue.
extent
equipped
hampered
reserve
altitude
1. I am the height above sea level _______________________
2. I am providing for something _________________________
3. I made it difficult to accomplish________________________
4. I am something extra_____________________
5. I am the size of an area_________________________
Applying the Meaning! Write your own clues for the rest of the lesson words.
1. rely - __________________________________________________
2. overshadowed- _____________________________________________________
3. encircling - _______________________________________________________
4. crucial - ____________________________________________________
5. routinely - __________________________________________________
10/7/2008
7:32 AM
Version 10
Page 6 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are associated
with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Grouping
10/7/2008
7:32 AM
Version 10
Page 7 of 10
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogeneo
us grouping
Homogeneo
us grouping
10/7/2008
7:32 AM
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 8 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehens
ion
•
•
•
III.
Application
IV. Analysis
V. Synthesis
•
VI.
Evaluation
•
•
Naturalist
Spatial
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
7:32 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives and
providing
feedback
Summarizing
and
Notetaking
Version 10
Page 9 of 10
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
•
Building
Background
Collocations
Comprehens
ible Input
Etymology
Feedback
Guided
Practice
Hands-on
Activities
10/7/2008
7:32 AM
•
•
•
•
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
Meaningful
Content and
•
•
•
•
Language
Activities
Modeling
Pronunciatio
n/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 10 of 10
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/ 08/08
Submitted for
Approval Date:
07/08/08
Instructional Context Clues
Unit
Title:
Using Context Clues to determine Word Meanings
Subject:
Vocabulary: Life Under the Ice: Lesson 11
6
Grade Range:
to
Students will use context clues to determine the meaning of words with
Description:
more than one meaning.
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
45 Minutes
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up
1. Would you like to visit Antarctica? Why or Why not? What kind of things do you think you would
experience in Antarctica? Write a paragraph telling why you would or would not like to visit Antarctica.
Instructional Strategies
1. Explain to students that there are several ways to figure out words you don't know, such as
looking them up in a dictionary or figuring them out using word parts. Another, possibly
more efficient way to figure out unfamiliar words is to use the context clues in the sentence.
Using context means to figure out what words mean by how they are used in the sentence or
paragraph where they appear. A context clue can be one word or a group of words.
2. Distribute the handout, Context Clues. Read the words together and have students cut out the
word card and context clue sentence cards. Instruct the students to work in pairs to match the
word card with the correct sentence.
10/7/2008
7:36 AM
Version 10
Page 1 of 10
Lesson Plan Template for Summer 2008 CiMS Project
3. Distribute the handout, Who AM I?. Help the students complete the first item, ask What
word means “a large quantity”? (abundant) Have the students complete the activity
independently. Then have each pair share their answers.
4. Have the students brainstorm clues for “thrive”. Then pair the students and have them
Work together in pairs to brainstorm clues for items 7 – 10. After pairs have completed the
activity, have them share their clues with the class.
Materials/Resources
Pencil, scissors
Handout- Context Clues Matching
Lesson Assessment
Handout- Context Clues Skills
Interdisciplinary Connections
1. Science: Have the students research the career of an Oceanographer. They should find out what is
required to become an oceanographer and what an oceanographer does as a part of their job.
.
2. Research
Have the students’ research Emperor penguins or another penguin species of their choice.
Essential Questions
Reteach: In small groups, have the students use the word cards from the Context Clues Matching activity.
Instruct them to glue them on a piece of paper and write their own sentences to match the word.
Extension: Have the students create a poster of the penguin they researched.
Homework and Practice
1. Have the students take the word cards and context clue sentences home and practice matching them up
with their families.
10/7/2008
7:36 AM
Version 10
Page 2 of 10
Lesson Plan Template for Summer 2008 CiMS Project
District Adopted Textbook/Supplemental Materials
Story Town: Life Under Ice: Lesson 11
Standards: OHRO201 Define the meaning of unknown words by using context clues and the author’s use
of definition, restatement, and example.
Linked Materials
Context Clues Match
10/7/2008
7:36 AM
Version 10
Page 3 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Context Clue Skills
bearable
illuminates
refuge
phenomenon
abundant
thrive
buoyant
protruding
10/7/2008
7:36 AM
Plants __________ on sunshine,
water, and rich soil.
An earthquake is a natural
____________________________.
The vehicle _______________ at the
entrance ramp.
Air conditioning makes the summer
heat more _________________.
The hikers took ___________ from the
storm in the cave.
The swimmers were
_______________ while swimming
inside the floating device.
Deep sea divers must go through the
____________ chamber to release
pressure in their body.
The sea has an __________________
Abundant amount of sea life.
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Page 4 of 10
Lesson Plan Template for Summer 2008 CiMS Project
decompression
The moon ______________ the night
sky.
merge
The ice burg was ____________ from
the cold deep water.
10/7/2008
7:36 AM
Version 10
Page 5 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Who Am I? The lesson words in the
box are giving clues about themselves.
Write the lesson word that best fits
the clue.
bearable
illuminates
phenomenon
abundant
refuge
1. I am a large quantity_______________________
2. I shine a light onto something_________________________
3. I am an unusual event________________________
4. I am able to tolerate_____________________
5. I provide shelter_________________________
Applying the Meaning! Write your own clues for the rest of the lesson words.
1. thrive - __________________________________________________
2. protruding - ____________________________________________________
3. bouyant- _____________________________________________________
4. decompression- ____________________________________________________
5. merge - __________________________________________________
10/7/2008
7:36 AM
Version 10
Page 6 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
10/7/2008
7:36 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 7 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
7:36 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 8 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
7:36 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 9 of 10
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
7:36 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 10 of 10
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
06/16/08
Submitted for
Approval Date:
06/27/08
Instructional Context Clues
Unit
Title:
Using Context Clues to determine Word Meanings
Subject:
Vocabulary: On Turtle Backs: A Native American Legend: Lesson 15
6
Grade Range:
to
Students will use context clues to determine the meaning of words with
Description:
more than one meaning.
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
45 Minutes
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up
1. Ask the students to think about natural phenomenon such as an earthquake or hurricane. Write a short
story (folktale) as to how this natural phenomenon happens.
Instructional Strategies
1. Explain to students that there are several ways to figure out words you don't know, such as
looking them up in a dictionary or figuring them out using word parts. Another, possibly
more efficient way to figure out unfamiliar words is to use the context clues in the sentence.
Using context means to figure out what words mean by how they are used in the sentence or
paragraph where they appear. A context clue can be one word or a group of words.
2. Distribute the handout, Context Clues. Read the words together and have students cut out the
word card and context clue sentence cards. Instruct the students to work in pairs to match the
word card with the correct sentence.
10/7/2008
7:40 AM
Version 10
Page 1 of 10
Lesson Plan Template for Summer 2008 CiMS Project
3. Distribute the handout, Who AM I?. Help the students complete the first item, ask What
word means “clear and obvious” (apparent). Have the students complete the activity
independently. Then have the pairs share their answers.
4. Have the students brainstorm clues for perishable. Then pair the students and have them
Work together in pairs to brainstorm clues for items 7 – 10. After pairs have completed the
activity, have them share their clues with the class.
Materials/Resources
Pencil, scissors
Handout- Context Clues Matching
Lesson Assessment
Handout- Context Clues Skills
Interdisciplinary Connections
1. Writing: Explain to the students that folktales often use personification. This is giving human
characteristics and traits to animals. Brain storm a list of natural phenomenon’s and then instruct the
students to create their own folktale.
2. Research
Explain that many Native American groups lived in the United States before it was settled. Instruct the
students to choose one of the Native American groups to research and write a short report on that group
and find one interesting belief the group believed in.
Essential Questions
Reteach: In small groups, have the students use the word cards from the Context Clues Matching activity.
Instruct them to glue them on a piece of paper and write their own sentences to match the word.
Extension: Research a natural phenomenon (earthquake, hurricane, tornadoes, etc…) explain why it really
happens. Create a poster based on the natural phenomenon.
Homework and Practice
1. Have the students take the word cards and context clue sentences home and practice matching them up.
10/7/2008
7:40 AM
Version 10
Page 2 of 10
Lesson Plan Template for Summer 2008 CiMS Project
District Adopted Textbook/Supplemental Materials
Story Town: Lesson 15: On Turtles Backs
Standards: OHRO201 Define the meaning of unknown words by using context clues and the author’s use
of definition, restatement, and example.
Linked Materials
Context Clues Match
10/7/2008
7:40 AM
Version 10
Page 3 of 10
Lesson Plan Template for Summer 2008 CiMS Project
communal
The tree branches _________ around
each other as they grew.
The dark clouds made it
____________ it was about to storm.
dissatisfied
10/7/2008
7:40 AM
demands
A cautious shopper is very _________
in managing their money.
apparent
The five mile run was very _________
and strenuous.
indebted
The man was _____________ to the
firefighter for saving his life.
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Page 4 of 10
Lesson Plan Template for Summer 2008 CiMS Project
bliss
stationary
The Native Americans gathered around
the ____________ fire pit to listen to
the storyteller.
arduous
Running cross country ____________
a lot of energy from your body.
prudent
The newly married couple showed
extreme __________ at their reception.
entwined
10/7/2008
7:40 AM
The customer was ____________ with
the service at the restaurant.
The children stood ___________ on
the stage.
Version 10
Page 5 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Context Clue Skills
Who Am I? The lesson words in the
box are giving clues about themselves.
Write the lesson word that best fits
the clue.
communal
indebted
dissatisfied
demands
apparent
1. I am clear and obvious_______________________
2. I am shared by a group_________________________
3. I am expecting you to give your time________________________
4. I am grateful for a favor_____________________
5. I am not happy with the situation_________________________
Applying the Meaning! Write your own clues for the rest of the lesson words.
1. bliss- __________________________________________________
2. stationary - _____________________________________________________
3. arduous- ___________________________________________________
4. prudent - ____________________________________________________
5. entwined- __________________________________________________
10/7/2008
7:40 AM
Version 10
Page 6 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
10/7/2008
7:40 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 7 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
7:40 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 8 of 10
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
7:40 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 9 of 10
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
7:40 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 10 of 10
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
7/31/2008
Submitted for
Approval Date:
Instructional Applying the knowledge of prefixes, suffixes, and roots of words.
Unit
Title:
Suffixes –ible and –able/ Lesson 11 Spelling Words
Subject:
Reading
6
Grade Range:
to
Students will work with the spelling words from lesson 11: Life Under
Description:
Ice
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
07/9/2008
45 minutes
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up
What is you favorite cold weather or water animal? Explain what you like about this animal and why it is
important to the environment.
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that suffixes come at the end of a root word. In this lesson we will be working with
the suffixes –ible and –able. These suffixes usually mean “can be” or “to be.” Display the following n chart
paper or board: able, drink, s, ing, chew, ible. Have the students distinguish the root words from the
suffixes. Explain that able can be a root word or a suffix. Have the students use the root words and the
suffixes to create new words.
Guided Instruction: Play a word association game:
1. Display the following words on sentence strips: flexible, collectable, digestible, comparable,
noticeable, dependable, sensible, acceptable, believable, suitable
10/7/2008
7:43 AM
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Page 1 of 9
Lesson Plan Template for Summer 2008 CiMS Project
2. Give the following clues and instruct the students to give the correct word response. (place on sentence
strips for reteaching)
• your knees
• baseball cards
• milk and cookies
• twins
• a tall skyscraper
• reliable
• wearing a coat in winter
• okay
• truthful-sounding
• the right person for a job
Independent Practice:
Pass out the Suffix –ible and –able worksheet to each student. Have the students complete the first page
independently and go over together. The students should complete page 2 independently.
Materials/Resources
Suffix –ible and –able worksheet
Story Town Lesson 11/ Life Under Ice
Lesson Assessment
Page 2 Independent practice
Interdisciplinary Connections
Science/ Writing: Students will research Antarctica’s climate, landscape, and wildlife.
Essential Questions
Reteach:
Have the students use the word cards to match the word cards from the Guided Practice. You may want to
make multiple copies for pairs.
10/7/2008
7:43 AM
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Page 2 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Extension:
Create a poster or power point about Antarctica.
Homework and Practice
Have the students create word clues for 10 of their spelling words.
District Adopted Textbook/Supplemental Materials
Story Town: Lesson 11: Life Under Ice
Standards:
OHRO206 Apply the knowledge of prefixes, suffixes, and roots and their various inflections to analyze the
meanings of words.
Linked Materials
Suffix _ible and –able worksheet
Story Town Lesson 11 Life Under Ice
10/7/2008
7:43 AM
Version 10
Page 3 of 9
Lesson Plan Template for Summer 2008 CiMS Project
A suffix is a word that comes after a root word. The words for this lesson end with the suffixes
-ible and –able. These suffixes usually mean “can be” or “able to be.” Read each word below
and write he root word and the suffix in the chart.
noticeable
passable
convertible
wearable
avoidable
capable
profitable
applicable
accessible
breakable
Write each spelling word, root word, and suffix on the following lines.
Spelling Word
Root Word
Suffix
1. _________________________
________________________
______________________
2. __________________________
________________________
______________________
3. __________________________
________________________
_______________________
4. __________________________
________________________
_______________________
5. __________________________
________________________
_______________________
6. __________________________
________________________
_______________________
7. __________________________
_________________________
_______________________
8. __________________________
_________________________
________________________
9. __________________________
_________________________
________________________
10. _________________________
_________________________
________________________
10/7/2008
7:43 AM
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
Applying Word Meanings
destructible
excitable
invincible
sensible
Write each lesson word from the box that
best describes the person or thing.
edible
1. a puppy that likes to play ____________________________
2. a nice sweet red apple _______________________________
3. hurricanes and typhoons _____________________________
4. a person who is safe and courteous ________________________
5. an unbeatable football team ______________________________
True or False?
Circle “True” if the sentence is correct. Circle “False” if it is not.
6. A person that can be heard is comprehensible.
True
False
7. “My dog ate my homework,” is a credible excuse.
True
False
8. You’ll get money back on returnable bottles.
True
False
9. It is permissible to walk your dog in the street.
True
False
10. The results of an experiment should be reproducible.
True
False
Make it True
Rewrite each false sentence above to make it true.
______________________________________________________________________________
______________________________________________________________________________
10/7/2008
7:43 AM
Version 10
Page 5 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
7:43 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
7:43 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
Schoo
Version 10
Page 7 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
7:43 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 8 of 9
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
7:43 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 9 of 9
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
7/31/2008
Submitted for
Approval Date:
Instructional Applying the knowledge of prefixes, suffixes, and roots of words.
Unit
Title:
Suffixes –ous, –ious, and -eous/ Lesson 12 Spelling Words
Subject:
Reading
6
Grade Range:
to
Students will work with the spelling words from lesson 12: The Long
Description:
Bike Ride
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
07/9/2008
45 minutes
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up
Ask the students to think about where they like to bike ride and what makes it a special place to ride. (If
they do not have a bike ask them to think about where they would like to ride a bike.)
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that suffixes come at the end of a root word. In this lesson we will be working with
the suffixes –ous, -ious, and eous. Display the following words on sentence strips: victorious, studious,
poisonous, outrageous. Have the students distinguish the root words from the suffixes. Explain that when a
root word ends in “y”, they should drop the “y” before adding the suffix.
Guided Instruction: Play a word association game:
Display the following words on sentence strips: vicious, zealous, numerous, oblivious, carnivorous,
obnoxious, posthumous, pompous
1. Give the following clues and instruct the students to give the correct word response. (place on sentence
strips for reteaching)
10/7/2008
7:46 AM
Version 10
Page 1 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
•
•
•
•
a large amount
unaware
meat eater
very mean
full of eagerness
conceited or arrogant
after death
very annoying
Independent Practice:
Pass out the Suffix –ous, -ious, and -eous worksheet to each student. Have the students complete the first
page independently and go over together. The students should complete page 2 independently.
Materials/Resources
Suffix –ous, ious, and eous worksheet
Story Town Lesson 12/ The Long Bike Ride
Lesson Assessment
Page 2 Independent practice
Interdisciplinary Connections
Science: Research Sea Lions. Create a poster about sea lions
Essential Questions
Reteach:
Distribute (20) index cards to pairs of students. Students should write the spelling words on each card.
Underline the suffix and on the reverse side write the root word.
Extension:
Students will find more words with the suffix –ous, -ious, and eous. Write the words and and determine the
root word and suffix.
10/7/2008
7:46 AM
Version 10
Page 2 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Homework and Practice
Have the students create word clues for 10 of their spelling words.
District Adopted Textbook/Supplemental Materials
Story Town: Lesson 12: The Long Bike Ride
Standards:
OHRO206 Apply the knowledge of prefixes, suffixes, and roots and their various inflections to analyze the
meanings of words.
Linked Materials
Suffix _ous, -ious, -eous worksheet
Story Town Lesson 12 The Long Bike Ride
10/7/2008
7:46 AM
Version 10
Page 3 of 9
Lesson Plan Template for Summer 2008 CiMS Project
A suffix is a word that comes after a root word. The words for this lesson end with –ous, -ious,
and –eous. Read each word below and write the root word and the suffix in the chart. Remember
that if a root word end in a “y” you must drop the “y” before adding the suffix.
poisonous
glamorous
joyous
adventurous
courageous
disastrous
generous
miraculous
studious
hilarious
Write each spelling word, root word, and suffix on the following lines.
Spelling Word
Root Word
Suffix
1. _________________________
________________________
______________________
2. __________________________
________________________
______________________
3. __________________________
________________________
_______________________
4. __________________________
________________________
_______________________
5. __________________________
________________________
_______________________
6. __________________________
________________________
_______________________
7. __________________________
_________________________
_______________________
8. __________________________
_________________________
________________________
9. __________________________
_________________________
________________________
10. _________________________
_________________________
________________________
10/7/2008
7:46 AM
Version 10
Page 4 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Applying Word Meanings
envious
industrious
infectious
mysterious
Write each lesson word from the box that
Best describes the person or thing.
suspicious
1. a disease spread from one person to another ____________________________
2. a hard working person _______________________________
3. hard to explain or understand _____________________________
4. a feeling that something is wrong or bad________________________
5. wanting something someone else has______________________________
True or False?
Circle “True” if the sentence is correct. Circle “False” if it is not.
6. Eating a healthy diet is advantageous.
True
False
7. A beautiful rose garden is gorgeous.
True
False
8. Eating pop and candy for breakfast is nutritious.
True
False
9. When you eat a big dinner quickly you may feel nauseous.
True
False
10. Charging low reasonable prices is outrageous pricing.
True
False
Make it True
Rewrite each false sentence above to make it true.
______________________________________________________________________________
______________________________________________________________________________
10/7/2008
7:46 AM
Version 10
Page 5 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
10/7/2008
7:46 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
7:46 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
Schoo
Version 10
Page 7 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
7:46 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 8 of 9
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
7:46 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 9 of 9
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/9/2008
7/31/2008
Submitted for
Approval Date:
Instructional Applying the knowledge of prefixes, suffixes, and roots of words.
Unit
Title:
Prefixes and Suffixes
Subject:
Reading: Story Town: Escaping the Giant Wave Lesson 13
6
Grade Range:
to
Students will work with words that have both prefixes and suffixes.
Description:
45 minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Ask the students to pretend that they are given the opportunity to win 1 million dollars if they can live on a
deserted island for a year. They can only take necessities. What would be the hardest thing for them to give
up? Do they think they could be successful?
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that prefixes come at the beginning of a root word and suffixes come at the end of a
root word. In this lesson we will be working with the prefixes and suffixes. Display the following words on
sentence strips: impolitely, refresher, and incorrectly. Ask the students to identify each root word (polite,
fresh, correct), its prefix (im-, re-, in-) and its suffix (-ly, -er, -ly).
Guided Instruction: Play a word association game:
Display the following words on sentence strips: irresistible, disagreeable, irresponsible, dissatisfaction,
improbable, imperfection, invisible, disorganization, indestructible, incapable
1. Give the following clues and instruct the students to give the correct word response. (place on sentence
strips for reteaching)
• too good to avoid
• unpleasant
• cannot be trusted
10/7/2008
7:50 AM
Version 10
Page 1 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
•
•
•
unhappiness
doubtful or unlikely
crack in a vase
can’t be seen
messiness
can’t be ruined
unable
Independent Practice:
Pass out the Prefix and Suffix worksheet to each student. Have the students complete the first page
independently and go over together. The students should complete page 2 independently.
Materials/Resources
Prefix and Suffix worksheet
Lesson Assessment
Page 2 Independent practice
Interdisciplinary Connections
Science: Research waves and tides and what causes them. Have the students distinguish between the
different kinds of waves: tidal waves, tsunami, rip tides, etc… create a presentation on the topic of your
choice.
Essential Questions
Reteach:
Extension: Students will search for more words that have the prefixes and suffixes. They should record the
words on index cards and underline the prefix and suffixes. Write the definition of the word on the back of
the card.
10/7/2008
7:50 AM
Version 10
Page 2 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Homework and Practice
Students should search through their story for words that have prefixes and suffixes. Record the word and
its meaning.
District Adopted Textbook/Supplemental Materials
Story Town Lesson 13
Standards:
OHRO206 Apply the knowledge of prefixes, suffixes, and roots and their various inflections to analyze the
meanings of words.
Linked Materials
Prefix and Suffix worksheet
10/7/2008
7:50 AM
Version 10
Page 3 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Some words have both prefixes and suffixes. A prefix is a word part that comes before a root
word. A Suffix is word part that comes after the root word.
irresponsible
improbable
disagreeable
indestructible
irresistible
dissatisfaction
disorganized
invisible
incapable
imperfection
Write the missing word parts of the words from the word box.
Prefix
Root Word
Suffix
dis
satisfy
tion
ation
vis
cap
in
ition
prob
ible
ir
10/7/2008
7:50 AM
Version 10
Page 4 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Applying Word Meanings
irresponsible
Write each lesson word from the box that
best describes the person or thing.
incapable
dissatisfaction
indestructible
imperfection
1. unhappy with something ____________________________
2. not perfect or having flaws _______________________________
3.
a person who does not take care of things _____________________________
4. not able to be done________________________
5. not able to be destroyed ______________________________
True or False?
Circle “True” if the sentence is correct. Circle “False” if it is not.
6. A soft furry puppy is very irresistible.
True
False
7. Something that will definitely happen is improbable.
True
False
8. A messy bedroom is disorganized.
True
False
9. A football team that is easily beaten is invincible.
True
False
10. A grouchy old woman is disagreeable.
True
False
Make it True
Rewrite each false sentence above to make it true.
______________________________________________________________________________
______________________________________________________________________________
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7:50 AM
Version 10
Page 5 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
7:50 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
Schoo
Bloom's Taxonomy of Cognitive Objectives
10/7/2008
7:50 AM
Version 10
Page 7 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
10/7/2008
7:50 AM
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Page 8 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
7:50 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 9 of 9
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/ 25/08
Submitted for
Approval Date:
07/ 31/08
Instructional Questioning
Unit
Title:
Literal Questioning—Use with Lesson # 10
Subject:
Reading
6
Grade Range:
to
Description:
Students will create literal, inferential, and evaluative questions using The
Case of the Flinched Feast Funds, Lesson 10
45 Minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Think about a time when you lost something that was important to you. What did you do? Did you find the
missing item?
Instructional Strategies
Explicit Instruction/Modeling:
1. Explain to the students that there are three main types of questions that may be asked on most reading
assessments. The three types of questions are: Literal (The answer is in the test), Inferential (Use your
background knowledge) , and Evaluative (you opinion and thoughts). Explain that today you are going
to focus on literal questions.
2.
Make a transparency of the handouts, Literal Questions, Inferential Questions, and Evaluative
Questions. Display the transparency and explain that these are the basic characteristics of questioning.
10/7/2008
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Lesson Plan Template for Summer 2008 CiMS Project
Guided Instruction:
Distribute the leveled books related to your current reading story (The Case of the Missing Purse, The Case
of the Vanishing Camera, and The Case of the Stolen Statue) and have the students read the story together
or choose one book to use with the whole group. Pass out note cards to pairs of students. Have the
students work in pairs to create literal, inferential, evaluative questions from the story. Have the students
share the questions they have written and record sample answers.
Independent Practice:
Distribute the handouts, Literal Questions, Inferential Questions, and Evaluative and Synthesizing
Question to help the students create questions from the current reading story. You may choose to use the
questions later or share the questions as a whole group.
Materials/Resources
Literal Questions
Inferential Questions
Evaluative and Sythesizing Questions
Creating Questions
Leveled Readers (Story Town)
Lesson Assessment
Creating Questions
Interdisciplinary Connections
Social Studies: Have the students work in pairs to research famous mysteries throughout history. Have the
students write a short report on the mystery.
Essential Questions
Reteach:
Have the students trade the questions that they came up with current to the story. They should answer the
questions in small groups and record their answers on paper.
Extension:
Have the students choose a nonfiction book and create literal, inferential, and evaluative questions related to
the text. They should also provide the text link that gives the answer.
10/7/2008
7:53 AM
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Lesson Plan Template for Summer 2008 CiMS Project
Homework and Practice
The students should use the Creating Questions handout and questioning handouts to create questions for
newspaper article or magazine article. They should bring the article and questions back to school to share a
s a whole group.
District Adopted Textbook/Supplemental Materials
Story Town Anthology
Leveled Readers
Standards:
OHRO306 Answer literal, inferential, evaluative, and synthesizing questions to demonstrate
Comprehension of grade appropriate print texts and electronic and visual media.
Linked Materials
10/7/2008
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Page 3 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Literal Questions
A literal question asks you to recall information that has been directly and explicitly in
the story or text. Literal questions can ask the following:
a. Recall Character, Setting, or Time Details
• Facts explicitly stated in the text about the character (name, traits,
feelings), setting of the story, or the time the story takes place.
b. Recall Single Action or Event Details (recall details about a single action or
event)
• What was the action or event?
• How the event happened?
• What happened?
c. Recall a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the text.
• What items?
• What actions?
• What events?
• What order it happened
• First?
• Next?
d. Recall Comparisons (Students are asked to recall likeness or differences
among characters, events, or places that are explicitly compared in the text.
e. Recall Cause and Effect Relationships (Students are asked to
recall reasons for certain actions or events explicitly stated in the text or the
results of certain actions or events from the text.) (Character Motives)
f. Recall Main Idea (Students are asked to recall the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
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Lesson Plan Template for Summer 2008 CiMS Project
Inferential Questions
An Inferential question asks you to read between the lines. Inferential questions can
ask you to interpret information implied in the story or text.
a.
Infer Supporting Character, Setting, or Time Details
(You are being asked to suggest additional details not directly stated in the
story about a character (name, traits, feelings, variables), the setting of the
story, or the time the story takes place.)
b. Infer Single Action or Events Details
a. What was the action or event?
b. How the event happened?
c. What happened?
c. Infer a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the
text.
a. What items?
b. What actions?
c. What events?
d. What order it happened
e. First?
f. Next?
d. Infer Comparisons (Students are asked to infer likeness or differences
among characters, events, or places that are explicitly compared in the text.
e. Infer Cause and Effect Relationships (Students are asked to
infer reasons for certain actions or events explicitly stated in the
text or the results of certain actions or events from the text.)
(Character Motives)
f. Infer Main Idea (Students are asked to infer the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
Summarize: You are being asked to summarize in your own words the entire
story.
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Lesson Plan Template for Summer 2008 CiMS Project
Evaluative and Synthesizing Questions
An Evaluative question asks you to read behind and beyond the lines. Evaluative and
synthesizing questions ask you to evaluate information and give examples based on
personal knowledge and experiences.
a. Evaluate Character
(You are being asked to express and support an opinion about a character’s
traits, feelings, motives, variables, or actions in a story.
b. Evaluate Single Action or Event
(You are being asked to express and support an opinion about a single
event in a story. This would thinking about putting yourself into that event
and describe the action you would take and why.)
c. Evaluate Sequence of Events or Overall Story Plot/Theme
(You are being asked to express and support an opinion about a
sequence of several events or the overall plot/theme of the story.
This would include putting yourself into the sequence of events
Or the overall story plot and describe the actions you would take
and why?
d. Compare Content Elements Between Two Stories (You are being asked
to express an opinion about the likenesses or differences between two
stories. This could include likenesses or differences in the characters
(traits, feelings, variables) actions, or events in each story.
e. Judge Reality or Fantasy (You are being asked to express and support an
opinion about whether characters, actions, or events in a story could have
existed or occurred in real life.
.
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Lesson Plan Template for Summer 2008 CiMS Project
Creating Questions
Use your story from Story Town: The Case of the Filched Feast Funds to create 2
Literal , 2 Inferential, and 2 Evaluative Questions. You should try to create a variety of
questions using the handouts. When you are finished share your questions with the
class.
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
______________________________________________________________
4. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
______________________________________________________________
6. ______________________________________________________________
______________________________________________________________
______________________________________________________________
10/7/2008
7:53 AM
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Page 7 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
10/7/2008
7:53 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 8 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
7:53 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 9 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
7:53 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 10 of 11
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
7:53 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 11 of 11
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
06/24/08
Submitted for
Approval Date:
06/27/08
Instructional Questioning
Unit
Title:
Literal, Inferential, and Evaluative Questions: The Long Bike Ride Lesson
12
Subject:
Reading
6
Grade Range:
to
Description:
Students will answer literal, inferential, and evaluative questions based on
the story The Long Bike Ride
45 Minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Ask the students to think about why it is important to take care of our seashore habitats. What can we do to
make sure our oceans and beaches are safe for people and animals. Pretend you are an environmentalist and
write a letter to the editor of a newspaper promoting clean beaches and oceans.
Instructional Strategies
1. Explain to the students that there are three main types of questions that may be asked on most reading
assessments. The three types of questions are: Literal (The answer is in the text), Inferential (Use your
background knowledge), and Evaluative (you opinion and thoughts).
2. Make a transparency of the handouts, Literal Questions, Inferential Questions, and Evaluative
Questions. Display the transparency and explain that these are the basic characteristics of questioning.
10/7/2008
7:57 AM
Version 10
Page 1 of 16
Lesson Plan Template for Summer 2008 CiMS Project
Literal Questions
A literal question asks you to recall information that has been directly and explicitly in
the story or text. Literal questions can ask the following:
a. Recall Character, Setting, or Time Details
• Facts explicitly stated in the text about the character (name, traits,
feelings), setting of the story, or the time the story takes place.
b. Recall Single Action or Event Details (recall details about a single action or
event)
• What was the action or event?
• How the event happened?
• What happened?
c. Recall a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the text.
• What items?
• What actions?
• What events?
• What order it happened
• First?
• Next?
d. Recall Comparisons (Students are asked to recall likeness or differences
among characters, events, or places that are explicitly compared in the text.
e. Recall Cause and Effect Relationships (Students are asked to
Recall reasons for certain actions or events explicitly stated in the text or the
results of certain actions or events from the text.) (Character Motives)
f. Recall Main Idea (Students are asked to recall the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
10/7/2008
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Lesson Plan Template for Summer 2008 CiMS Project
Inferential Questions
An Inferential question asks you to read between the lines. Inferential questions can
ask you to interpret information implied in the story or text.
a. Infer Supporting Character, Setting, or Time Details
(You are being asked to suggest additional details not directly stated in the
story about a character (name, traits, feelings, variables), the setting of the
story, or the time the story takes place.)
b. Infer Single Action or Events Details
a. What was the action or event?
b. How the event happened?
c. What happened?
c. Infer a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the
text.
a. What items?
b. What actions?
c. What events?
d. What order it happened
e. First?
f. Next?
d. Infer Comparisons (Students are asked to infer likeness or differences
among characters, events, or places that are explicitly compared in the text.
e. Infer Cause and Effect Relationships (Students are asked to
infer reasons for certain actions or events explicitly stated in the
text or the results of certain actions or events from the text.)
(Character Motives)
f. Infer Main Idea (Students are asked to infer the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
Summarize: You are being asked to summarize in your own words the entire
story.
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Lesson Plan Template for Summer 2008 CiMS Project
Evaluative and Synthesizing Questions
An Evaluative question asks you to read behind and beyond the lines. Evaluative and
synthesizing questions ask you to evaluate information and give examples based on
personal knowledge and experiences.
a. Evaluate Character
(You are being asked to express and support an opinion about a character’s
traits, feelings, motives, variables, or actions in a story.
b. Evaluate Single Action or Event
(You are being asked to express and support an opinion about a single
event in a story. This would thinking about putting yourself into that event
and describe the action you would take and why.)
c. Evaluate Sequence of Events or Overall Story Plot/Theme
(You are being asked to express and support an opinion about a
sequence of several events or the overall plot/theme of the story.
This would include putting yourself into the sequence of events
or the overall story plot and describe the actions you would take
and why?
d. Compare Content Elements Between Two Stories (You are being asked
to express an opinion about the likenesses or differences between two
stories. This could include likenesses or differences in the characters
(traits, feelings, variables) actions, or events in each story.
e. Judge Reality or Fantasy (You are being asked to express and support an
opinion about whether characters, actions, or events in a story could have
existed or occurred in real life.
10/7/2008
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Lesson Plan Template for Summer 2008 CiMS Project
Guided Instruction:
Have the students read the story The Long Bike Ride. Have the students work in pairs to answer the literal,
inferential, evaluative questions from the story. Discuss the student answers as a whole group.
Independent Practice:
Distribute the handouts, Literal Questions, Inferential Questions, and Evaluative and Sythesizing
Question to help the students create questions from the current leveled reading story. You may choose to
use the questions later or share the questions as a whole group.
Materials/Resources
Literal Questions, Inferential Questions, Evaluative and Sythesizing Questions transparency
Creating Questions
Leveled Readers (Story Town) (A New Trick, Mystery in the Air, On the Beach)
Lesson Assessment
Creating Questions
Interdisciplinary Connections
Science: Research the Coral Reef. What animals live in the reef? Why is the reef important?
Science: Choose an animal of the coral reef to research and create a poster project based on the animal.
Essential Questions
Reteach:
Have the students trade the questions that they came up with current to the story. They should answer the
questions in small groups and record their answers on paper.
Extension:
Have the students choose a nonfiction habitat book and create literal. Inferential, and evaluative questions
related to the text. They should also provide the text link that gives the answer.
Homework and Practice
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7:57 AM
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
The students should use the Creating Questions handout and questioning handouts to create questions for
newspaper article or magazine article. They should bring the article and questions back to school to share a
s a whole group.
District Adopted Textbook/Supplemental Materials
Story Town Anthology
Leveled Readers (A New Trick, Mystery in the Air, On the Beach)
Standards:
OHRO306 Answer literal, inferential, evaluative, and synthesizing questions to demonstrate
Comprehension of grade appropriate print texts and electronic and visual media.
Linked Materials
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Lesson Plan Template for Summer 2008 CiMS Project
Literal Questions: use facts straight from the book
Inferential Questions: draw conclusions from facts to figure out what happened
Evaluative Questions: involve thoughts and judgments about the writing.
Answer each question below. Record what page, paragraph you find the answer.
Literal:
Example: Why are Michael, Jake, and Antoine not allowed to play at Fort Ord?
Unexploded grenades were buried there, and lead bullets littered the beach. p.312,
paragraph 3
1. How are Cyprus trees different than evergreen trees?
_____________________________________________________________
2. What is the sea lions problem and how does Michael try to solve the problem?
_____________________________________________________________
3. Why did the boys decide they needed to leave the sea lion and go home?
______________________________________________________________
4. What does Antoine plan to do the next day to save the sea lion?
_______________________________________________________________
Inferential:
1. What can you determine about the water where the boys are swimming? Why?
____________________________________________________________
2. Why does Antoine like being near the ocean?
_____________________________________________________________
_____________________________________________________________
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Lesson Plan Template for Summer 2008 CiMS Project
3. Why do you think the sea lion tried to bite the boys?
_____________________________________________________________
_____________________________________________________________
4. Why does Antoine plan to go back to the beach alone?
_____________________________________________________________
_____________________________________________________________
5. How does Antoine’s dad feel about what Antoine did?
______________________________________________________________
______________________________________________________________
Evaluative:
1. What do Antoine’s actions after he hears the cry of the sea lion say about him?
_____________________________________________________________
2. How do you think Antoine felt about Jake and Michael laughing at the sea lion?
______________________________________________________________
3. How does Antoine feel when he must leave the sea lion?
_______________________________________________________________
4. What type of person do think Antoine’s dad is and why?
_______________________________________________________________
5. Why does Antoine feel different at the end of the story? Why?
_______________________________________________________________
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Lesson Plan Template for Summer 2008 CiMS Project
Transparency
Literal Questions
A literal question asks you to recall information that has been directly and explicitly in
the story or text. Literal questions can ask the following:
A Recall Character, Setting, or Time Details
• Facts explicitly stated in the text about the character (name, traits,
feelings), setting of the story, or the time the story takes place.
B Recall Single Action or Event Details (recall details about a single action or
event)
• What was the action or event?
• How the event happened?
• What happened?
C Recall a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the text.
• What items?
• What actions?
• What events?
• What order it happened
• First?
• Next?
D Recall Comparisons (Students are asked to recall likeness or differences
among characters, events, or places that are explicitly compared in the text.
E Recall Cause and Effect Relationships (Students are asked to
recall reasons for certain actions or events explicitly stated in the text or the
results of certain actions or events form the text.) (Character Motives)
F Recall Main Idea (Students are asked to recall the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
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Inferential Questions
An Inferential question asks you to read between the lines. Inferential questions can
ask you to interpret information implied in the story or text.
A Infer Supporting Character, Setting, or Time Details
(You are being asked to suggest additional details not directly stated in the
story about a character(name, traits, feelings, variables), the setting of the
story, or the time the story takes place.)
B Infer Single Action or Events Details
a. What was the action or event?
b. How the event happened?
c. What happened?
C Infer a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the text.
d. What items?
e. What actions?
f. What events?
g. What order it happened
h. First?
i. Next?
D Infer Comparisons (Students are asked to infer likeness or differences
among characters, events, or places that are explicitly compared in the text.
E Infer Cause and Effect Relationships (Students are asked to
infer reasons for certain actions or events explicitly stated in the
text or the results of certain actions or events from the text.)
(Character Motives)
F Infer Main Idea (Students are asked to infer the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
Summarize: Your are being asked to summarize in your own words the entire
story.
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Lesson Plan Template for Summer 2008 CiMS Project
Evaluative and Synthesizing Questions
An Evaluative question asks you to read behind and beyond the lines. Evaluative and
synthesizing questions ask you to evaluate information and give examples based on
personal knowledge and experiences.
A Evaluate Character
(You are being asked to express and support an opinion about a character’s
traits, feelings, motives, variables, or actions in a story.
B Evaluate Single Action or Event
(You are being asked to express and support an opinion about a single
event in a story. This would thinking about putting yourself into that event
and describe the action you would take and why.)
C Evaluate Sequence of Events or Overall Story Plot/Theme
(You are being asked to express and support an opinion about a
sequence of several events or the overall plot/theme of the story.
This would include putting yourself into the sequence of events
or the overall story plot and describe the actions you would take
and why?
D Compare Content Elements Between Two Stories (You are being asked
to express an opinion about the likenesses or differences between two stories.
This could include likenesses or differences in the characters (traits, feelings,
variables) actions, or events in each story.
E Judge Reality or Fantasy (You are being asked to express and support
an opinion about whether characters, actions, or events in a story could have
existed or occurred in real life.
.
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Lesson Plan Template for Summer 2008 CiMS Project
Creating Questions
Use your Leveled Reader (A New Trick, Mystery in the Air, On the Beach) to create 2
Literal , 2 Inferential, and 2 Evaluative Questions. You should try to create a variety of
questions using the handouts. When you are finished share your questions with the
class.
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
______________________________________________________________
4. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
______________________________________________________________
6. ______________________________________________________________
______________________________________________________________
______________________________________________________________
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Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
10/7/2008
7:57 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
Experiential
learning
Guided design
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
•
•
•
•
•
•
•
Programme
d
instruction
Projectbased
learning
Questioning
techniques
Roleplaying
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
Teaching guides
Team teaching
•
•
•
Thematic approach
Tutorial programs
Visual instruction
•
Individualized
instruction
Large Group
instruction
•
Whole
language
approach
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Heterogene
ous
grouping
Homogeneo
us grouping
Individual
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
Class
Community
Cross age
teaching
Grade
10/7/2008
7:57 AM
•
•
•
•
•
Individualiz
ed
instruction
Intergenerational
Large group
instruction
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
•
Multiple
class
•
Non-graded
instructional
grouping
•
•
Pair
School
III.
Application
IV.
Analysis
•
V.
Synthesis
VI.
Evaluation
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
•
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
7:57 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
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Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
7:57 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
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Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/ 25/08
Submitted for
Approval Date:
07/31//08
Instructional Questioning
Unit
Title:
Literal, Inferential, and Evaluative Questions: Brian’s Winter Lesson 14
Subject:
Reading
6
Grade Range:
to
Description:
Students will answer literal, inferential, and evaluative questions based on
the story Brian’s Winter
45 Minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Pretend that you are on a hiking trip and you get lost from you group. Write a short story about your
experience. Describe things that you see and how you feel.
Instructional Strategies
1. Explain to the students that there are three main types of questions that may be asked on most reading
assessments. The three types of questions are: Literal (The answer is in the text), Inferential (Use your
background knowledge), and Evaluative (you opinion and thoughts).
2. Make a transparency of the handouts, Literal Questions, Inferential Questions, and Evaluative
Questions. Display the transparency and explain that these are the basic characteristics of questioning.
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Lesson Plan Template for Summer 2008 CiMS Project
Literal Questions
A literal question asks you to recall information that has been directly and explicitly in
the story or text. Literal questions can ask the following:
a. Recall Character, Setting, or Time Details
• Facts explicitly stated in the text about the character (name, traits,
feelings), setting of the story, or the time the story takes place.
b. Recall Single Action or Event Details (recall details about a single action or
event)
• What was the action or event?
• How the event happened?
• What happened?
c. Recall a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the text.
• What items?
• What actions?
• What events?
• What order it happened
• First?
• Next?
d. Recall Comparisons (Students are asked to recall likeness or differences
among characters, events, or places that are explicitly compared in the text.
e. Recall Cause and Effect Relationships (Students are asked to
recall reasons for certain actions or events explicitly stated in the text or the
results of certain actions or events from the text.) (Character Motives)
f. Recall Main Idea (Students are asked to recall the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
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Lesson Plan Template for Summer 2008 CiMS Project
Inferential Questions
An Inferential question asks you to read between the lines. Inferential questions can
ask you to interpret information implied in the story or text.
a. Infer Supporting Character, Setting, or Time Details
(You are being asked to suggest additional details not directly stated in the
story about a character (name, traits, feelings, variables), the setting of the
story, or the time the story takes place.)
b. Infer Single Action or Events Details
a. What was the action or event?
b. How the event happened?
c. What happened?
c. Infer a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the
text.
a. What items?
b. What actions?
c. What events?
d. What order it happened
e. First?
f. Next?
d. Infer Comparisons (Students are asked to infer likeness or differences
among characters, events, or places that are explicitly compared in the text.
e. Infer Cause and Effect Relationships (Students are asked to
infer reasons for certain actions or events explicitly stated in the
text or the results of certain actions or events form the text.)
(Character Motives)
f. Infer Main Idea (Students are asked to infer the main idea,
theme, or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
Summarize: You are being asked to summarize in your own words the entire
story.
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Lesson Plan Template for Summer 2008 CiMS Project
Evaluative and Synthesizing Questions
An Evaluative question asks you to read behind and beyond the lines. Evaluative and
synthesizing questions ask you to evaluate information and give examples based on
personal knowledge and experiences.
a. Evaluate Character
(You are being asked to express and support an opinion about a character’s
traits, feelings, motives, variables, or actions in a story.
b. Evaluate Single Action or Event
(You are being asked to express and support an opinion about a single
event in a story. This would thinking about putting yourself into that event
and describe the action you would take and why.)
c. Evaluate Sequence of Events or Overall Story Plot/Theme
(You are being asked to express and support an opinion about a
sequence of several events or the overall plot/theme of the story.
This would include putting yourself into the sequence of events
or the overall story plot and describe the actions you would take
and why?
d. Compare Content Elements Between Two Stories (You are being asked
to express an opinion about the likenesses or differences between two
stories. This could include likenesses or differences in the characters
(traits, feelings, variables) actions, or events in each story.
e. Judge Reality or Fantasy (You are being asked to express and support an
opinion about whether characters, actions, or events in a story could have
existed or occurred in real life.
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Lesson Plan Template for Summer 2008 CiMS Project
Guided Instruction:
Have the students read the story Brian’s Winter. Have the students work in pairs to answer the literal,
inferential, evaluative questions from the story. Discuss the student answers as a whole group.
Independent Practice:
Distribute the handouts, Literal Questions, Inferential Questions, and Evaluative and Sythesizing
Question to help the students create questions from the current leveled reading story. You may choose to
use the questions later or share the questions as a whole group.
Materials/Resources
Literal Questions, Inferential Questions, Evaluative Questions transparency
Creating Questions
Leveled Readers (Story Town) (The Raging River, Desert Danger, Lost in the Woods)
Lesson Assessment
Creating Questions
Interdisciplinary Connections
Writing: Write a short story about an adventure in the forest. Describe the things you see and what you do.
Science: Choose a wild animal that makes the forest and wilderness its home. Create a presentation about
the animal.
Essential Questions
Reteach:
Have the students trade the questions that they came up with current to the story. They should answer the
questions in small groups and record their answers on paper.
Extension:
Have the students choose a nonfiction habitat book and create literal. inferential, and evaluative questions
related to the text. They should also provide the text link that gives the answer.
Homework and Practice
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The students should use the Creating Questions handout and questioning handouts to create questions for
newspaper article or magazine article. They should bring the article and questions back to school to share as
a whole group.
District Adopted Textbook/Supplemental Materials
Story Town Anthology
Leveled Readers (The Raging River, Desert Danger, Lost in the Woods)
Standards:
OHRO306 Answer literal, inferential, evaluative, and synthesizing questions to demonstrate
Comprehension of grade appropriate print texts and electronic and visual media.
Linked Materials
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Answering Questions
Literal Questions: use facts straight from the book
Inferential Questions: draw conclusions from facts to figure out what happened
Evaluative Questions: involve thoughts and judgments about the writing.
Answer each question below. Record what page, paragraph you find the answer.
Literal:
Example: What kind of animal did Brian see outside of his tent and how did it make
him feel?
The skunk wasn’t four feet away, p.370, paragraph 3 and I’m dead, he thought, and
froze, p. 370 paragraph 4
1. How did Brian come to live by himself?
_____________________________________________________________
2. What kind of weapons did Brian use to help him get food?
_____________________________________________________________
3. How did Brian make friend with the skunk?
______________________________________________________________
4. How did the skunk save Brian?
_______________________________________________________________
Inferential:
1. Why does the skunk come back?
____________________________________________________________
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2. Why does Brian make a bow and arrow?
_____________________________________________________________
_____________________________________________________________
3. What causes the bear to hit Brian?
__________________________________________________________________
4. Why is Brian confused by Betty’s behavior at the end of the story?
_____________________________________________________________
_____________________________________________________________
Evaluative:
1. What personal qualities do Brian’s actions show in the story?
_____________________________________________________________
2. How would you feel if you had a skunk for a roommate?
______________________________________________________________
3. When Brian needs string for the bow what personal traits does he show?
_______________________________________________________________
4. What is the author of story trying to suggest when the skunk defeats the bear?
_________________________________________________________________
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Lesson Plan Template for Summer 2008 CiMS Project
Transparency
Literal Questions
A literal question asks you to recall information that has been directly and explicitly in
the story or text. Literal questions can ask the following:
A.
Recall Character, Setting, or Time Details
• Facts explicitly stated in the text about the character (name, traits,
feelings), setting of the story, or the time the story takes place.
B
Recall Single Action or Event Details (recall details about a single action or
event)
• What was the action or event?
• How the event happened?
• What happened?
C
Recall a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the
text.
• What items?
• What actions?
• What events?
• What order it happened
• First?
• Next?
D Recall Comparisons (Students are asked to recall likeness or differences
among characters, events, or places that are explicitly compared in the text.
E Recall Cause and Effect Relationships (Students are asked to
recall reasons for certain actions or events explicitly stated in the text or the
results of certain actions or events from the text.) (Character Motives)
F Recall Main Idea (Students are asked to recall the main idea,
theme or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
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Lesson Plan Template for Summer 2008 CiMS Project
Inferential Questions
An Inferential question asks you to read between the lines. Inferential questions can
ask you to interpret information implied in the story or text.
A Infer Supporting Character, Setting, or Time Details
(You are being asked to suggest additional details not directly stated in the
story about a character (name, traits, feelings, variables), the setting of the
story, or the time the story takes place.)
B Infer Single Action or Events Details
a. What was the action or event?
b. How the event happened?
c. What happened?
C Infer a list or sequence (recall a list of items, actions, or events explicitly
stated in the text or the sequence of several actions or events stated in the text.
d. What items?
e. What actions?
f. What events?
g. What order it happened
h. First?
i. Next?
D Infer Comparisons (Students are asked to infer likeness or differences
among characters, events, or places that are explicitly compared in the text.
E Infer Cause and Effect Relationships (Students are asked to
infer reasons for certain actions or events explicitly stated in the
text or the results of certain actions or events form the text.)
(Character Motives)
F Infer Main Idea (Students are asked to infer the main idea,
theme or moral of an individual paragraph or an entire story that is explicitly
stated in the text.)
Summarize: You are being asked to summarize in your own words the entire
story.
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Lesson Plan Template for Summer 2008 CiMS Project
Evaluative and Synthesizing Questions
An Evaluative question asks you to read behind and beyond the lines. Evaluative and
synthesizing questions ask you to evaluate information and give examples based on
personal knowledge and experiences.
A Evaluate Character
(You are being asked to express and support an opinion about a character’s
traits, feelings, motives, variables, or actions in a story.
B Evaluate Single Action or Event
(You are being asked to express and support an opinion about a single
event in a story. This would thinking about putting yourself into that event
and describe the action you would take and why.)
C Evaluate Sequence of Events or Overall Story Plot/Theme
(You are being asked to express and support an opinion about a
sequence of several events or the overall plot/theme of the story.
This would include putting yourself into the sequence of events
Or the overall story plot and describe the actions you would take
and why?
D Compare Content Elements Between Two Stories (You are being asked
to express an opinion about the likenesses or differences between two stories.
This could include likenesses or differences in the characters (traits, feelings,
variables) actions, or events in each story.
E Judge Reality or Fantasy (You are being asked to express and support
an opinion about whether characters, actions, or events in a story could have
existed or occurred in real life.
.
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8:00 AM
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Lesson Plan Template for Summer 2008 CiMS Project
Creating Questions
Use your Leveled Reader (The Raging River, Desert Danger, Lost in the Woods) to create 2 Literal, 2
Inferential, and 2 Evaluative Questions. You should try to create a variety of questions using the
handouts. When you are finished share your questions with the class.
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
______________________________________________________________
4. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
______________________________________________________________
6. ______________________________________________________________
______________________________________________________________
10/7/2008
8:00 AM
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Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
10/7/2008
8:00 AM
•
•
•
•
•
•
•
•
•
•
•
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
•
•
•
•
•
•
•
Multiple
activities
Museum
education
Peer
Tutoring
Programme
d
instruction
Projectbased
learning
Questioning
techniques
Roleplaying
Version 10
Page 13 of 16
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
Self directed
groups
Self-paced
learning modules
Simulations and
games
•
•
•
•
•
Teaching guides
Team teaching
Thematic approach
Tutorial programs
Visual instruction
•
Individualized
instruction
Large Group
instruction
•
Whole
language
approach
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Heterogene
ous
grouping
Homogeneo
us grouping
•
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
Class
Community
Cross age
teaching
Grade
10/7/2008
8:00 AM
•
•
Individual
Individualiz
ed
instruction
Version 10
Page 14 of 16
Lesson Plan Template for Summer 2008 CiMS Project
•
•
Intergenerational
Large group
instruction
•
•
Multiple
class
Non-graded
instructional
grouping
•
•
Pair
School
III.
Application
IV.
Analysis
•
V.
Synthesis
VI.
Evaluation
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
•
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
Providing
Recognition
•
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
8:00 AM
•
•
•
•
Version 10
Page 15 of 16
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:00 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 16 of 16
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/ 26/08
Submitted for
Approval Date:
07/ 31/08
Instructional
Cause and Effect / Fact and Opinion
Unit
Title:
Cause and Effect: Great Serum Race—Use with Lesson # 8
Subject:
Reading
6
Grade Range:
to
Description:
Students will find cause and effect examples in the story and analyze their
impact on the story.
45 Minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Think about how the weather affects our daily life. Think about a time when the weather spoiled your fun
for the day or even made your day more fun. Write a paragraph telling about your special weather day.
Instructional Strategies
Explicit Instruction/Modeling:
Cause & Effect
Explain to the students that cause and effect is the relationship between two things when one
thing makes something else happen. For example, if we eat too much food and do not exercise,
we gain weight. Eating food without exercising is the "cause;" weight gain is the "effect." There
may be multiple causes and multiple effects.
Looking for the reason why things happen (cause/effect) is a basic human drive. So,
understanding the cause/effect text structure is essential in learning the basic ways the world
10/7/2008
8:06 AM
Version 10
Page 1 of 8
Lesson Plan Template for Summer 2008 CiMS Project
works. Writers use this text structure to show order, inform, speculate, and change behavior. This
text structure uses the process of identifying potential causes of a problem or issue in an orderly
way. It is often used to teach social studies and science concepts.
Teaching Strategies that have been found effective in teaching the cause/effect text structure
include:
•
•
Teaching signal words that show cause/effect relationships, e.g., because, so, so that, if…
then, consequently, thus, since, for, for this reason, as a result of, therefore, due to, this is
how, nevertheless, and accordingly.
Teaching how to look for the different kinds of cause/effect relationships:
o Stated cause/effect relationships: the relationship is stated clearly
o Unstated cause/effect relationships: students must be taught how to "read between
the lines"
o Reciprocal cause/effect relationships: effects may be part of a chain. In this kind
of structure, one effect goes on to cause a second effect, which may then cause a
third effect, etc.
Guided Instruction:
Instruct the students to read the story through in partners if you have not already ready read it in
class, so they are familiar with what a tsunami is.
Independent Practice:
Give each student a copy of the graphic organizer. Have the students read the narrative
nonfiction story, Great Serum Race, Story Town: SE 210 - 223. After they have read the
The Great Serum Race, have them think about three events that happened early in the story
And have them record them in the cause box. Then, ask the students to think about the
immediate effect this cause had and how this event caused an important event to occur later.
Have the students share their graphic organizers.
Materials/Resources
Great Serum Race, Story Town: SE 210 – 223
graphic organizer Cause and Effect
Lesson Assessment
Cause and Effect graphic organizer
Interdisciplinary Connections
10/7/2008
8:06 AM
Version 10
Page 2 of 8
Lesson Plan Template for Summer 2008 CiMS Project
Social Studies: Instruct the students to use the internet to research the causes and effect of the 1906
Earthquake that occurred in San Francisco. Write a report about what happened and what changes have
come about throughout history because of the earthquake.
Science: Find out more about tsunamis and where they occur most often.
Essential Questions
Reteach:
Have the students use the leveled readers: Flash to the Rescue, and Trapped Below. Give each pair of the
students a copy of the graphic organizer, Cause and Effect handout. Instruct the students to complete the
cause and effect graphic organizer with a partner.
Extension:
Have the students examine causes and effects in their own lives that are related to the weather or natural
disasters.
Homework and Practice:
Have the students choose a book based on natural disasters or weather to complete the graphic organizer for
Cause and Effects. They should be prepared to share their organizers with the class.
District Adopted Textbook/Supplemental Materials
Escaping the Giant Wave , Story Town: Leveled Readers: Flash to the Rescue, Trapped Below
Standards:
OHRO402 Analyze examples of cause and effect and fact and opinion.
Linked Materials
Cause and Effect Handout
10/7/2008
8:06 AM
Version 10
Page 3 of 8
Lesson Plan Template for Summer 2008 CiMS Project
Cause And Effect
Identify the two most important cause-and effect situations in the story: Escaping the Giant
Wave. Explain how it affected the outcome of the story.
Cause (found on page (s) _____)
Effect (found on page (s) ________
Impact on the Story
Cause (found on page (s) _____)
Effect (found on page (s) ________
Impact on the Story
Put a star next to the cause and effect situation that you think has the biggest impact on the story.
Explain your choice on the back of this page.
10/7/2008
8:06 AM
Version 10
Page 4 of 8
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:06 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 5 of 8
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:06 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 6 of 8
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
8:06 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 7 of 8
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:06 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 8 of 8
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/ 26/08
Submitted for
Approval Date:
07/ 31/08
Instructional
Cause and Effect
Unit
Title:
Cause and Effect: Brian’s Winter—Use with Lesson # 14
Subject:
Reading
6
Grade Range:
to
Description:
Students will find cause and effect examples in the story and analyze their
impact on the story.
45 Minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Have you ever been left by yourself and been afraid? Describe how you felt. What happened to make you
afraid?
Instructional Strategies
Explicit Instruction/Modeling:
Cause & Effect
Explain to the students that cause and effect is the relationship between two things when one
thing makes something else happen. For example, if we eat too much food and do not exercise,
we gain weight. Eating food without exercising is the "cause;" weight gain is the "effect." There
may be multiple causes and multiple effects.
Looking for the reason why things happen (cause/effect) is a basic human drive. So,
understanding the cause/effect text structure is essential in learning the basic ways the world
works. Writers use this text structure to show order, inform, speculate, and change behavior. This
10/7/2008
8:10 AM
Version 10
Page 1 of 9
Lesson Plan Template for Summer 2008 CiMS Project
text structure uses the process of identifying potential causes of a problem or issue in an orderly
way. It is often used to teach social studies and science concepts.
Teaching Strategies that have been found effective in teaching the cause/effect text structure
include:
•
•
Teaching signal words that show cause/effect relationships, e.g., because, so, so that, if…
then, consequently, thus, since, for, for this reason, as a result of, therefore, due to, this is
how, nevertheless, and accordingly.
Teaching how to look for the different kinds of cause/effect relationships:
o Stated cause/effect relationships: the relationship is stated clearly
o Unstated cause/effect relationships: students must be taught how to "read between
the lines"
o Reciprocal cause/effect relationships: effects may be part of a chain. In this kind
of structure, one effect goes on to cause a second effect, which may then cause a
third effect, etc.
Guided Instruction:
Instruct the students to read the play together if you have not already ready read it in class, so
they are familiar with the story. Make a transparency of the handout and pass out the cause and
give each pair a copy of the handout. Direct the students to turn to page 370. Ask the following
questions:
1. What causes Brian to suddenly freeze when he sees the skunk? Model completing the
graphic organizer.
2. What makes the skunk return to Brian’s camp?
3. Allow the students time to find one more cause and effect in the story.
Independent Practice:
Give each student a copy of the graphic organizer. Have the students read the leveled books
together. (The Raging River, Desert Danger, Lost in the Woods). After they have read the story
have them work in a group to complete the cause and effect handout.
Materials/Resources
Brian’s Winter, Story Town, SE 368 - 379
graphic organizer Cause and Effect
Lesson Assessment
Cause and Effect graphic organizer
Interdisciplinary Connections
10/7/2008
8:10 AM
Version 10
Page 2 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Writing/ Science: Research the brown bear. Write an informational report on the brown bear
Essential Questions
Reteach:
Provide the students with fiction stories that they can search for cause and effect situations. Give each pair
of the students a copy of the graphic organizer, Cause and Effect handout. Instruct the students to complete
the cause and effect graphic organizer with a partner.
Extension:
Students may compare and contrast the different species of bears. Complete a poster comparing tow breeds.
Homework and Practice:
Have the students choose a story that they have read in the anthology to complete the graphic organizer for
Cause and Effects. They should be prepared to share their organizers with the class.
District Adopted Textbook/Supplemental Materials
Leveled Books (The Raging River, Desert Danger, Lost in the Woods)
Story Town Lesson 14, Brian’s Winter
Standards:
OHRO402 Analyze examples of cause and effect and fact and opinion.
Linked Materials
10/7/2008
8:10 AM
Version 10
Page 3 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Cause
Effect
Effect
Cause
10/7/2008
8:10 AM
Version 10
Page 4 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Effect
Cause
10/7/2008
8:10 AM
Version 10
Page 5 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
10/7/2008
8:10 AM
•
•
•
•
•
•
•
•
•
•
•
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
•
•
•
•
•
•
•
Multiple
activities
Museum
education
Peer
Tutoring
Programme
d
instruction
Projectbased
learning
Questioning
techniques
Roleplaying
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
Self directed
groups
Self-paced
learning modules
Simulations and
games
•
•
•
•
•
Teaching guides
Team teaching
Thematic approach
Tutorial programs
Visual instruction
•
Individualized
instruction
Large Group
instruction
•
Whole
language
approach
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Heterogene
ous
grouping
Homogeneo
us grouping
•
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
Class
Community
Cross age
teaching
Grade
10/7/2008
8:10 AM
•
•
Individual
Individualiz
ed
instruction
Version 10
Page 7 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
•
Intergenerational
Large group
instruction
•
•
Multiple
class
Non-graded
instructional
grouping
•
•
Pair
School
III.
Application
IV.
Analysis
•
V.
Synthesis
VI.
Evaluation
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
•
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Homework and
Practice
Identifying
Similarities and
Differences
•
Nonlinguistic
Representatio
n
Questions,
cues and
Instructional Strategies
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
10/7/2008
8:10 AM
•
•
•
Version 10
Page 8 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
advanced
organizers
Reinforcing
Effort and
•
Providing
Recognition
Setting
objectives and
•
providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:10 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 9 of 9
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/ 26/08
Submitted for
Approval Date:
07/ 31/08
Instructional
Cause and Effect / Fact and Opinion
Unit
Title:
Cause and Effect: On Turtles Backs: A Native American Legend—Use with
Lesson # 15
Subject:
Reading
6
Grade Range:
to
Description:
Students will find cause and effect examples in the story and analyze their
impact on the story.
45 Minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Who is a person that you admire and would like to be more like? Why do you admire them? What is some
advice they have given you that you think is important?
Instructional Strategies
Explicit Instruction/Modeling:
Cause & Effect
Explain to the students that cause and effect is the relationship between two things when one
thing makes something else happen. For example, if we eat too much food and do not exercise,
we gain weight. Eating food without exercising is the "cause;" weight gain is the "effect." There
may be multiple causes and multiple effects.
Looking for the reason why things happen (cause/effect) is a basic human drive. So,
understanding the cause/effect text structure is essential in learning the basic ways the world
10/7/2008
8:13 AM
Version 10
Page 1 of 9
Lesson Plan Template for Summer 2008 CiMS Project
works. Writers use this text structure to show order, inform, speculate, and change behavior. This
text structure uses the process of identifying potential causes of a problem or issue in an orderly
way. It is often used to teach social studies and science concepts.
Teaching Strategies that have been found effective in teaching the cause/effect text structure
include:
•
•
Teaching signal words that show cause/effect relationships, e.g., because, so, so that, if…
then, consequently, thus, since, for, for this reason, as a result of, therefore, due to, this is
how, nevertheless, and accordingly.
Teaching how to look for the different kinds of cause/effect relationships:
o Stated cause/effect relationships: the relationship is stated clearly
o Unstated cause/effect relationships: students must be taught how to "read between
the lines"
o Reciprocal cause/effect relationships: effects may be part of a chain. In this kind
of structure, one effect goes on to cause a second effect, which may then cause a
third effect, etc.
Guided Instruction:
Instruct the students to read the play together if you have not already ready read it in class, so
they are familiar with the story. Make a transparency of the handout and pass out the cause and
give each pair a copy of the handout. Direct the students to turn to page 394. Ask the following
questions:
1. Why do you think Eldest Turtle pleads with the other turtles to stay together? What
might be the effect if they do not stay together. Fill out the graphic organizer together.
2. Ask the students to reread page 396. Why is the earth quaking? Have them fill out the
cause and effect on the graphic organizer.
3. Allow the students time to find another cause and effect that happens in the play. Share
their answers.
Independent Practice:
Give each student a copy of the graphic organizer. Have the students read the leveled books
(Readers Theater) together. (The Empty Pot, Coyote Places the Stars, and The Moon Dragon: A
Chinese Legend. After they have read the plays have them work in a group to complete the
cause and effect handout.
Materials/Resources
On Turtles Backs: A Native American Legend, Story Town: SE 389 - 396
graphic organizer Cause and Effect
Lesson Assessment
10/7/2008
8:13 AM
Version 10
Page 2 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Cause and Effect graphic organizer
Interdisciplinary Connections
Writing: Create your own legend about how something in nature occurs.
Science: Research tectonic plates and how they affect the earth and its constant movement.
Essential Questions
Reteach:
Have the students use the leveled readers: The Empty Pot, Coyote Places the Stars, and The Moon Dragon:
A Chinese Legend. Give each pair of the students a copy of the graphic organizer, Cause and Effect
handout. Instruct the students to complete the cause and effect graphic organizer with a partner.
Extension:
Work in a group to research Native American Legends. Choose one to retell in play form. Write and
perform the play for your classmates.
Homework and Practice:
Have the students choose a book based on natural disasters or weather to complete the graphic organizer for
Cause and Effects. They should be prepared to share their organizers with the class.
District Adopted Textbook/Supplemental Materials
Story Town: Leveled Readers: The Empty Pot, Coyote Places the Stars, and The Moon Dragon: A Chinese
Legend
Story Town: On Turtles Backs: A Native American Legend, SE 389 - 396
Standards:
OHRO402 Analyze examples of cause and effect and fact and opinion.
Linked Materials
10/7/2008
8:13 AM
Version 10
Page 3 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Cause and Effect
Cause
Effect
Effect
Cause
10/7/2008
8:13 AM
Version 10
Page 4 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Effect
Cause
10/7/2008
8:13 AM
Version 10
Page 5 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:13 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:13 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 7 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
8:13 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 8 of 9
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:13 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 9 of 9
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
7/30/2008
Submitted for
Approval Date:
7/31/2008
Instructional Comparing and Contrasting
Unit
Title:
Comparing and Contrasting ---Use with Lesson #10
Subject:
Reading
6
Grade Range:
to
Description:
Comparing and Contrasting Characters in The Case of the Filched Feast
Fund Lesson 10
45 minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up Think about the city you live in. Write a persuasive letter describing and persuading someone to
move to your city. Be sure to include the things that make your city special.
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that comparing and contrasting elements in narrative text involves identifying how
the story elements, situations, and plots are alike and different. Comparing likenesses and differences helps
readers make connections and draw distinctions between key elements in a story.
Guided Instruction:
Distribute the graphic organizer Compare and Contrast to the students. Make a transparency of the handout
for your use and student responses. Ask the students to help you compare and contrast the characters of
Mrs. Holt and Mr. Ford from the story to compare and contrast. Lead the students through a discussion
about character traits. (You may want to give the students a copy of the character traits list included).
Instruct the students to offer examples of how the characters compare.
10/7/2008
8:17 AM
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Lesson Plan Template for Summer 2008 CiMS Project
Independent Practice: The students will choose two other characters to compare and contrast. They
should complete their own compare and contrast graphic organizer.
Materials/Resources
Story Town Anthology Lesson 10: The Case of Flilched Feast Funds
Leveled Readers: The Case of the Missing Purse,The Case of the Vanishing Video Camera, The Case of the
Stolen Statue
Compare and Contrast worksheet
Lesson Assessment
Independent Practice Worksheet
Interdisciplinary Connections
Social Studies: The FBI was founded in 1908. It recently celebrated its 100th birthday. Research and write
and report on the FBI. Create a presentation on the FBI.
Essential Questions
Reteach: Assign a story that has previously been read by the students and instruct them to compare and
contrast two characters.
Extension: Create a poster comparing and contrasting two story characters.
Homework and Practice
Supple the students with another story to compare and analyze the characters. They should be prepared to
share their comparisons and contrasts.
10/7/2008
8:17 AM
Version 10
Page 2 of 9
Lesson Plan Template for Summer 2008 CiMS Project
District Adopted Textbook/Supplemental Materials
Story Town Anthology Lesson 10: The Case of Flilched Feast Funds
Leveled Readers: The Case of the Missing Purse,The Case of the Vanishing Video Camera, The Case of the
Stolen Statue
Compare and Contrast worksheet
Standards:
OHRO6403 Compare and contrast important details about a topic, using different sources of information,
including books, magazines, newspapers, and online resources.
Linked Materials
10/7/2008
8:17 AM
Version 10
Page 3 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Character Traits
humble
serious
sad
loyal
caring
unselfish
respectful
inventive
studious
mischievous
hard-working
bold
busy
fun-loving
helpful
disagreeable
demanding
loving
messy
cooperative
quiet
fighter
cheerful
mannerly
10/7/2008
8:17 AM
brave
funny
resourceful
gullible
carefree
generous
considerate
creative
intelligent
friendly
timid
daring
lazy
successful
dreamer
conceited
bossy
proud
neat
lovable
curious
determined
thoughtful
rude
courageous
humorous
stubborn
handsome
selfish
self-confident
imaginative
independent
honest
adventurous
shy
dainty
patriotic
responsible
happy
leader
gentle
wild
joyful
ambitious
witty
energetic
calm
mean
Version 10
Page 4 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Compare and Contrast Chart
Choose two characters in the story: The Case of Flinched Feast Funds to compare
and contrast.
Character ______________________
Support from the text……..
Character ______________________
_______________________________
How are they alike?
_______________________________
_________________________________
_______________________________
_________________________________
_______________________________
_________________________________
_______________________________
_________________________________
_______________________________
How are they different?
Support from the text……..
________________________________
_______________________________
_________________________________
_______________________________
_________________________________
_______________________________
_________________________________
_______________________________
_________________________________
_______________________________
_________________________________
_______________________________
On the back of this paper write a paragraph comparing and contrasting the two
characters.
10/7/2008
8:17 AM
Version 10
Page 5 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:17 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:17 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 7 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
10/7/2008
8:17 AM
Version 10
Page 8 of 9
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:17 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 9 of 9
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
7/30/2008
Submitted for
Approval Date:
7/31/2008
Instructional Comparing and Contrasting
Unit
Title:
Comparing and Contrasting
Subject:
Reading
6
Grade Range:
to
Description:
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
45 minutes
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up What is your favorite Olympic sport? Explain why you enjoy that event or sport.
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that comparing and contrasting elements in nonfiction text involves analyzing how
the topics are alike and different. Comparing likenesses and differences helps readers make connections and
draw distinctions between key elements in an article or book.
Guided Instruction:
Distribute the graphic organizer Similarity and Difference handout to the students. Make a transparency of
the handout for your use and student responses. Ask the students to read through the article independently.
Ask the student to give you an example of something that is the same and something that is different about
the Olympics today versus the Ancient Olympics. Model recording their examples on the transparency.
Independent Practice: The students will choose 3 more items to compare and contrast. They should
complete the remainder of the Similarity and Differences graphic organizer.
10/7/2008
8:20 AM
Version 10
Page 1 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Materials/Resources
Similar and Differences worksheet
Lesson Assessment
Independent practice Similarities and differences Worksheet
Interdisciplinary Connections
Social Studies: Research the Ancient Olympics and complete a poster about that time period.
Essential Questions
Reteach:
Provide the students with another nonfiction article based on something to compare. Give them a copy of
the Similarities and Differences worksheet.
Extension:
Research the country of Greece and its importance in the Ancient Olympic Games. Prepare a presentation
about Greece.
Homework and Practice:
Instruct the students to use the internet to research two Olympic sports. The should write a report
comparing and contrasting the two sports.
District Adopted Textbook/Supplemental Materials
Similarity and Difference Worksheet/transparency
Ancient Olympic article
10/7/2008
8:20 AM
Version 10
Page 2 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Standards:
OHRO6403 Compare and contrast important details about a topic, using different sources of information,
including books, magazines, newspapers, and online resources.
Linked Materials
10/7/2008
8:20 AM
Version 10
Page 3 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Similarities and Differences
Select two items to compare between the Ancient Olympic Games and the Olympic
Games today. In each box labeled Similar, write one point of comparison, and in each
box labeled Different, write one point of contrast. Then in the support column, write the
evidence form the text that supports the similarities or differences.
Book Title
Topic
Topic
__________________________
___________________________
Similar
1. ___________________
1. ____________________
______________________
_______________________
_____________________
_______________________
Similar
2. ___________________
2. ____________________
______________________
_______________________
______________________
_______________________
Different
3. ____________________
3. _____________________
_______________________
________________________
______________________
_________________________
Different
4. _____________________
4. ________________________
_______________________
__________________________
________________________
10/7/2008
8:20 AM
__________________________
Version 10
Page 4 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Ancient Olympics
One of the more stunning true stories about ancient Greece was that during the Olympic
Games, all fighting stopped. No matter how long or how fierce a battle had raged, every
soldier in the battlefield put down his weapons and traveled to Olympia, there to
compete in athletic games designed to honor Zeus and the other Greek gods. For
seven days before and seven days after (and for the period of the Games, of course),
no fighting was allowed. It was considered disrespectful to the gods.
These soldiers also were allowed to travel safely from the battlefields to the Olympic
Games without fear of being attacked by anyone.
Why did this happen? Several reasons can be found:
•
•
•
•
The most important is that the Olympic Games were a religious festival. The
Greeks considered it their duty to attend, and duty to their gods was more
important than duty to their city-states, which were fighting the wars in the first
place.
Many of the best athletes were soldiers whose commanders would not want
them to leave the fighting. With the truce in place and the fighting halted, these
soldier-athletes were free to compete in the Games and then return to the
fighting when the Games had finished.
Some of the best athletes were not skilled fighters and weren't part of the army or
navy. Since war was so much a part of life in ancient Greece, victorious soldiers
came to be heroes for their city-states and role models for the young. Having the
Olympic Games and showcasing the athletic talents of men who were not
soldiers allowed city-states to celebrate heroes and role models who might not
be the best fighters.
The athletes competed for themselves, not their city-states. In this way, they
could be celebrated for their own accomplishments and not honored as only
representatives of their city-states. This was another way in which the Olympic
Games shifted emphasis away from the city-state. If Demetrius of Corinth won
the running race, then he was celebrated as Demetrius--just Demetrius--not
10/7/2008
8:20 AM
Version 10
Page 5 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Demetrius of Corinth. This was to make sure that battlefield prejudices didn't spill
onto the Olympic athletic
The Olympics of ancient Greece weren't exactly the worldwide spectacle that we have
today. For one thing, only Greeks took part. For another, only nine events were
featured.
•
•
•
•
•
•
•
Boxing: Those who boxed wore a sort of glove made of straps of soft ox-hide.
They didn't fight people of similar weight; opponents were chosen at random.
Boxing matches had no time limit and ended only when one boxer held up his
hand or fell to the ground.
Discus: The throwers of the discus originally threw a circular stone and
then later a circular shape made of iron, lead, or bronze. The
movements and techniques of ancient discus throwers were very
similar to those of today's athletes.
Equestrian Events: Horse racing took place in a
hippodrome, a large stadium that contained a racetrack
very much like today's track and field ovals. The athletes
would ride in war chariots that were fitted to either two or
four horses. (Even with four horses, only one man rode in the chariot.) The races
numbered three, eight, or 12 times around, depending on the age of the horse.
Javelin: The javelin of ancient Greece was made of wood and was
about as tall as an average man. The javelin throwers of this time also
attached a piece of leather called a thong, a leather strap that formed
a loop. The thong made the javelin easier to grip in the first place and
made it fly longer after it was released. The Games featured two kinds
of javelin events: throwing for distance and throwing at a target (for
which an athlete would throw from horseback at a specific distance).
Jumping: This was long jump only, and the main difference in ancient times was
that the jumper carried a weight in each hand. He would swing these weights as
he ran down the ramp, jump, then release the weights just before he landed. All
of this was designed to increase the distance of the jump.
Pankration: This was a sport that has been lost. It was a combination of boxing
and wrestling that was very, very rough. The only things outlawed were biting
and gouging out an opponent's eyes. Athletes didn't wear boxing gloves, but they
could hold an opponent with one hand and hit him with another, unlike in boxing.
Two versions of the pankration were offered. In the first, whoever hit the ground
first lost; in the second, whoever lost consciousness first lost. Soldiers were
usually very good at this sport, and it was not unusual for pankration athletes to
be seriously injured or even die.
Pentathlon: This event combined five other events: discus, javelin, long jump,
running, and wrestling. The first three were used only in the pentathlon.
Historians don't know much about the winner of the pentathlon was determined.
10/7/2008
8:20 AM
Version 10
Page 6 of 11
Lesson Plan Template for Summer 2008 CiMS Project
•
•
Running: The running races were usually very popular. The three distances
were 200 meters, 400 meters, and a long-distance race, which ranged from 1400
to 1800 meters. Various running races took place, including one in which
athletes wore armor. In every case, the winner was the one who crossed the
finish line first.
Wrestling: This, too, was similar to wrestling today. The object was to get an
opponent to fall to the ground. The first man to fall three times lost. Hitting, as in
boxing, was not allowed, nor was biting or gouging out one's eyes. Tripping
was allowed, however. Also, no weight classes were involved, meaning that the
smallest man could take on the largest man if the luck of the draw made it so.
All of the athletes were men, of course, as was always the case in ancient Greece.
Women couldn't own property or vote or fight in wars, and they certainly couldn't
compete in the Olympic Games. And unlike today's athletes, who wear their countries'
colors on their uniforms, the ancient Greeks usually competed without wearing any
clothes at all, just another way in which pride in one's city-state or army was left out of
what was supposed to be a religious festival.
10/7/2008
8:20 AM
Version 10
Page 7 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:20 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 8 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:20 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 9 of 11
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Homework and
Practice
Identifying
Similarities and
Differences
•
Nonlinguistic
Representatio
n
Questions,
cues and
Instructional Strategies
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
10/7/2008
8:20 AM
•
•
•
Version 10
Page 10 of 11
Lesson Plan Template for Summer 2008 CiMS Project
•
advanced
organizers
Reinforcing
Effort and
•
Providing
Recognition
Setting
objectives and
•
providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:20 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 11 of 11
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
7/30/2008
Submitted for
Approval Date:
7/31/2008
Instructional Comparing and Contrasting
Unit
Title:
Comparing and Contrasting
Subject:
Reading
6
Grade Range:
to
Description:
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
45 minutes
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up What is your favorite bear (polar bear, black bear, brown bear, panda bear). Why is it your
favorite?
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that comparing and contrasting elements in nonfiction text involves analyzing how
the topics are alike and different. Comparing likenesses and differences helps readers make connections and
draw distinctions between key elements in an article or book.
Guided Instruction:
Distribute the graphic organizer Similarity and Difference handout to the students. Make a transparency of
the handout for your use and student responses. Ask the students to read through the article independently.
Ask the student to give you an example of some differences between the Black Bear and the Polar Bear.
Model recording one of their examples on the transparency.
10/7/2008
8:25 AM
Version 10
Page 1 of 14
Lesson Plan Template for Summer 2008 CiMS Project
Independent Practice: The students will choose 3 more items to compare and contrast. They should
complete the remainder of the Similarity and Differences graphic organizer.
Materials/Resources
Similar and Differences worksheet
Lesson Assessment
Independent practice Similarities and differences Worksheet
Interdisciplinary Connections
Social Studies: Research one other species of bears and complete a poster about that animal.
Essential Questions
Reteach:
Provide the students with two other animals that are similar. (horses and ponies; frogs and toads; alligators
and crocodiles). Give them a copy of the Similarities and Differences worksheet.
Extension:
Research the two animals and create a presentation (report, power point, poster) on the two animals.
Homework and Practice:
Instruct the students to use the internet to research seals and sea lions . The should complete the graphic
organizer Similarities and Differences.
District Adopted Textbook/Supplemental Materials
Similarity and Difference Worksheet/transparency
Polar Bear and North American Black Bear articles
10/7/2008
8:25 AM
Version 10
Page 2 of 14
Lesson Plan Template for Summer 2008 CiMS Project
Standards:
OHRO6403 Compare and contrast important details about a topic, using different sources of information,
including books, magazines, newspapers, and online resources.
Linked Materials
10/7/2008
8:25 AM
Version 10
Page 3 of 14
Lesson Plan Template for Summer 2008 CiMS Project
Similarities and Differences
Read each article on the Polar Bear and North Amercan Black Bear and find similarities
and differences. In each box labeled Similar, write one point of comparison, and in
each box labeled Different, write one point of contrast. Then in the support column,
write the evidence form the text that supports the similarities or differences.
Book Title
Topic
Topic
__________________________
___________________________
Similar
1. ___________________
1. ____________________
______________________
_______________________
_____________________
_______________________
Similar
2. ___________________
2. ____________________
______________________
_______________________
______________________
_______________________
Different
3. ____________________
3. _____________________
_______________________
________________________
______________________
_________________________
Different
4. _____________________
4. ________________________
_______________________
__________________________
________________________
10/7/2008
8:25 AM
__________________________
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Polar Bear
The Polar Bear, or Ursus maritimus (sea bear) can be found in the arctic
regions of North America and Siberia. The Polar Bear is considered a
potentially threatened species. That means it would be very easy for the
species to become endangered. There are currently between 22,000 and
27,000 Polar Bears in the world.
Polar Bears are among the largest of bears species. Male Polar bears grow
to between 8 and 10 feet high and weigh anywhere from 550 to 1700
pounds. Females are a little smaller; they grow to between 6 and 8 feet and
weigh 200 to 700 pounds.
Polar Bears are perfectly adapted to survive in the harsh conditions of the
Arctic, where winter temperatures can often plunge to -45°C (-50°F).
Adaptations to its cold, wintry habitat include its fur color, which blends with
the snowy environment providing camouflage, and its large size, which
helps maintain body temperature. For warmth, they have two layers of fur
that provide them with good insulation, so that they experience almost no
heat loss. The polar bear has a layer of blubber beneath its skin that can be
as much as 4 1/2 inches thick. Small ears and tails are more characteristics
that help to prevent heat loss.
The furred feet of the Polar bear help to insulate it against cold and provide
for traction on the slick, iced surfaces on which it must walk. In addition, the
Polar Bear has small bumps called papillae on their feet that further keep
them from slipping on ice.
The Polar Bear has an acute sense of smell, and this helps it locate its prey
even when it is hidden or camouflaged in drifts of snow or ice. The Polar
Bear is also an excellent swimmer, and swims at about 7 mph. Oddly the
polar bear paddles only its front feet while swimming or treading water, and
stretches out its long neck to increase its area of vision, just as it does
while on land.
Because the hairs of its waterproof coat are hollow, they are especially
insulating and help the Polar Bear stay afloat. The Polar Bear can remain
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underwater a long time, and has been clocked underwater for more than 2
minutes. It often surprises young seals and walruses by swimming under
the water and out to the ice floes that they are resting on.
The Polar Bear eats more meat than any of the North American bears, and
has much larger canine teeth and molars that are sharper than other bears.
The differences in their diet and in their teeth may very well be due to the
deficiency of plant growth in its environment.
While seals are the Polar Bear staple food, it is not finicky. It may feed on
fish, birds, and bird eggs, and it will eat a variety of other foods if available.
Polar Bears have been observed eating small mammals, dead animals,
shellfish, crabs, mushrooms, berries, grasses and algae.
The Polar Bear hollows out a winter den in a protected snow bank. Unlike
Black and Grizzly bears, the Polar Bear does not actually hibernate; it is
merely lethargic during the time that they spend in the den. Females den
from approximately November to March each year, during which time they
do not eat, drink, or defecate. They give birth during this period. Males den
for much shorter periods, usually from late November to late January, but
may be out and about at any time of the year.
Another difference that Polar Bears display is that, while Black Bears and
Grizzlies are primarily nocturnal, Polar Bears are unpredictable in the time
that they hunt. They may be active at any time of the day or night.
Hudson Bay and James Bay, one of the world’s largest dinning areas for
Polar Bears, is the only known place where Polar Bears den in the ground
rather than snow. They dig caves in the lake and stream banks by digging
down to the permafrost. This area is exceptionally far south for the Polar
Bears, and scientists believe that they use these permafrost dens in the
summer to cool off. No large dinning areas have ever been found in Alaska;
scientists speculate that Polar Bears in that region may winter in Siberia
and then float across to Alaska on ice floes in the spring.
The Polar Bear only mates in April through May every two years.
Sometimes Polar Bears do not mate until every third year. Female Polar
Bears only have an average of five litters in their lifetime and this combined
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with the fact that humans are inexorably encroaching upon their habitat,
has contributed to their declining numbers.
The female Polar Bear has a litter in its winter den of 1 to 4 (usually 2)
young born anytime from November through January. When the cubs are
born, they are about 12 inches long and weigh about one pound. They are
blind and toothless and covered with soft, white fur. They grow rapidly on
the milk they get from their mother, which contains about 30% fat. Cubs will
remain with their mother anywhere from one and a half to two and half
years, continuing to live in the den with her.
Polar Bears are very aggressive. There have been several cases of Polar
Bears attacking humans. Due to the fact that there has been very little
contact between Polar Bears and humans, they have not yet learned to
fear man.
The threat of extinction for Polar Bears may not be as imminent as it is for
other species, but it is still a very real possibility. Their slow breeding habits
make them vulnerable, and global warming from pollution could have a
disastrous effect on the cold-loving Polar Bear. If efforts are not made to
protect Polar Bears and their steadily shrinking environment, their numbers
may decrease even more in years to come.
North American Black Bear
The Black Bear, or “Ursus Americanus” as its scientifically known, is the
most encountered predator of backpackers and campers along the
Canadian coast and interior. Easily distinguishable by their black or brown
fur, Black Bears range from 5-6 feet in length and weigh 200-600 pounds.
Although the tamest of the bear species, Black Bears are still predators and
can be dangerous.
Bear are undeniably one of the most interesting animals that walk on our
planet today. Of the different species of bear, Black Bear are the highest
populated of them all.
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So, where are they? They are in the woods, and as people move more and
more into their habitat, they are in our backyards too! To help us better
understand our four-footed neighbors, let us first look at our long, ongoing,
relationship and worship of them. In the not so distant past, Native
Americans both feared and honored this great beast. The bravest would
proudly display necklaces and other forms of decorations containing bear
claws and teeth. Names like Daniel Boone and Davy Crocket instantly bring
to mind man’s battles with bear. If one looks farther back into the past, from
when man lived in caves, we see remnants of drawings on the cave walls
depicting bear and man in fierce battle against each other. For as long as
history has been recorded, bear and man have both lived together and
fought against each other. In modern times of today, this has not altered
much. While there are now laws against random killing, many states have
specific seasons set aside for the hunting of bear. This helps control the
population of this animal as society moves out into the bear’s natural
habitat. Let us take a closer look now at the Black Bear:
Black bear are not always black in color. While black is the most popular
color, they range from white to blonde, to tan to brown, even blue and
cinnamon! Some also have white markings on them, commonly on the
chest area. One female I had the pleasure to see had a large white v shape
on her chest and throat area. She had two cubs with her and both cubs
bore similar markings.
Born weighing less than a pound, a black bear cub will be about the size of
a human infant when spring arrives and mother and cub emerge from the
den. An adult black bear can weigh as much as 600 lbs., and there have
been a few that weighed in over this amount.
Most females give birth to twins, while triplets, and quads are not unheard
of. The cubs are born in the mother’s den, usually a cave or rock cropping,
sometimes nothing much more than a dug out area in a hillside. The main
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objective in a search for a den is shelter, and not all bear are as fussy as
others are. Black bear have even been observed ‘denning’ in nothing more
than the roots and rotted opening of a fallen tree. While black bear
hibernate, they commonly will wake up and even come out of their dens for
a stretch on warm, sunny winter days. Black bear that live in regions that
are more southern take this to an even more extreme, and will spend the
winter months in a constant flux of sleeping and waking.
Cubs stay with their mothers for periods of up to a year or even longer.
They need to be taught how to forage for food, protect themselves in times
of danger, and other basic life skills, such as climbing trees. Not all is work
though, as mother black bear have been observed playing with their cubs.
Black bear mothers are also considered one of the most dangerous
animals. Protection of their cubs is at the top of their list. Never come
between a mother black bear and her cubs.
Black bear have a diet like no other animal. They will eat nearly anything.
Meat from kills and carrion from other animal leftovers are common food
sources. Fruit, such as wild berries, eggs, even grass. Insects are high on
their food list; honey stole from bees, rodents, and fish when they can catch
them. With bear and man coming into contact increasingly, black bear will
also eat anything they can acquire from their two-footed neighbors.
Campers who leave a cooler in reach of a bear, will be eating nothing,
while the bear will have had a feast of hot dogs, Gumi’s, even the can of
cola to wash it down! Cabin owners who leave food about will arrive to a
cabin that a bear has used whatever powers necessary to enter. Screen
doors and windows do not do much to deter bear. People who live in areas
that black bear frequent also know that something as simple as a bird
feeder of birdseed can attract these animals for a nighttime snack. A black
bear has a keen sense of smell, hearing, and eyesight that is quite good.
Because of this, anyone who lives in an area shared with black bear, needs
to make sure and not leave out garbage, food items, such as grills, or pet
food, as all will attract black bear.
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A black bear has an average life span of about18 years. Much of this will
depend on their habitat and lifestyle. A bear that has adequate food over
the years will of course live longer. A bear that is in constant search of
food, from drought or lost habitat will have a much shorter life span.
Black bears mark their territory and anyone such as hunters or hikers who
enter the woods can commonly see signs they have left behind. Scratch
and claw marks on trees, or trees completely stripped from a midpoint
down are signs of bear. Scat, or bear droppings, are a sure sign you have
entered their area. If you venture into or live in an area where black bear
are, remember that bear are usually quite timid and if given enough notice
of us, will leave the area before we even get the opportunity to see them.
The best way to do this is to make our presence known. Whistles, sing,
talk, in general, make noise as you make your way through the woods.
Chances are they will run when first hearing, smelling, or upon seeing us.
Encounters sometimes do occur though, and you should be aware of the
steps to take in the event it does. The best place to receive this information
is from your state D.N.R. or Federal Park rangers. Never enter bear country
unless you are prepared.
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Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:25 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
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Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
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•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
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Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Homework and
Practice
Identifying
Similarities and
Differences
•
Nonlinguistic
Representatio
n
Questions,
cues and
Instructional Strategies
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
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•
•
•
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•
advanced
organizers
Reinforcing
Effort and
•
Providing
Recognition
Setting
objectives and
•
providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
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•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
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Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/21/08
07/31/08
Submitted for
Approval Date:
Instructional Summarizing Lesson 9 : Story Town: Smoke Jumpers
Unit
Title:
Summarizing Nonfiction Texts
Subject:
Reading
6
Grade Range:
to
Description:
The students will summarize information from informational text,
identifying the treatment, scope and organization of ideas.
45 minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Think about someone who
Instructional Strategies
Explicit Instruction/Modeling:
Instruct the students that for this lesson we will be summarizing nonfiction texts.
Introduce these steps in summarizing nonfiction reading texts:
•
•
•
•
•
Skim the text to get a general idea of the topic
Delete unnecessary or redundant material
Find the main ideas in the text
Find or create a topic sentence
Substitute general or "umbrella" terms when appropriate (for example, trees
instead of oak, maple, and pine)
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Demonstrate how to use the steps above to summarize an informative article or
nonfiction text.
Have students use the steps to summarize something they read in their local newspaper or
in a magazine, a part of the school handbook, or a passage from a textbook. If you are
working with younger students, work together to summarize a biography or any factual
material that you have displayed in your classroom.
1. Start by skimming the text to get an idea of what the text is about.
2. Cross out sentences that are not necessary or that are redundant to help them pull
out what is crucial to the message of the piece.
3. Mark key words and phrases and jot down notes about the main idea. Instruct
students to look for signal words such as therefore, in conclusion, or in summary.
4. Have them verbally summarize the nonfiction piece to a peer.
5. Then, have them reread the text and write a summary paragraph. In the summary,
students should state the text's main idea in the first sentence and include the most
important information. Be sure that students have not included any opinions of
their own or sentences word-for-word from the original text.
Guided Instruction:
Distribute a current event article from the Columbus Dispatch, newspaper, or magazine. Give each pair of
students a graphic organizer of What’s It All About? and also make a transparency of the graphic
organizer.
Independent Practice:
Instruct the students to preview the Story Smoke Jumpers: SE 234 in the Story Town Anthology.
Materials/Resources
Newspapers, magazines
Graphic organizer, What’s It All About
Story Town Lesson 9: Smoke Jumpers
Lesson Assessment
Homework assignment: Students will complete a graphic organizer and summary on their own.
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Interdisciplinary Connections
.
Writing: Brainstorm a list of exotic jobs and what they do. Have the students research the jobs and write a
description of what is required to do the job. Create a poster explaining the job.
Essential Questions
Reteach:
Provide another current event article for students. Read the article together modeling underlining relevant
information. Record the information on the graphic organizer, What’s It All About?, model completing
the graphic organizer.
Extension:
Compile a variety of nonfiction articles and laminate them. Divide the students into groups and have them
analyze the articles for relevant and irrelevant information. Have the students complete a summary of the
articles.
Make transparencies of the summaries and have the students evaluate the summaries for clarity.
Homework and Practice
Give each student a graphic organizer, What’s It All About, to complete on their own. Share with the
class.
District Adopted Textbook/Supplemental Materials
Story Town Anthology; Lesson 9 Smoke Jumpers
Standards:
OHRO408 Summarize information from informational test, identifying the treatment, scope and
organization of ideas.
Linked Materials
What’s It All About
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What’s It All About
Titles can give clues about important ideas in
a story. What clues do you notice in this
title?
1. ________________________
___________________________
___________________________
___________________________
___________________________
___________________________
2. ________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
3. ________________________
___________________________
___________________________
___________________________
___________________________
___________________________
List four of the most important details
from this story.
1.
2.
3.
4.
What’s the Main Idea of the story?
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Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:30 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 5 of 8
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
Scho
Bloom's Taxonomy of Cognitive Objectives
10/7/2008
8:30 AM
Version 10
Page 6 of 8
Lesson Plan Template for Summer 2008 CiMS Project
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
10/7/2008
8:30 AM
Version 10
Page 7 of 8
Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:30 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 8 of 8
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
06/26/08
06/27/08
Submitted for
Approval Date:
Instructional Summarizing Non-Fiction Stories: Lesson 11: Life Under Ice
Unit
Title:
Summarizing Nonfiction Texts
Subject:
Reading
6
Grade Range:
to
Description:
The students will summarize information from informational text,
identifying the treatment, scope and organization of ideas.
45 minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Pretend you live in an underwater world. Describe your daily life and what it is like to live under the water.
Instructional Strategies
Explicit Instruction/Modeling:
1. Explain to the students that they will be working on summarizing nonfiction texts. Explain that
summarizing is how we take longer selections of text and reduce them to their bare essential: The gist,
the key ideas, the main points that are worth noting and remembering.
2. Remind the students that good readers:
• Pull out main ideas
• Focus on key details
• Use key words and phrases
• Break down larger ideas
• Write only enough to convey the gist of the text
3. Have the students read an article of your choice underling what they feel is relevant information.
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Lesson Plan Template for Summer 2008 CiMS Project
4. After students have underlined the information in the selection, have them turn the sheet over or close
the handout packet and attempt to create a summary paragraph of what they can remember of the key
ideas in the piece. They should only look back at their underlining when they reach a point of being
stumped. They can go back and forth between writing the summary and checking their underlining
several times until they have captured the important ideas in the article in the single paragraph.
5. Have students write successively shorter summaries, constantly refining and reducing their written piece
until only the most essential and relevant information remains. They can start off with half a page; then
try to get it down to two paragraphs; then one paragraph; then two or three sentences; and ultimately a
single sentence.
6. Teach students to go with the newspaper mantra: have them use the key words or phrases to identify only
Who, What, When, Where, Why, and How.
7. Take articles from the newspaper, and cut off their headlines. Have students practice writing headlines
for (or matching the severed headlines to) the "headless" stories.
8. Sum It Up: Have students imagine they are placing a classified ad or sending a telegram, where every
word used costs them money. Tell them each word costs 10 cents, and then tell them they can spend "so
much." For instance, if you say they have $2.00 to spend, then that means they have to write a summary that
has no more than 20 words. You can adjust the amount they have to spend, and therefore the length of the
summary, according to the text they are summarizing.
Guided Instruction:
Read the story Life Under Ice Lesson 11 in the Story Town Anthology. Give each pair of students a
graphic organizer of Sum It Up, and also make a transparency of the graphic organizer. Instruct the
students to work together to complete the graphic organizer. Review the graphic organizer together.
Independent Practice:
Instruct students to use their Leveled readers (Ice, Ice, and More Ice, A tale of Two Lands, Emperors on Ice)
to complete the graphic organizer Sum It Up.
Materials/Resources
Newspapers, magazines
Graphic organizer, Sum It Up
Story Town: Life Under Ice Lesson 11
Leveled Readers (Ice, Ice, and More Ice, A tale of Two Lands, Emperors on Ice)
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Lesson Assessment
Homework assignment: Students will complete a graphic organizer and summary on their own using an
article of their choice.
Interdisciplinary Connections
.
Writing/Social Studies: Research the Arctic and Antarctica. Write a short informational report comparing
the two habitats. Create a poster comparing the habitats.
Essential Questions
Reteach:
Provide another current event article for students. Read the article together modeling underlining relevant
information. Record the information on the graphic organizer, Sum It Up, model completing the graphic
organizer.
Extension:
Compile a variety of nonfiction articles and laminate them. Divide the students into groups and have them
analyze the articles for relevant and irrelevant information. Have the students complete a summary of the
articles.
Make transparencies of the summaries and have the students evaluate the summaries for clarity.
Homework and Practice
Give each student a graphic organizer, Sum It Up, to complete on their own. Share with the class.
District Adopted Textbook/Supplemental Materials
10/7/2008
8:33 AM
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Lesson Plan Template for Summer 2008 CiMS Project
Standards:
OHRO408 Summarize information from informational test, identifying the treatment, scope and
organization of ideas.
Linked Materials
Sum It Up
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Lesson Plan Template for Summer 2008 CiMS Project
Sum It Up
Name ______________________________ Date __________________________
Title of Reading Selection _____________________________________________
1. Read the selections and underline the key words and main ideas. Record these in the blank
area labeled “Main Ideas.”
2. At the bottom of this sheet, write a one-sentence summary of the article. Using as many main
idea words as you can. Imagine you have only $2.00, and each word will cost you 10 cents.
See if you can “Sum It Up” in twenty words!
Main Idea Words:
“Sum It Up” for $2.00
__________ ____________ ____________ ___________ __________ _____________
__________ _____________ ___________ ___________ __________ _____________
__________ _____________ ___________ ___________ __________ ______________
__________ ______________
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Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:33 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:33 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
8:33 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 8 of 9
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:33 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 9 of 9
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/20/08
Submitted for
Approval Date:
07/31/08
Instructional Summarizing
Unit
Title:
Summarizing Nonfiction Texts
Subject:
Reading
6
Grade Range:
to
Description:
The students will summarize information from informational text,
identifying the treatment, scope and organization of ideas.
45 minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Ask the students to think about what makes a good leader? If they were old enough to vote what would
they look for in a leader for our country? What qualities should a leader have?
Instructional Strategies
Explicit Instruction/Modeling:
1. Explain to the students that they will be working on summarizing nonfiction texts. Explain that
summarizing is how we take longer selections of text and reduce them to their bare essential: The gist,
the key ideas, the main points that are worth noting and remembering.
2. Explain that for today’s lesson we will be working with distinguish relevant and non-relevant
information from nonfiction texts.
3. Remind the students that good readers:
• identify key ideas or themes as they read
• distinguish relevant and non-relevant information in relation to the key ideas or
themes in the text.
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
Utilize text structure and text features (such as bold or italicized print, figures, and
photographs) to help them distinguish relevant and non-relevant information.
Use their knowledge of important and relevant parts of the text to prioritize in the
long term memory and synthesize text for others.
Guided Instruction:
1. The students will use the one of the articles on the candidates (your choice), The Candidates Were
Once Kids Like You! (Time Magazine (Online) Give each pair of students a graphic organizer of
What’s It All About, and also make a transparency of the graphic organizer.
2. Instruct the students to read the story with a partner or in a small group (depending on time) have the
students use sticky notes to help note relevant information.
3. As a whole group have the students share their information and ideas about what is important. Record
the information on the transparency and model this process for the students.
Independent Practice:
Instruct the students use the article not used in the guided activity: The Candidates Were Once Kids Like
You! (Time Magazine (Online), to complete their own summary. Have the students work with a partner to
complete the graphic organizer. Share the graphic organizer and the summaries as a group.
Materials/Resources
Lesson Assessment
Homework assignment: Students will find an article based on the election to complete a graphic organizer
and summary on their own.
Interdisciplinary Connections
.
Writing: Complete a informational report comparing the two Presidential candidates.
Social Studies: Research the tow main political parties: Democrats and Republicans. Create a presentation
sharing your information.
Essential Questions
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Lesson Plan Template for Summer 2008 CiMS Project
Reteach:
Provide another current Presidential or Local election article for students. Read the article together
modeling underlining relevant information. Record the information on the graphic organizer, What’s It All
About? . Model completing the graphic organizer.
Extension:
Compile a variety of election articles and laminate them. Divide the students into groups and have them
analyze the articles for relevant and irrelevant information. Have the students complete a summary of the
articles.
Make transparencies of the summaries and have the students evaluate the summaries for clarity.
Homework and Practice
Ask the students to find an article or provide an article for them based on the election.
Give each student a graphic organizer, What’s It All About? , to complete independently. Share the article
and their summary with the class.
District Adopted Textbook/Supplemental Materials
Standards:
OHRO408 Summarize information from informational test, identifying the treatment, scope and
organization of ideas.
Linked Materials
Linked Materials
What’s It All About graphic organizer
Time Magazine for Kids Articles on John McCain and Barrack Obama /
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The Candidates Were Once Kids Like You!
What’s It All About
Titles can give clues about important ideas in
a story. What clues do you notice in this
title?
1. ________________________
___________________________
___________________________
___________________________
___________________________
___________________________
2. ________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
3. ________________________
___________________________
___________________________
___________________________
___________________________
___________________________
List four of the most important details
from this story.
1.
2.
3.
4.
What’s the Main Idea of the story?
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© 2007 University of Pennsylvania Museum of Archaeology and Anthropology
July 2, 2008
The Candidates Were Once Kids Like You!
Where did John McCain grow up? Find out all about his early years
BY JESSIE MAXWELL
On the Move: Meet Johnny McCain
John McCain III, or Johnny, as his family calls him, was born into a military family.
Both his father and his grandfather were four-star Admirals in the United States Navy.
Because his father was a Navy Admiral, young Johnny moved around a great deal. He
attended more than 20 different schools growing up.
Johnny was born on August 29, 1936, in the Panama Canal Zone, which was then a United States
territory inside the country of Panama. His parents, John McCain and Roberta Wright McCain,
were stationed at the U.S. naval base.
The Loud One
John McCain has an older sister named Sandy and a younger brother named Joe. But Johnny was
the rowdy, boisterous one. He started arguments at the dinner table and was known to fight with
anyone who provoked him. According to his mother, Johnny's temper tantrums were so terrible
that he would hold his breath until he passed out. His mother would have to dunk Johnny into a
bath of cold water to get him to calm down and breathe again. "Whenever I worked myself into a
tiny rage," McCain wrote in his book, Faith of My Fathers, "my mother shouted to my father,
'Get the water!'"
Young John spent the summer of 1946 living with his grandmother. He had not yet turned ten.
His grandmother shared her love of reading with him. He read American classics by James
Fenimore Cooper and Mark Twain. He also fell in love with the tales of King Arthur's court.
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A Unique Style
For high school, McCain attended Episcopal High School, a small private boarding school in
Alexandria, Virginia. There, he earned the nickname, "the Punk". He had a magnetic personality
and made friends quickly, but he wasn't exactly a star student. His grades weren't very good.
But lack of academic focus didn't stop McCain from taking advantage of his school's activities.
"The formative years of my life were at Episcopal High School," McCain told a small audience
during a recent visit to Episcopal. "I did not excel academically, but I enjoyed it immensely."
McCain served as an editor for the school newspaper and yearbook. He joined the drama club,
missionary society and literary society. He also wrestled, setting a school record for fastest pin,
and he played junior varsity football. In his free time, he worked as a waiter.
McCain's friends from high school remember his unique style. Students at Episcopal had to wear
a uniform coat and tie. McCain mocked the formal dress code by pairing his coat and tie with
dirty blue jeans. "John used to wear his jeans day in, day out, week in, week out to where they
would almost stand up in the corner by themselves," Rives Richey, one of McCain's closest high
school friends, told biographer Robert Timberg. But McCain's wardrobe rebellion didn't stop
there. He also wore shoes so old that they had to be held together with tape.
The Military Man
For college, McCain followed in the footsteps of his father and grandfather and enrolled in the
U.S. Naval Academy in Annapolis, Maryland. He studied hard for the entrance exams and
earned a better score than anyone had expected. Nevertheless, McCain has admitted that he was
reluctant to enter the military service. He had wanted to pursue a liberal arts education at a
university, but the call of duty and tradition propelled him toward the Naval Academy. In his
book, McCain wrote, "I remember simply recognizing my eventual enrollment as a fact of life."
After graduation, McCain served as a naval pilot. He fought in the Vietnam War, and nearly
lost his life twice. The first time, his aircraft carrier caught on fire. The second time, only a few
months later, he was shot down while flying over North Vietnam. He is modest about his war
service. "It doesn't take a lot of talent," he says, every chance he gets, "to intercept a surface-toair missile with your own airplane." He was held as a prisoner of war for more than five years.
A Passion for Politics
Upon returning to the United States, McCain pursued a career in politics. He was elected to the
U.S. House of Representatives and later served as a United States Senator for Arizona. McCain
wanted to run for president in 2000, but he didn't gain enough support to earn the Republican
nomination. This time around, he is determined to win.
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Lesson Plan Template for Summer 2008 CiMS Project
WHAT DO YOU THINK
The Candidates Were Once Kids Like You!
Where did Barack Obama grow up? Find out all about his early years
BY JESSIE MAXWELL
Blessings and Adventures: Meet Barry Obama
Barack Obama, Jr. was born on August 4, 1961, in Hawaii. The name Barack comes
from the Arabic and the Swahili words meaning "blessed." Obama's parents were students
When he was just two years old, young Barack's parents separated. His father eventually moved
back to Kenya. His mother stayed in Hawaii. She later married Lolo Soetoro, a University of
Hawaii student from Indonesia. The family eventually moved to Jakarta, Indonesia. There, his
half sister, Maya, was born.
Barry, as his friends and family liked to call him, lived in Indonesia for four years. While there,
he learned much about Indonesian culture. But his mother made sure he did not forget about his
American heritage. He has said that she would give him books about Martin Luther King, Jr. and
tell him inspiring stories about African Americans, including the first black Supreme Court
justice Thurgood Marshall and the actor Sidney Poitier.
Obama told TIME that his mother "believed that people were all basically the same under their
skin, that bigotry of any sort was wrong and that the goal was to treat everybody as unique
individuals."
Home, Sweet Home
When Barry was ten years old, he moved back to the United States to live with his maternal
grandparents, Stanley and Madelyn Dunham, in Hawaii. He attended Punahou, a prep school,
and filled his days body surfing, hanging out with friends and playing basketball. He loved to
play basketball. Even today, Obama plays in regular pick-up games with friends.
Hoop Dreams
In high school, "I was sort of a goof-off," Obama admitted to biographer David Mendell. He was
a solid B student, but often ignored his studies for friends, the beach, and of course, basketball.
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
Interestingly, Obama didn't get much playing time on his high school basketball team. "I got in a
fight with [the coach] and he benched me," says Obama in Mendell's book Obama: A Promise of
Change.
In addition to continuous fun-in-the-Hawaiian-sun, Obama also struggled with his sense of
identity. Being of mixed race, he has said that he questioned who he was and how he could
become a strong black man in America. "He did have a lot of race issues, inner race issues, being
both black and white," a close friend told ABC News.
Growing up without his father around made things even harder for young Obama. He has
written that there wasn't any real African American male figure in his life, so he turned to black
authors like Langston Hughes, Ralph Ellison, and W.E.B. DuBois for guidance. Obama's
favorite book was, and still is, the Autobiography of Malcolm X, the life story of the activist and
Black Muslim leader.
Despite his inner struggles, Barry was popular, energetic and ambitious. In Mendell's book,
Suzanne Maurer, the mother of a close high school friend describes Obama as "the type that if he
had a dream, he would pursue it. The sky seemed to be the limit, and Barry was very much a
can-do type person, even with sports, even as a benchwarmer."
College and Beyond
For college, Obama went to Occidental College in Los Angeles, California. He later transferred
to Columbia University in New York City. During his college years, Obama began to focus more
seriously on his schoolwork. He also started going by his full name, Barack.
Obama went on to earn his law degree from Harvard University, become a civil rights lawyer
and teach constitutional law. Constitutional law is the study of the basic laws that govern
political communities like states. Obama also served as an Illinois State Senator for eight years.
In 2004, he was elected to the U.S. Senate.
At the 2004 Democratic National Convention, Obama gave a speech that captured listeners'
attention and helped him gain enough recognition to begin vying for the 2008 Democratic
presidential nomination. Obama hopes to secure the nomination at the Democratic National
Convention this August.
10/7/2008
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Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:37 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 9 of 12
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:37 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 10 of 12
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
8:37 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
Page 11 of 12
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:37 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 12 of 12
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/09/08
Submitted for
Approval Date:
Instructional Figurative Language: Identifying Similes and Metaphors
Unit
Title:
Figurative Language Identifying Similes
Subject:
Reading
6
Grade Range:
to
Description:
Students will identify similes in poetry.
45 minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
07/31/08
Custom Fields
Warm-Up
If you were to compare yourself to something in nature what would it be? ( flower, tree, vegetable, animal)
Write a poem describing yourself as something in nature.
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that Figurative language is a tool that an author uses to help
the reader visualize (or see) what is happening in a story or poem. Some common
types of figurative language are: simile, metaphor, alliteration, onomatopoeia, idiom,
puns, and sensory language. Below are some ways to introduce these concepts to your
class and some activities.
A simile is a comparison using like or as. It usually compares two dissimilar objects.
For example: His feet were as big as boats. We are comparing the size of feet to boats.
10/7/2008
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Lesson Plan Template for Summer 2008 CiMS Project
Using the poem below underline all of the similes. Decide which items are being compared.
Willow and Ginkgo
Eve Merriam
The willow is like an etching,
Fine-lined against the sky.
The ginkgo is like a crude sketch,
Hardly worthy to be signed.
The willow’s music is like a soprano,
Delicate and thin.
The ginkgo’s tune is like a chorus
With everyone joining in.
The willow is sleek as a velvet-nosed calf;
The ginkgo is leathery as an old bull.
The willow’s branches are like silken thread;
The ginkgo’s like stubby rough wool.
The willow is like a nymph with streaming hair;
Wherever it grows, there is green and gold and fair.
The willow dips to the water,
Protected and precious, like the king’s favorite daughter.
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The ginkgo forces its way through gray concrete;
Like a city child, it grows up in the street.
Thrust against the metal sky,
Somehow it survives and even thrives.
My eyes feast upon the willow,
But my heart goes to the ginkgo.
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THE METAPHOR
A metaphor states that one thing is something else. It is a comparison, but it does NOT use like
or as to make the comparison.
For example: Her hair is silk. The sentence is comparing (or stating) that hair is silk.
Take a piece of blank white paper and fold it into fourths. In one block, write a simile
and illustrate it. In the block immediately to the right, write the same sentence as a
metaphor. Do the same for the other two blocks.
Guided Instruction: Distribute the handout “Identifying Similes and Metaphors” to pairs of students and
allow them time to complete the handout. Check the answers together.
Independent Practice: Use the internet or poetry book to find a poem that contains metaphors or similes.
You may ask the students to search for their own or supply them with poems to choose from. The internet
has a variety of poems and websites to choose from. Use the Simile and Metaphor Independent Activity
Sheet attached.
Materials/Resources
Student copy of the poem “Willow and Gingko”
Identifying Similes and Metaphors Worksheet
Identifying the Words and Meaning of Metaphors and Simile Worksheet
Simile and Metaphor Grid Worksheet.
Lesson Assessment
Independent Activity Grid
Interdisciplinary Connections
.
Writing: The Students will work to create similes and metaphor poems on their own.
Essential Questions
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Reteach: Provide the students with a variety of poetry books. Give pairs of students the independent
activity grid Similes and Metaphors. They should complete the grid on their own and be prepared to share
their poem and grid with the class.
Extension: Create a simile and metaphor poetry book. Illustrate the metaphors and similes.
Homework and Practice
Students should find 2 poems that provide examples of similes and metaphors.
District Adopted Textbook/Supplemental Materials
Standards:
OHR06507 Distinguish how an author establishes mood and meaning through word choice, figurative
language and syntax.
Linked Materials
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Willow and Ginkgo
Eve Merriam
The willow is like an etching,
Fine-lined against the sky.
The ginkgo is like a crude sketch,
Hardly worthy to be signed.
The willow’s music is like a soprano,
Delicate and thin.
The ginkgo’s tune is like a chorus
With everyone joining in.
The willow is sleek as a velvet-nosed calf;
The ginkgo is leathery as an old bull.
The willow’s branches are like silken thread;
The ginkgo’s like stubby rough wool.
The willow is like a nymph with streaming hair;
Wherever it grows, there is green and gold and fair.
The willow dips to the water,
Protected and precious, like the king’s favorite daughter.
The ginkgo forces its way through gray concrete;
Like a city child, it grows up in the street.
Thrust against the metal sky,
Somehow it survives and even thrives.
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My eyes feast upon the willow,
But my heart goes to the ginkgo.
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Identifying Similes and Metaphors
Name _______________
Decide whether each sentence contains a simile or a metaphor. Write the word SIMILE
if the sentence contains a simile. Write the word METAPHOR if the sentence contains a
metaphor.
1. ____________ The baby was like an octopus, grabbing at all the cans on the
grocery store shelves.
2. ______________As the teacher entered the room she muttered under her breath,
"This class is like a three-ring circus!"
3. ______________ The giant’s steps were thunder as he ran toward Jack.
4. _______________ The pillow was a cloud when I put my head upon it after a long
day.
5. ________________I feel like a limp dish rag.
6. ________________ Those girls are like two peas in a pod.
7. ________________The fluorescent light was the sun during our test.
8. ________________No one invites Harold to parties because he’s a wet blanket.
9. _________________The bar of soap was a slippery eel during the dog’s bath.
10. ________________Ted was as nervous as a cat with a long tail in a room full of
rocking chairs.
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Identifying the Words and Meaning of Metaphors and
Simile
Read each sentence and find the metaphor and simile. Write the words being
compared. Write the meaning of the simile or metaphor based on the context of the
sentence.
1. The baby was like an octopus, grabbing at all the cans on the grocery store shelves.
______________________________________________________________________
______________________________________________________________________
2. As the teacher entered the room she muttered under her breath, "This class is like a
three-ring circus!"
______________________________________________________________________
______________________________________________________________________
3. The giant’s steps were thunder as he ran toward Jack.
______________________________________________________________________
______________________________________________________________________
4. The pillow was a cloud when I put my head upon it after a long day.
______________________________________________________________________
______________________________________________________________________
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5. I feel like a limp dishrag.
______________________________________________________________________
______________________________________________________________________
6. Those girls are like two peas in a pod.
______________________________________________________________________
______________________________________________________________________
7. The fluorescent light was the sun during our test.
______________________________________________________________________
______________________________________________________________________
8. No one invites Harold to parties because he’s a wet blanket.
______________________________________________________________________
______________________________________________________________________
9. The bar of soap was a slippery eel during the dog’s bath.
______________________________________________________________________
______________________________________________________________________
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10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs.
______________________________________________________________________
______________________________________________________________________
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Similes and Metaphor
(Independent Activity)
Name __________________________
Poem______________________________________________
Author ____________________________________________
Simile
Metaphor
Simile
Metaphor
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Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
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Integrated
instruction
Interdisciplinary
Lab procedures
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Lecture
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Method
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instruction
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Museum education
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instruction
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learning
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techniques
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Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
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teaching
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approach
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programs
Visual
instruction
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language
approach
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Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
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Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
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Multiple
class
Non-graded
instructional
grouping
Pair
School
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Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
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III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
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BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
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Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
Providing
Recognition
•
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
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SIOP - ESL
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Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
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Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
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Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
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Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/11/08
Submitted for
Approval Date:
07/31/08
Instructional Figurative Language: Identifying Similes
Unit
Title:
Figurative Language Identifying Similes
Subject:
Reading
6
Grade Range:
to
Description:
Students will identify similes in poetry.
2 (45 minute lessons)
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Ask the students to choose two sea animals that are similar. Use a Venn Diagram to compare and contrast
the two animals. Write a short paragraph comparing and contrasting the two animals.
Instructional Strategies
Explicit Instruction/Modeling: Explain to the students that in this lesson we will be reviewing
similes and metaphor. Both are figurative language and are used by authors to make their
writing more interesting. Display the following sentences and discuss the differences between
similes and metaphors.
Similes
In everyday language, we describe things by comparing them with other things.
She was as brave as a lion.
He was as silly as a headless chook.
His face felt like sandpaper.
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She addressed the children like a sergeant-major.
These comparisons are straightforward and are sometimes called open comparisons. The words
"as" or "like" tell us comparisons are being made. The technical name for these comparisons is
similes. Her gaze was like ice.
This is a simile.
Metaphors
We can make comparisons without "as" or "like".
Her gaze was icy.
This is a hidden comparison, and the technical name for it is a metaphor.
We distinguish between literal meanings and metaphorical meanings.
The footpath was icy. (literal meaning)
Her gaze was icy. (metaphorical meaning)
He couldn't digest anything the nurse gave him to eat. (literal meaning)
He couldn't digest anything the nurse told him. (metaphorical meaning)
We use metaphors all the time in everyday language. Often we are probably not conscious that
they are metaphors.
The whole enterprise had a fishy smell.
Your letter was buried under my papers.
That salesman was a shark.
Many experiences, feelings, and ideas are difficult to express in words. Therefore we try to
describe them by using comparisons, such as similes and metaphors.
They are frequently found in poetry:
My love is like a red, red rose
That's newly sprung in June:
My love is like the melody
That's sweetly played in tune. (Robert Burns)
Guided Instruction: Gather copies of books on the ocean, as well as books that feature figurative
language. (See attached book list)
Session 1
1. Using some of the ocean books, show pictures of whales, fish, and ocean creatures. You
will also need the books: The Sea House by Deborah Turney Zagwyn or My Visit to the
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2.
3.
4.
Aquarium by Aliki. These are for younger readers but show good examples of similes
and metaphors.
Picture walk through the book. Do not read the stories at this point.
Encourage the students to discuss what they see in the pictures.
Prompt students to finish sentence stems such as “The whale is as big as ___________”
or “The fish is as scary like a ____________.”
Ask the students to complete the sentence stems on the guided practice worksheet and
add their own statements. When they have completed the worksheet share and record
their responses on chart paper or the board.
After sharing the pictures, invite students to read their comments from the chart or board
aloud.
Ask students what the statements have in common. Elicit the fact many use like or as.
From this discussion, explain that many of the statements provided by the students
compare two unlike things.
5.
6.
7.
Session 2
1. Allow time for the students to look through the pages of The Sea House by Deborah
Turney Zagwyn or My Visit to the Aquarium by Aliki.
2. Provide time for the students to discuss the pictures. Some may choose to use similes,
using the definition and name(s) that students chose for the literary element in the
previous session. Record comments on chart paper or the board.
3. Model another way to compare unlike items, by rephrasing some of their comments
into metaphors.
4. Ask the students to describe the similarities and differences between similes and
metaphors.
5. Invite the students to rephrase some of their comments from the chart or board about
the story as metaphors. Again, record the students’ phrases and note their use of
figurative language.
6. Read the book once through to give students a general sense of the story.
7. Flip through the pages a second time, pausing and prompting students to complete
comparisons, as shown on the activity sheet for The Sea House or the sheet for My Visit
to the Aquarium. For instance, after reading the Walt Whitman poem, prompt by
saying, “The sea is a ___________.” (miracle)
8. Record students’ words when stated as a metaphor.
9. Ask students to review their own statements, asking them to identify their similarities.
Ask them to consider how these statements compare two unlike things without using
like or as.
10. Draw a chart with a large rectangle, divided in half, similar to the Template for Older
Students. On one side of the rectangle, ask students to draw a picture of an ocean
creature. On the other side, ask students to draw the item they are comparing the ocean
animal to. To provide students with an example, draw a picture of ocean waves on the
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left side of the rectangle and a treasure chest on the right to illustrate the comparison
“the ocean is a treasure.”
Independent Practice:
Ocean Simile/ Metaphor Book
Materials/Resources
Ocean Books/ Transparency
Lesson Assessment
Simile/ Metaphor book
Interdisciplinary Connections
Writing/ Science research and write a report on a sea animal of your choice. Create a project based on the
animal.
Essential Questions
Reteach: Provide the students with a variety of poetry books. Give pairs of students the independent
activity grid Similes and Metaphors. They should complete the grid on their own and be prepared to share
their poem and grid with the class.
Extension: www.readwriteandthink.com (shape poem) This is an online activity that leads the students
through the activity
Homework and Practice
Students should find 2 poems that provide examples of similes and metaphors.
District Adopted Textbook/Supplemental Materials
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Standards:
OHR06507 Distinguish how an author establishes mood and meaning through word choice, figurative
language and syntax.
Linked Materials
____A Sea Full of Sharks
Betsy Maestro
Scholastic
____Find Demi's Sea Creatures
Putnam & Grosset, New York
____Dancing With The Manatees
Faith McNulty
Scholastic
____Florida's Fabulous Seashells
Winston Williams
World Publications, P.O. Box 24339, Tampa, FL 33623
____Leroy The Lobster
Katherine Orr
Macmillan Educational, LTD
____Living Shells of the Caribbean and Florida Keys
Robert E. Lipe
R. Tuckett Abbott
American Malacologists, Inc. P.O. Box 2255, Melbourne, FL 32902
____Over The Steamy Swamp
Paul Geraghty
Gulliver Books
Harcourt, Brace & Jovanovich, 1250 San Diego, CA
____Seashore, Eyewitness Explorers
David Burnie
Dorling Kindersley
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____Sea Full Of Whales
Richard Armour
Scholastic
____Seashore Life, Young Discovery Library
Christine Lazier
____Seashore Life On Rocky Coasts
Monterey Bay Aquarium
Judith Conner
____Secrets Of The Deep
Ingrid Selberg
Dial Books for Young Readers, 375 Hudson St., New York, N.Y. 10014
____Sharks and Other Creatures of the Deep
Phillip Steele
Dorling Kindersley Inc.
232 Madison Ave. New York, N.Y. 10016
____Shelly
Katherine Orr
Macmillan Eduational, LTD
____Starfish, Seashelss and Crabs
George S. Fitcher
A Golden Book, New York
Western Publishing Co. Inc.
Racine, Washington 53404
____Swimmy
Leo Lionni
Scholastic
____The Blue Planet: Seas and Oceans
Diane Costa de Beauregard
Young Discovery Library
____The Cousteau Society, Turtles
Simon & Schuster Publishing, Simon & Schuster Bldg, Rockfeller Center,
1230 Avenue of the Americas, New York, N.Y. 10020
____The Illustrated World of Oceans
Susan Wells
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Simon & Schuster, Rockefeller Center
1230 Avenue of the Americas, New York, N.Y. 10020
____The Dangerous Life of the Seahorse
Miriam Schlein
Collier Macmillan Publishers, Canada
____The Magic School Bus On The Ocean Floor
Joanna Cole
Scholastic
____The Seashore, A First Discovery Book
Jeunesse Gallimard and Elisabeth Cohen
Scholastic Publishers
____The Underwater Alphabet Book
Jerry Pallota, Charlesbridge Publishing, 85 Main St., Watertown, MA 02172
617-926-0329
____Underwater Nature Search
Andrew Cleav
Dr. Steven Webster
Reader's Digest Association, Inc.
____What's Inside? Shells
Scholastic
Dorling Kindersley
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Name _____________________ Date __________
Guided Practice Revision Work Page
COMPARISONS USING AS OR LIKE (SIMILE)
1. The whale is big. (The whale is like a ____________.)
2. The parrotfish was strong.(The parrotfish was as strong as a __.)
3. The dolphin was fun. (The dolphin was as fun as a _________.)
METAPHORS AS COMPARISONS
4. The sardines swam together. (The sardines were a _______.)
THINK OF YOUR OWN METAPHOR
5. The ocean was a (an) ___________________.
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The Sea House (Answer Key)
By Deborah Turney Zagwyn
1. After Uncle Hal and Simon’s hammocks fall, Clee wonders about Uncle
Hal’s knots.
• Uncle Hal’s knots are a ____________. (promise)
2. The tides pull the sea and push it back in.
• The tides are ____________. (magic)
3. Simon falls over the deck.
• Simon flip flops in the sea and is a _________. (snapper)
4. The boat finally sets sail, although Uncle Hal isn’t aware.
• Clee thinks the sail arched and was a _______. (cheek)
5. They are stuck on a sandbar but the boat was waiting for the tide to turn.
The next tide will lift them on their way.
• The tide was an ________________. (elevator)
6. While on the sandbar, Clee and Simon explore the beach.
• The steaming rock pools were ___________. (treasure)
7. The hermit crabs measured dogwinkle shells and moved into their new
homes.
• The shells are ___________. (homes)
8. Clee thinks maybe Uncle Hal’s boat is a dogwinkle barge. She looks at her
uncle and sees the eyes reflecting the sea.
• Uncle Hal’s eyes were ___________. (mirrors)
9. The sea swallowed the sun at the end of the day.
• The sun was a ____________ at the end of the day. (fire)
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10. The “About Hermit Crabs” has some good information, such as sea
anemones attach themselves to hermit crab shells for protection.
• Hermit crabs are ____________. (homebodies)
• Hermit crabs are ____________. (recyclers)
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The Sea House
By Deborah Turney Zagwyn
1. After Uncle Hal and Simon’s hammocks fall, Clee wonders about Uncle
Hal’s knots.
• Uncle Hal’s knots are a ____________.
2. The tides pull the sea and push it back in.
• The tides are ____________.
3. Simon falls over the deck.
• Simon flip flops in the sea and is a _________.
4. The boat finally sets sail, although Uncle Hal isn’t aware.
• Clee thinks the sail arched and was a _______.
5. They are stuck on a sandbar but the boat was waiting for the tide to turn.
The next tide will lift them on their way.
• The tide was an ________________.
6. While on the sandbar, Clee and Simon explore the beach.
• The steaming rock pools were ___________.
7. The hermit crabs measured dogwinkle shells and moved into their new
homes.
• The shells are ___________.
8. Clee thinks maybe Uncle Hal’s boat is a dogwinkle barge. She looks at her
uncle and sees the eyes reflecting the sea.
• Uncle Hal’s eyes were ___________.
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9. The sea swallowed the sun at the end of the day.
• The sun was a ____________ at the end of the day.
10. The “About Hermit Crabs” has some good information, such as sea
anemones attach themselves to hermit crab shells for protection.
• Hermit crabs are ____________.
• Hermit crabs are ____________.
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My Visit to the Aquarium (Answer
Key)
by Aliki
1. The next pages (what would be pages 3 and 4 of the
story) have information about a coral reef. Prompt the
students to finish the sentence stems as a metaphor:
• The tropical coral reef is a __________. (garden)
• The anemones are ____________. (flowers)
2. The next pages have beautiful fish and information
about them. Just read these pages.
3. The following pages (what would be 7 and 8) explain
the symbiotic relationship of some fish.
• One dangerous fish is a __________. (rock)
• The other fish is _____________. (poison)
• The octopus is a ______________. (chameleon)
4. Continuing:
• The penguins are __________. (suits)
• The anchovies are _____________. (a circle)
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5. Next:
• The kelp are ____________. (trees or forest)
• The sardines are a silver _______________. (cloud)
6. A few pages ahead:
• The bat rays are _____________. (pancakes)
7. Another several pages ahead:
• Dolphins and belugas are ____________. (smiles )
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My Visit to the Aquarium
by Aliki
1. The next pages (what would be pages 3 and 4 of the
story) have information about a coral reef. Prompt the
students to finish the sentence stems as a metaphor:
• The tropical coral reef is a __________.
• The anemones are ____________.
2. The next pages have beautiful fish and information
about them. Just read these pages.
3. The following pages (what would be 7 and 8) explain
the symbiotic relationship of some fish.
• One dangerous fish is a __________.
• The other fish is _____________.
• The octopus is a ______________.
4. Continuing:
• The penguins are __________.
• The anchovies are _____________.
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5. Next:
• The kelp are ____________.
• The sardines are a silver _______________.
6. A few pages ahead:
• The bat rays are _____________.
7. Another several pages ahead:
• Dolphins and belugas are ____________.
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Ocean Drawing
Words to describe the ocean.
Words to describe the drawing.
Write a sentence, including a simile, using “like” or “as”, or a
metaphor to describe your ocean picture.
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Ocean Simile Metaphor Book
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Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
10/7/2008
8:45 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
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Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:45 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
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Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
8:45 AM
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:45 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
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Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date:
Jeanne Sites
07/10/08
Submitted for
Approval Date:
07/31/08
Instructional Figurative Language: Identifying Similes
Unit
Title:
Figurative Language Identifying Similes, Metaphors, and Personification—
Lesson # 12
Subject:
Reading
6
Grade Range:
to
Description:
Students will identify similes in poetry. Story focus: Lesson 12 Story
Town: Life Under Ice
45 minutes
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Think about weather during each season. Write three sentences that contain either similes,
metaphors, or personifications of the weather during a particular season.
Instructional Strategies
Explicit Instruction/Modeling:
Explain to the students that Figurative language is a tool that an author uses to help
the reader visualize (or see) what is happening in a story or poem. Some common
types of figurative language are: simile, metaphor, alliteration, onomatopoeia, idiom,
puns, and sensory language.
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8:52 AM
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Lesson Plan Template for Summer 2008 CiMS Project
THE SIMILE
A simile is a comparison using like or as. It usually compares two
dissimilar objects.
For example: His feet were as big as boats. We are comparing the size
of feet to boats.
THE METAPHOR
A metaphor states that one thing is something else. It is a comparison,
but it does NOT use like or as to make the comparison.
For example: Her hair is silk. The sentence is comparing (or stating) that
hair is silk.
PERSONIFICATION
Authors use personification to give human characteristics to animals,
objects, or ideas.
For example: The sun peered over the horizon and shivered.
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Lesson Plan Template for Summer 2008 CiMS Project
Guided Instruction: Have the students read page 284 in Life Under Ice. Make a transparency of the
Figurative Language Fun worksheet. Demonstrate how to use the graphic organizer with pages 284 &
293
1. Instruct them to find a simile and a metaphor in the last paragraph. What picture do they see in their
mind. (Simile: The sun is “like a spotlight.” The suns brightens a small area of darkness.
(Metaphor: “a solid ceiling of ice.” The ice is thick and covers everything.
2. Next have the students read page 293 in Life Under Ice. What simile does the author use in the final
paragraph? (The ice is “like a lid covering the ocean”) How is this simile similar to the metaphor “a
solid ceiling of ice”? ( Both refers to the ice that covers the water and suggests that it protects the things
living under the water.
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Lesson Plan Template for Summer 2008 CiMS Project
See the following graphic organizer example:
Page number ______284___
Check one: X Simile □ Metaphor □ Other
Sentence from the Text : The sun is like a spotlight.
Was this a good comparison? Explain how the author’s description makes you feel
or think.
This is a good comparison because it makes you see very bright light in your mind
and feel the heat of the sun.
Think of another way to say what the author has written. Write your own metaphor
or simile that could replace the one written in the story.
The sunlight shone very bright in the sky.
Page number 284
Check one: □ Simile X Metaphor □ Other
Sentence from the Text : Bill shivers---- not just from the cold, but as he imagines
beign trapped beneath a solid ceiling of ice.
Was this a good comparison? Explain how the author’s description makes you
feel or think.
This is a good comparison because it make you think of seeing a thick cover of
ice over your head.
Think of another way to say what the author has written. Write your own metaphor
or simile that could replace the one written in the story.
The ice was very thick above Bill’s head and he shivered.
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Lesson Plan Template for Summer 2008 CiMS Project
Independent Practice: The students will work in pairs to find other examples of figurative language
throughout the story and record their answers on the graphic organizer.
Materials/Resources
Student copy of the worksheet: Figurative Language Fun
Story Town Antholgy: Lesson 11 Life Under Ice
Leveled Readers: Ice, Ice, and More Ice; A Tale of Two Lands: The Arctic and the Antarctic;
Emperors on the Ice
Lesson Assessment
Observation of student work
Interdisciplinary Connections
.
Writing/ Science: Students will research the Arctic and Antarctic. They will write a paragraph describing
one of the habitats. They should use at least 4 examples of figurative language.
Essential Questions
Reteach: The students will choose another story in the Story Town anthology and find examples of
figurative language. They should record their answers on the graphic organizer.
Extension:
Students will use the Jane Yolen book Encounter to find examples of figurative language. The
should share their answers when complete.
Homework and Practice
Students should use their Leveled Readers to find figurative language:
District Adopted Textbook/Supplemental Materials
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Lesson Plan Template for Summer 2008 CiMS Project
Standards:
OHR06507 Distinguish how an author establishes mood and meaning through word choice, figurative
language and syntax.
Linked Material
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Lesson Plan Template for Summer 2008 CiMS Project
Figurative Language Fun
Find two examples of figurative language in your story .
Page number _________ Check one: □ Simile □ Metaphor □ Other
Sentence from the Text _____________________________________________
________________________________________________________________
Was this a good comparison? Explain how the author’s description makes you feel
or think.
Think of another way to say what the author has written. Write your own metaphor
or simile that could replace the one written in the story.
Page number _________ Check one: □ Simile □ Metaphor □ Other
Sentence from the Text _____________________________________________
________________________________________________________________
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Lesson Plan Template for Summer 2008 CiMS Project
Was this a good comparison? Explain how the author’s description makes you feel
or think.
Think of another way to say what the author has written. Write your own metaphor or
simile that could replace the one written in the story.
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Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
10/7/2008
8:52 AM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 9 of 12
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
10/7/2008
8:52 AM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 10 of 12
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
Providing
Recognition
•
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
10/7/2008
8:52 AM
•
•
•
•
Version 10
Page 11 of 12
Lesson Plan Template for Summer 2008 CiMS Project
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
10/7/2008
8:52 AM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 12 of 12