5-E Lesson Plan Template

Your E-mail Address: Jgreer118476@troy.edu Your Name: James Greer Grade Level: 3rd Subject Area: Language Arts Lesson Title: Exploring Reading through Lesson Length:60 mins Visualization THE TEACHING PROCESS Lesson Overview This lesson teaches students how to compare their personal visualization of what is read with that of others in order to have a better understanding of reading and perspective.

Unit Objectives: Students will read assigned selections then attempt to construct a visual representation of their selection in small groups. Each group will share their selection with the entire class, then a corresponding selection of the Film will be shared to provide another perspective.

Standards addressed (AL COS) Subject: Language Arts R.3.3. Determining sequence of events Language Arts R.3.8. Using vocabulary knowledge to construct meaning [ELA2010] (4) 27: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

List of Materials Digital Copies of the Hobbit on E-reading Device Promethian Board to display students drawn visualizations Linked Promethean board and e-reader to display movie clips on individual devices

INSTRUCTIONAL SEQUENCE Phase One: Engage the Learner

(These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. The teacher provides an orientation to the lesson and assesses students prior understanding of the concepts addressed in the lesson.)

Activity: Have four of the students each look at a piece of a picture then have them describe what they see to the class. Ask the class to guess what the students were shown.

Whats the teacher doing? (How is the teacher encouraging the students to use what they already know about the topic.)

What are the students doing? Receiving images and trying to explain to the other students what they see. Trying to guess what the selected students are describing from their fragments.

Managing and sending the images to individual readers in order for the students to respond to the fragments of the picture

Phase Two: Explore the Concept

(Next, students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint.)

Activity: Reading short selections from the Hobbit in small groups then trying to draw or storyboard the selection to enhance visualization.

Whats the teacher doing? Ensuring each student is reading the selection and observing the output of the visualization.

What are the students doing? Reading and visualizing the content so that they can render a picture or storyboard.

Phase Three: Explain the Concept and Define the Terms

(Only after students have explored the concept does the curriculum and/or teacher provide the scientific explanation and terms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know.)

Activity: Have the students present their selections to the class

Whats the teacher doing? Facilitating the inter-group dialogue and keeping the class on topic

What are the students doing? Sharing and discussing their drawings of selections of the story

Phase Four: Elaborate on the Concept

(The next stage of the model serves to help students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts.)

Activity: Have the students watch a professional rendering of the selections and compare/ contrast with their group efforts

Whats the teacher doing? Displaying the selections via film, and managing the classroom discussion

What are the students doing? Watching the selections of the film and critically analyzing for discrepancies and differences in their visualizations then discussing what they mean

Phase Five: Evaluate students' Understanding of the Concept

(The final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on their understanding and to evaluate what they know now and what they have yet to figure out. Although the key word of the stage is evaluate, the word does not indicate finality in the learning process. Indeed, students will continue to construct their understanding of these broad concepts throughout their lives. Evaluation of student understanding should take place throughout all phases of the instructional model. The evaluate stage, however, is when the teacher determines the extent to which students have developed a meaningful understanding of the concept).

Activity: Completing a worksheet concerning their selection and journaling about differences in perspective based on visualization of read materials.
Whats the teacher doing?

What are the students doing? Completing the worksheet and journaling about visualizations in reading

Grading the worksheets and qualitatively assessing the journal entries