Submitted by bonniebeckner on Sun, 04/15/2012 - 21:33
Created By:
Bonnie Beckner
Title/Role:
Teacher
Organization/School Name:
Mary Calcott
Location:
Virginia
Grade Level:
5
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Educational technology, Language Arts
Content Topic:
Informational Nonfiction Expository Writing
Scenario:
The TL and content teacher met and planned a unit which involves the students researching and writing a nonfiction informational piece on a topic that interests them. The teacher has introduced various types of nonfiction texts.The librarian and teacher have distributed assorted nonfiction resources to students and lead several class discussions prompting students to reflect on their observations.Students have selected their topics, formulated three research questions about their topics, and have had several opportunities to research both text and online resources. They have been taking notes in their own words on index cards which they bind with rubber bands and keep in their writing folders.
Overview:
During this unit, the students cultivate their own curiosity as they explore a broad range of nonfiction topics and learn about interesting ways information can be communicated in nonfiction. They immerse themselves in various topics of interest to them and then select one of those topics to research with a partner in depth. Partners then write, revise, and publish an informational piece about that topic to share with the class.
Final Product:
The final product for the unit will be an informational paper. For this lesson, the final product will be a graphic organizer demonstrating the students have organized their information and are ready to begin their drafts.
Library Lesson:
The students will modify and expand their thinking based on research and organize their notes in preparation for writing.
Estimated Lesson Time:
60 minutes
Have you taught this lesson before:
Yes
Strategies for differentiation:
The TL and teacher may suggest categories for partners to consider. The students will utilize "think, pair share" procedures to help ensure they remain focused and on task. Some students may be more comfortable with a paper and pencil graphic organizer so the teachers will provide these upon request.