Comprehension Lesson
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School
Montgomery County Community College *
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Course
304
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by LieutenantFogDugong11
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O FE D U C A T I O N
Teaching and Learning Roadmap
Lesson Title: Cell Phones: Past, Present, Future
Subject/Topic Area: Text Structure Grade or Developmental Level: 4th Grade Context for Learning: Reading Comprehension
What do students already know that is relevant to this
activity, or what skills do they already have, and how do
you know it?
Are the students interested and ready to engage?
What factors might enhance or impede learning, and
how will you address them?
The students are interested and ready to engage, being interested in this passage regarding cell phones. The passage will enhance the students’ learning by reading about the past, present, and future of cell phones. Students already know how to read grade appropriate irregularly spelled words. Standards:
What Standard(s) will be addressed by this activity? Common Core? NGSS? Etc.
-R.L.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- R.F.4: Read with sufficient accuracy and fluency to support comprehension
Essential Question(s):
What open-ended questions will be used to stimulate student interest and thinking?
-
What can cause problems for cell phone calls?
-
Why were the digital wireless systems we use today created?
-
What does the term mobility mean?
-
What are some things that might be possible for cell phones in the future?
Activity Objectives/Goals:
Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do at the conclusion of the activity.
-
Students learn to identify and use text structures to support comprehension
Measuring Success:
Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre-
Assessment, Formative Assessment, Summative Assessment). How do you plan to use assessment data in future lessons?
Plan on using assessment data to plan individual instructional intervention and to develop daily instructional strategies. -
Students should be able to identify signal words. -
Students should be able to use a graphic organizer
Activity Structure
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Describe how the activity will unfold from beginning to end, its timing and pacing, and how the activity will provide opportunities for deeper, higher-level thinking and learning (the top of Bloom’s taxonomy).
This lesson should take an hour to an hour and ten minutes:
-
Preview the text: Provide a brief explanation of the text. Have the students look at the chapter titles, see what the text is about, what the future of cell phones might be. -
Engage the whole class to read: Read the text as a group such as randomly call on students to read
portions of the text. Ensure that the pattern of calling on students is unpredictable.
After reading the text:
-
Scan the text to see if there are any signal words such as “alike, both, more than, however, or similar to.” Have the students turn to a certain chapter/page to see if there are signal words.
-
Have the students practice the skill – finding signal words. -
Explain and model the process of using the graphic organizer. -
Have the students complete the graphic organizers in pairs: Left circle (landlines) and information about cell phones (right circle). Any information about them both can go in the space where the circles overlap. -
Have the students back together to compare organizers such as “what are the effects of the text’s main cause”? Instructional Strategies/Differentiation:
Describe the research-based best practices that will be employed (or relevant learning theories) and why they were selected. How will you DIFFERENTIATE INSTRUCTION
to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. There are three main instructional elements that you can adjust to meet the needs of your learners: CONTENT —the knowledge and skills students need to master; PROCESS
—the activities students use to master the content; and/or
PRODUCT
—the method students use to demonstrate learning. Examples of differentiating CONTENT:
Tiered lessons are a good way to differentiate content. In a tiered lesson students are exposed to a math concept at a level appropriate for their readiness.
Examples of differentiating PROCESS
: Provide resource
materials at varied levels of readability and sophistication; Provide teacher-led mini-workshops on varied skills at varied levels of complexity to support student work; and use both like-readiness and mixed-
readiness work groups. Examples of differentiating PRODUCT
: Read and write -
During this lesson plan, demonstrating, active learning, and differentiated instruction will be employed. Demonstrating is the teacher using the whiteboard to write signal words. Active learning is engaging the students with comparing the graphic organizer. Differentiated instruction will be employed with diverse learning styles in the classroom. The teacher will accommodate individual differences and group differences by adjusting the method of teaching if need be. For the partner activity, the teacher will group students effectively.
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learners write a book report; visual learners create a graphic organizer of the story; auditory learners give an oral report; and kinesthetic learners build a diorama illustrating the story.
Application:
Describe the opportunities that will be provided for the students to apply the knowledge and/or practice the skills learned.
-
Students will complete the graphic organizer with a partner. -
Students will compare the graphic organizer with the class. -
Students will circle signal words throughout the passage with a highlighter. Technology:
Describe the instructional and/or technology/assistive technology that will be incorporated into the activity and
how this will enhance
learning purposefully. Describe how you will use technology to manage and document the learning process and access sources of information that are developmentally appropriate, relevant and interesting.
-
No technology will be used. Personalized Learning:
Describe how you will personalize learning
to accommodate differences in students’ learning styles, interests, culture, language etc., and what opportunities will be provided to help students assume more responsibility for their own and others’ learning.
- If students are having a hard time with finding signal words, right what signal words are on the board for a reminder. - If students need help remembering where the signal words are in the passage, have the student highlight the words.
Resources/Materials Needed for the Lesson:
List the resources necessary for the activity’s success.
Copies of the passage (Cell Phones: Past, Present, Future)
Copies of text structure organizer
Highlighter
Pencil
Learning Environment:
Describe how you will create an appropriate learning environment for this activity (physical, emotional, aesthetic, social/interactional, leadership, sensory, etc.)
-Students will be learning in a positive environment. -Students will be learning in a social/interactional environment by interacting with his/her peers and the teacher.
- Visual learning will be provided using a graphic organizer
Extensions
Describe the activities that will enable students to apply their new knowledge and skills in different ways and/or in unfamiliar situations.
-
The activities with the graphic organizer, students
will be able to compare and contrast coming to new information with what is different and what is the same. Follow-Up
Describe the intermittent reinforcement strategies that will deepen student thinking, interconnect concepts, and
improve relevant skills, and when they will occur.
How could I improve this lesson?
What worked well during this lesson?
Were the students engaged?
Additional Information
Identify anything else that you feel is important to include in this activity plan.
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