Plan for the Concept, Topic, or Skill – Not for the Day
Unit 3, Lesson 13, Antarctic Journal
LessonEssential Question:
What is the relationship between cause and effect?
How do I put my important ideas together in my own words to create a summary?
Are there parts of this text that are more significant than others?
Can I use a summarizing strategy to check my understanding of cause and effect?
What do students need to learn to be able to answer the Essential Question? (chunk lesson and plan for formative assessment)
Assessment Prompt: Students will complete the flow chart by completing one cause and 3 effects to go with it.
Assessment Prompt: The students will be able to use one example of cause and effect relations from the story and come up with 2 more throughout the story.
Assessment Prompt: Students will be given specific parts of the core selection to make determine cause and effect relations.
ActivatingStrategy:(Learners Mentally Active, Link to Prior Knowledge)
Students review what cause and effect means and then complete 3 Smart Notebook games, where they are placing the correct cause and effect together
Preview Key Vocabulary: cause, effect
Build Background Knowledge of Concept:
Comprehension; Cause & Effect, anthology page 327
Teaching Strategies:(Active Participation, Collaborative Pairs, Graphic Organizer, Vocabulary in Context, Writing)
Graphic Organizer:
Flow Chart: Students will read Backyard Journal. The cause is given to them they will complete the effects. (Projectable13.2) / Vocabulary in Context:
Read On My Way to Meet the Khan (teacher read aloud)
Comprehension; Cause & Effect, anthology page 327 / Writing:
See daily writing prompts
Collaborative Pairs Activities:
(Distributed Guided Practice)
Flow chart practice book page 145 / Collaborative Pairs Questions:
(Distributed Summarizing) / Extending Thinking Activity
Instruction:
AP#1: Students will read Protecting Coral Reefs (pb page 145) where they will read a selection and then fill in the cause and 3 effects.
AP#2: Students will read the core story and as reading it they will add two more cause and effects on their flow chart (Projectable 13.3a)
AP#3: Students will complete the flow chart on projectable 13.4 and determine cause and effects for each given situation.
Summarizing Strategies: (Learners summarize, Answer Essential Question)
Students will read Antarctic Fur Seals, then they will complete their own flow chart and infer to answer comprehension questions.
**Also see the notebook file for this lesson, to give more details**
CAIU, Based on Learning Focused Strategies October 2009