Teaching Reading and Writing Across the Content

Amanda Caballero

Date: October 19, 2016

Lesson Plan for 11th Grade Level(s) Readers

Content Topic:

Tobacco and Smoking

Content Standard(s):

2.3.12.B.2

Enduring Understanding:

Citizens need to understand the long-term affect of tobacco use/smoking and how harmful it is.

PART 1: Lesson Overview (new page)

Title of Text- Chicago Tribune. (2016) Mayor Proposes Raising Tobacco-Buying Age to 21 to Curb Teen Smoking. Newsela.

Quantitative Readability Level of Text- For the readability of the text, Newsela, where I got my article from allowed me to set the difficulty level for each grade. So since my article is for 11th graders, it’s readable for them. The lexile level is 1150 so it wouldn’t be too hard for students. The vocabulary is not too hard and it states a lot of statistics so they can try to comprehend what it’s about.

Qualitative Features of the Text-I believe that this text in not that long which is ok, but majority of the text provides a lot of statistics and strong vocabulary. As stated in the text “The NIH said that alcohol affected 60 percent of all deadly crashes by the mid-1970s. Two-thirds of fatal accidents for people between the ages of 16 and 20 involved alcohol during that time.” This part of the text show statistics and students will have to comprehend all these numbers at once.

Text Summary – The article “Mayor Proposes Raising Tobacco-Buying Age to 21 to Curb Teen Smoking” is about the Mayor of Chicago would like to raise the tobacco buying age from 18 to 21. As said in beginning of the text “Teens and young adults are likely to stop smoking if they have to ask someone who’s 21 or older to buy cigarettes for them.” Asking other students on college campuses that do smoke under the age of 21, showed that if they did raise the tobacco buying age to 21 they would most likely quit their habits because they wouldn’t go out of the way to ask someone else to buy it for them. Students/Citizens should realize the effects before its too late.

Pages Used for Lesson – 1 full page.

Rationale:I chose this particular article because it’s obvious that smoking is huge thing in our country which kids should know the risk of. And through out the article it states a lot of facts, opinions, and its very personal considering there were different students that were under the age of 18 interviewed because they smoked cigarettes. This article addresses a lot of concerns for everyone, but especially young adults. If young adults stopped smoking so early in their life than it would pro long their live even more. So that’s why its important to get the information out there so they know what to expect if they start smoking at an early age. I feel as if the text is not too challenging but it will make students think through the text.

Newsela Article: Mayor Proposes Raising Tobacco Buying Age to 21 to Curb Teen Smoking:

PART 2: BEFORE READING ACTIVITY

Objectives:

1.)Students with be able to compare their heart rate from before the activity to after by discussing their results with a partner.

2.)In small groups, students will be able to discuss effects on smoking tobacco and answer two questions relating to the topic.

Standards: Health and Physical Education standards 2.3.12.B.2 and language arts/literacy standards RL.11-12.1.

Steps for Teaching the Activity:For my activity I was going to do “Smoking Aerobics” which will show how smoking tobacco can affect a person’s everyday physical activity. Every student in the class will stand up and do a ten-minute aerobic exercise, which will get their heart rate going. After the ten-minutes is up, each student will check their heart rate and see how it has gone up. Than the students will individually fill out the answers to two questions which are provided after the aerobic exercise. The questions are 1. Write two factors you know about smoking and 2. Write down your two most favorite physical activities. After all students have finished the two questions, they will get in to small groups and discuss what their answers were. Once finished with that, each student will than get a straw and put in in their mouth and try to do the aerobic exercise that they did in the beginning. The straw will represent how smokers feel when doing a physical activity. (Students will need to be careful with the straw while doing the aerobic exercise.) Have students check their heart rate and see the difference from the first time they checked it. Than discuss with the class what they experienced while doing the exercise with doing it with the straw. Than ask students how smoking can affect the two favorite activates they chose in the beginning. This will help diverse learners because it’s more for kinesthetic learners and it will help them visualize more. If I were to modify this activity for ELL 1 students I would make the aerobic activity up to 5 minutes and discuss more about tobacco and the effects before we got into the activity.

Assessment:

Observing small group discussion
Going around the class with a class roster and marking down who is participating in the discussion.
Marking down who is talking.
On task
Everyone is involved.
Everyone is doing the aerobic exercise.
Being cooperative and respectful of classmates.
Ideas
Students are participating and giving opinions on what they think.

PART 3: VOCABULARY ACTIVITY

Objectives – With a partner, students will be able to use context clues about word meanings for at least five words using visuals on a separate piece of paper.

Standards:ELA-Literacy.RST.9-10.4 || Vocabulary NJSLSA.L4.

Rationale: As readers, we see unfamiliar words all the time. What is helpful is seeing and imagining what these words might mean. We see a picture and it sticks in our mind better than just a big word. Today we are going to strengthen our context clue skills by looking at visuals for the unfamiliar words in our reading.

Modeling: Projected on the screen/smart board I will have the first 3 paragraphs of the article. We will go over context clue strategies and than list context clues for each of the unfamiliar vocabulary words we see. I want you to focus on these words:

Evokes

Addicted

Preserving

Quantities

Effective

Compelling

Re-examination

Application or Student Practice:With a partner you will keep reading the article and look for words that you may not know the meaning and circle them. You will want to look around the circled word for clues to what the word actually means.

Debriefing:

How did you do?

What was the hardest word you found?

Did you find any clues?

How did working with a partner help you?

Steps for Teaching the Activity: I will start off by giving every student a piece of paper that has a bingo game on it. The bingo game has several pictures in the box that is described with acronyms of the picture. You must get the correct picture to the correct word. If you guess wrong, your chip will be removed. Once you have a row filled in order to win vocab bingo.

Assessment:I will determine whether or not students are participating by going around the classroom with a piece of paper and see who is participating or not. I can see which students have or have not been studying their words. Students who have been making guesses or having difficulty with the activity will be marked down.

ELL Adaptation:Using visuals such as the pictures to the words to what they mean with help my ELL 1 learner.

Name:

Date:

Vocab Bingo

/ / FREE SPACE /
FREE SPACE / / /

PART 4: DURING READING ACTIVITY

Objectives: Working independently, students will be able to select three important statements in the text on why raising the tobacco age to 21 is important. They will fill this out in a graphic organizer.

Standards:

NJSLSA.R2

NJSLSA.R8.

Steps for Teaching Activity

Rationale: As readers, while reading the text we become uninterested and tend to get off track. We can fix this by having an idea at what to look for while reading the text. Today we will look over the article and find specific claims that the author says in the article as to why the tobacco buying age should be raised from 18 to 21.

Modeling: Each student will have their own copy of the article at their desk. They will read through out the text and try to find anything that the author says that helps the authors claim aboutraising the tobacco buying age to 21. On a separate piece of paper, which will be handed out, is a graphic organizer. There will be three boxes, which students will fill in the sentences or statements that they think are the author’s claims from the text.

Application or Student Practice:Students will work independently while reading the article. As they read the article, they are looking for specific claims that the author makes as to why they should raise the tobacco buying age from 18 to 21. As students find these claims they can either underline or highlight the specific claim so they can go back to the article to remember what they underlined/highlighted. Than students will put the information into the graphic organizer.

Debrief:

How did you do?

Did you find any counter claims?

Was it hard to find these claims?

How many did you find?

Assessment: I will determine whether students are working or not to first, walk around the room to see if they are underlining certain sentences/statements that might be the authors claim. I will have my own article in my hand to which sentences that I’m looking for students to underline. As they finish the article, I will than see if they are filling out the graphic organizer. Once the class has finished I will collect their graphic organizers to see if they filled it out and with the correct information I was looking for.

ELL Adaptations:Have ELL student get their background knowledge on the topic. As he/she is reading the article help them through trying to find the main idea, important facts, and supporting details. This can help them so they know exactly what they are looking for instead of just trying to read the article.

Tobacco and Smoking Graphic Organizer

Name: ______

Date: ______