Lesson+Plan+Form

8th grade ELA/Social Studies Lesson Plan - //My Brother Sam is Dead// & Google Earth
(MLA uses italics rather than underlining. Are you modeling for students who will write or keyboard their sources? If they are writing, then return the book title to underlining, but I would explain that.)

· **Reading Comprehension Strategy(s):**
 * Planning**
 * Determining Importance - 2.1.2 - Organize knowledge so it is useful.
 * Synthesizing - 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view or bias.

· **Reading Development Level:** 8th grade (Advanced)

· **Instructional Strategies:** Notetaking, Summarizing, Cooperative Learning, Graphic Organizers, Non-linguistic Representations

· **Lesson Length:** two 50 minute class periods (denoted in lesson plan by "Day One" and "Day Two")

· **Purpose:** The purpose of this assignment is for the students to learn to locate information, record it using a graphic organizer, and use a new technology to present the information they have found.

· **Objectives:**
 * 1) The student will learn to take effective notes and bibliographic information using a graphic organizer. (This is the objective that refers to determining importance. You need to use that phrase.)
 * 2) The student will use the research techniques taught by the teacher and librarian to find five (facts) about the chapter setting and one piece of electronic media (an image, a video, a recorded speech, etc) that corresponds to their topic.
 * 3) The student will create a Google Earth file, tag their location and insert facts and media, and save their work. ( Students will synthesize information by creating...)
 * 4) The student will self-assess their work using the student rubric.

· **Resources, Materials, and Equipment**

**Children’s or Young Adult Literature (fiction and informational books):** __My Brother Sam is Dead__ by James Lincoln Collier and Christopher Collier; __Make Way for Ducklings__ by Robert McCloskey

**Websites (including pathfinders):** Possible resources students might use in the course of their research -
 * The History of Redding's Guide to the Novel - @http://mybrothersamisdead.historyofredding.com/
 * The Keeler Tavern Museum & Garden House - @http://keelertavernmuseum.org/
 * The American Revolution - The Glorious Cause for American Independence - @http://www.theamericanrevolution.org/default.aspx
 * Social Studies for Kids - Timeline of the American Revolutionary War - @http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywartimeline.htm
 * U.S. History - Timeline of the Revolutionary War - @http://www.ushistory.org/declaration/revwartimeline.htm
 * The History Place - American Revolution - @http://www.historyplace.com/unitedstates/revolution/
 * Encyclopedia Britannica Online - http://school.eb.com

Excellent resources. I would create an electronic pathfinder for these sites and briefly annotate them for students as a model for a best practice for online information. **Graphic Organizers: **

**Materials:** pen/pencil

**Equipment:** LCD Projector, enough computers for the entire class, Google Earth software (enough for each student)

· **Collaboration:** Mrs. Ellis and Mrs. Fleming will work together to model researching using the Internet and library databases; locating and recording bibliographic information and working with a partner. They will also model creating a tag in Google Earth and inserting text and a media file in that tag; as well as saving the file. Both Mrs. Ellis and Mrs. Fleming will supervise and assist the students as they research and create their Google Earth files with their partners. They will also assess/grade the projects together using the rubrics that they worked together to create.

· **Assessment:** The students will assess their work individually using the following rubric: Please see my comments on your rubric. To conserve space, you can remove this because you embedded it as a .doc below.

Student Name: Partner: _ __Book Chapter & Setting:__ __Directions: Assess your work and then write your initials within the box that represents the quality of your work. Tally your total rubric score.__ **Setting Research and Google Earth Tagging:**
 * //__My Brother Sam is Dead__ Google Earth Lit Trip//**


 * **Criteria** || **20** || **15** || **10** || **0-5** || **Score** ||
 * **Research Process** || **All of the following are present**: Identified chapter setting, identified research question, and documented sources. || **One** **of the following is missing**: Identified chapter setting, identified research question, and documented sources. || **Two** **of the following are missing**: Identified chapter setting, identified research question, and documented sources. || **All of the following are missing**: Identified chapter setting, identified research question, and documented sources. ||  ||
 * **Content** || Partners collect **five facts** —including one electronic media file (image, video, audio clip, etc). || Partners collect **three to four** **facts** —including one electronic media file (image, video, audio clip, etc). || Partners collect **two** **facts** —including one electronic media file (image, video, audio clip, etc). || Partners collect **one** **facts** —including one electronic media file (image, video, audio clip, etc). ||  ||
 * **Bibliography Graphic Organizer** || **All information** has been **correctly cited using MLA format**. || **One or two facts** have been **correctly cited using MLA format**. || **Three to four facts** are **incorrectly cited**. || **None of the information is correctly cited**. ||  ||
 * **Information Upload & Saving the File** || **The image** is inserted into the Google Earth tag correctly, and the students’ saved their Google Earth file to the correct folder. || **The image** is inserted into the Google Earth tag correctly, and the students’ saved their Google Earth file to the correct folder. || **There is no image** inserted into the Google Earth tag correctly, and the students’ saved their Google Earth file to the correct folder. || **There is no image** in the Google Earth tag and the students’ did not save their Google Earth file to the correct folder. ||  ||
 * **Reflection** || Addresses all reflection prompts.. || One or two reflection prompts were not addressed. || Three reflection prompts were not addressed. || There is no reflection. ||  ||
 * **Total Score** ||||||||  ||   ||
 * DOWN LOADABLE Student Rubric**: [[file:4.2 Student Rubric.doc]]

Mrs. Fleming and Mrs. Ellis will use the rubric as a guideline to discuss the various aspects of their lesson plan and mark areas of success and areas which need improvement based upon student performance.

· **Standards (from the TEKS or other state standards) - I stand by my opinion that is way too many TEKS for two 50-minute lessons! Which of these are you accessing with your rubric? Those would be the only ones I would cite on the lesson plan. **

**Reading and/or writing:** __8th grade ELA TEKS:__ >> (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and >> (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches. >> (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies; >> (B) categorize information thematically in order to see the larger constructs inherent in the information; >> (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and >> (D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources. >> (A) narrow or broaden the major research question, if necessary, based on further research and investigation; and >> (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another. >> (A) draws conclusions and summarizes or paraphrases the findings in a systematic way; >> (B) marshals evidence to explain the topic and gives relevant reasons for conclusions; >> (C) presents the findings in a meaningful format; and >> (D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas
 * (7) Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.
 * (9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes.
 * (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
 * (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
 * (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
 * (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

**Listening and speaking**

__8th grade ELA TEKS__: (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

**Other content areas** __8th grade Social Studies TEKS:__ >> (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; >> (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
 * (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
 * (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783.
 * (15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

**Information literacy (from the AASL Standards)** Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.7 Make sense of information gathered from diverse sources by indetifying misconceptions, main and cupporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.3 Responsibilities 1.3.1 Respect copyright/intellectual propert rights of creators and producers. 1.3.5 Use information technology responsibly.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technolgy and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2 Dispositions in Action 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. 2.4 Self-Assessment Strategies 2.4.2 Reflect on systematic process, and assess for completeness of investigation.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and access. 3.1.6 Use information and technology ethically and responsibly. 3.2 Dispositions in Action 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.4 Self-Assessment Strategies 3.4.2 Assess the quality and effectiveness of the learning product.

**Educational technology**

** §126.12. Technology Applications (Computer Literacy), Grades 6-8 **. ** (c) Knowledge and skills. ** ** (1) Foundations. ** **The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections.** The student is expected to: (F) perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents; (H) use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML); and (**3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society.** The student is expected to: (A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods; ** (10) Communication. The student formats digital information for appropriate and effective communication. ** The student is expected to: (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;


 * Implementation**

· **Process**

__**DAY ONE**__
**Motivation:** Students will watch the Google Earth presentation of __Make Way for Ducklings__ while the librarian, Ms. Fleming, reads the short story aloud to them. (Link to the presentation: @http://www.googlelittrips.com/GoogleLit/K-5/Entries/2007/11/16_Make_Way_for_Ducklings_by_Robert_McCloskey.html). After the presentation, Mrs. Ellis will tell the students that they are going to make a similar presentation for __My Brother Sam is Dead__ using Google Earth.

How does this maximize the impact of two educators? Is this use of human resources justified in your introductory set, or could one educator do this just as easily alone? **Student-friendly Objectives:**


 * 1) Find a partner for this project and choose a chapter* and setting from the novel to research - each chapter can be used only once! (*Students will choose a chapter from the novel by choosing a slip with a chapter number on it from a basket).
 * 2) Watch Ms. Fleming and Mrs. Ellis demonstrate how to research and complete the bibliographic organizer. ("Watch" is not a measurable objective. How can you say this and put the focus on what the students will do while the educators model?)
 * 3) Review the rubric with your partner.
 * 4) Identify your chapter setting and develop a research question/focus.
 * 5) With your partner and using the research techniques learned from the educators, research your setting from the novel finding at least five facts, collect electronic media links, and complete the graphic organizer.

**Presentation:** In the library, Mrs. Ellis and Ms. Fleming will project the graphic organizer onto a screen using an LCD projector. They will also open an Internet search window using an Internet browser and open the search menu of the school's databases through the library website. Mrs. Ellis and Ms. Fleming will work together to search for information on the location of an example chapter and to record the proper bibliographic information in the graphic organizer. As they are working together, they will model the THINK ALOUD strategy by verbalizing what they thinking, conclusions and decisions they are making, and actions they are taking so that students understand how to work as partners when completing the graphic organizer. Mrs. Ellis will demonstrate finding facts about the chapter's setting and Ms. Fleming will demonstrate locating and recording the bibliographic information.

It is important to model notemaking. Even 8th-grade students need to review this skill EVERY time they conduct research. This assignment would be an excellent opportunity to teach the research/inquiry model you learned/presented in A.2.4 Persuasive Presentation.

**Student Participation Procedures or Student Practice Procedures: (In order to present more comprehensible chunks, I increased this from two to five procedures. Note that I also added the word copyright-free .)** 1. Look at the novel to determine the chapter's setting. 2. With your partner, engage in an internet and database search to find at least five facts about the setting. 3. Find a ( copyright-free ) media file for your setting. 4. Save the media file to the "MBSD - Media" folder for your class period. 4. Complete the graphic organizer using notemaking and bibliographic information. (This is not specific enough: in the manner you saw demonstrated by Mrs. Ellis and Ms. Fleming.)

**Guided Practice:** Mrs. Ellis and Ms. Fleming will supervise and assist the students as they complete their internet searches and graphic organizers. What else will you be looking for as you monitor students’ work? Search terms? Notemaking? Copyright-free images? Be specific.

Closure - missing

Reflection - missing

__**DAY TWO**__

 * Student-Friendly Objectives:**
 * 1) Tag your setting's physical location in Google Earth, enter your five facts and your media file (image, video, audio clip, etc), and save your work.
 * 2) Write your reflection. Self-assess with your partner using the rubric.

**Student Participation Procedures or Student Practice Procedures:** 1. Open Google Earth and search for your setting. Tag the physical location of the setting and add the information from your graphic organizer and your media file to the tag. Save your tag as a Google Earth file in the "MBSD - GE Tags" folder for your class period. . Complete the self-assessment and partner-assessment portion of the rubric and submit to Mrs. Ellis and Ms. Fleming.

**Guided Practice:** Mrs. Ellis and Ms. Fleming will also help the students as needed as they tag their setting in Google Earth and create their Google Earth files. Yes! This is specific.

**Closure:** Mrs. Ellis and Ms. Fleming will work together to connect all the Google Earth tags the students created and saved into one large "bookwalk" file. After the bookwalk has been created, the students will view it during class time.

Closure involves students reviewing what they learned in this lesson – both content and process. Students must be active rather than passive in the closure.

**Reflection:** Reflection will take part in two parts. __Part 1__: With their partners students will write a reflection addressing the following prompts: What did you learn from this project? What was the most challenging part of the project? Which website proved to be the most useful and why? What else about your chapter setting would you like to research?

Good. This reflection includes both process and product questions. Additionally, it should incorporate the reading comprehension strategy objective. How did you determine importance (main ideas) on a Web site?

__Part 2__: After viewing the presentation, the students will be broken up into groups of four by numbering off. Using their written reflections as a guide, they will then discuss their projects - what they learned while researching and creating their files with their partner and what they learned from viewing the bookwalk. They will reflect on how the bookwalk enhanced their understanding of the book.

· **Extensions** (Moreillon 15): Ask students to create a VoiceThread for their reflection rather than written (paper) response and have students respond to each other's reflection.

Ask students to record their five facts and link the audio clip to their Google Earth tag to appeal to more learning styles and make their presentation accessible to those with seeing impairments.

Ask students to create another Google Earth trip based on an historically significant character or event.

Ask students to create another Google Earth trip based on a region they have researched as if they traveled there.

Students can also apply their knowledge of determining importance or using these tools in other content areas. This is job security for the school librarian who can bring this information to classroom teacher in another for her/his consideration in a collaborative project in another discipline.