GVSU- Godfrey-Lee Schools Summer Literacy Program Lesson Plan Essential Question(s) of Inquiry Unit

How do humans impact West Michigan's aquatic ecosystems?

Teacher Dawn McCumber Brooke Culver Ryan Lucker Holly Grummet Fifth Grade Week (circle one) 1 2 3

Grade

Lesson (circle one)

Standards (CCSS and/or Content Standards)

5.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts by building on others' ideas and expressing their own clearly.

5.SL.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.W.3 - Write narratives to develop real or imagined or experiences or events using effective technique, descriptive details, and clear event sequences. 5.W.9 - Draw evidence from literary or informational texts to support, analysis, reflection and research.

Learning Targets (I can or Students will statements) Students will be able to: Add facts to their topic through the use of research. Use a graphic organizer to organize specific details that they have learned about the topic they have chosen to write about. Identify at least one possible solution to the problem and describe how it would work Write a summary about their topic and their answer to our essential question Script their newscast based on the topic of their choice Video tape their newscast Evidence of Success (If students met objectives, what is it that they would do/say?) Students will show a graphic organizer with their topic, specific information related to that topic, possible solutions to their problem, and ideas for their conclusion/answer to our essential question Identify research to support their topic Write a script for their newscast Video Tape their newscast

Assessment of Learning (What procedure/tool will be used to collect evidence of learning?) Students gathering information on a graphic organizer Students written scripts Teacher collection of student data Lesson Context: (What came before?) Students gathering information about aquatic Lesson Context: (What comes after?)
Organizing information gathered on our walks and field trips into what they have learned about specific topics

ecosystems during nature walks, Angus boat trip, trip to Waste Water treatment plant, and trip to Riverside Park. Students gathered information through lessons on aquatic ecosystems in class

Script a newscast about the topic of their choice and record a newscast based on their research

Students wrote about the learning that have had about the various topics presented to them over the past week and a half Lesson Elements: (Identify the step or element of Gradual Release of Responsibility - Focus Lesson(s)(FL), Guided
Instruction(GI)/Productive Group Work(PGW), Independent Learning(IL) - see handout for clarification) (add additional rows as needed) Time (min) Element/Step (above) Instructional Approach (What teacher and/or students be doing?)

3-5 min

FL

Connection: Thinking back to yesterday, we did some research and started writing our scripts for our newscasts. Today, some of you are ready to start taping your newscast, while others are still writing, and some are still gathering information. So we are all at different places. I need those of you that are ready to start taping to be in a group together. I need those of you that are still writing to gather in a group for me, and anyone that may still be researching to form a group. I know that yesterday we had a visitor in the afternoon that showed you some new things. I want to give you the opportunity to add that new information to your scripts if you feel its relevant to your topic. Please pull out your scripts or graphic organizers and lets make some quick observations to determine where this new learning might fit. Teacher has students turn and talk about the new information that they learned yesterday and make any connections to what they are going to report on and determine if it is relevant to their topic.

3-5 min

PGW/GI

Students: Students will work together with their partner to add pieces of new learning to their graphic organizers or scripts. Teacher: Walks around and listens to student conversations, and offers assistance to students on the idea of what they might add.

3 - 5 min

Fl

Teacher will have a few students share their ideas briefly. Now that you have had an opportunity to update your information, I want to take a minute to remind you what a newscast looks like, because some of you are ready to start taping. 2

Teacher will show a quick video clip Modeling: Teacher will work through a mock newscast with the students so that they get a feel for how their newscast should go. Students: Students that are ready with their scripts will practice their newscast with other students with and without the camera. If students feel its necessary to write out note or cue cards to help them, then they can do it at this time. Teacher: Teacher will walk around the room guiding the students through the process of video taping, and help students who are still writing and researching to get ready to videotape. GI/IL 30 min Dont forget that if you must be ready by tomorrow to video tape if you are not done yet. If anyone wants to audio record his or her broadcast, please let me know. If you want to film your newscast from the desk in the classroom, please let me know. Otherwise, I will assume that everyone will be doing an on location filming. At this time, it is time to practice and finish preparing for your filming. If you want to practice on camera, let me know and I will get your group a device to use. Any questions I can answer for you at this time? Teachers will walk around the room helping the students complete the graphic organizer, helping them determine where pieces of information might fit, where they might need more research to support their ideas, and what they might want to include in their conclusion. Teachers will help students research and write their scripts for their newscasts. Teacher will monitor student videotaping and offer suggestions to improve during this practice time. Teacher will record formative assessment data while conferring with the students. Students will share their graphic organizer and script with a partner to receive feedback about what they might do differently to get a better newscast. How is lesson differentiated? (Consider language, culture, gender, diverse learning processes) Teacher monitors student conversations, clarifies and adds important details to the conversation Students who are struggling with the ideas, and unable to determine what to include on their graphic organizer will be given additional guidance, and more time to filter information. Teacher will provide a visual copy of the student observations and save that copy for future reference. After the Lesson, before viewing video: Reflect in writing on the following question Sohow do you feel the lesson went? 3

I feel that this lesson was difficult today. The students just werent with it, and had to be prompted numerous times to participate and work on the tasks that were given to them. A couple of students were very successful in completing their script of what they were going to say. Their were two of us working on the lesson, and we clarified several times what the task was in several different ways. I think I would set this up differently next time, and have the students complete an example with me and then do their own. Time was also a huge issue because as usual we were running behind, and couldnt be late for the next persons lesson because it was a host lesson. Now, review lesson on video and then reflect in writing on the following questions/statements Describe and provide evidence of lack of student learning (data, quotes, annotated student work for those who did not meet
objectives).

A few students got what they were supposed to be doing and were successful at it. For those that werent getting it, I had to write a sample script for them to model again what they were supposed to be doing. Then they would just start copying what I had written and pass it off as their own. In what way did instruction support learning? (What did you do/decide in your instruction that facilitated learning?) I had to go back and model a different way to get students to truly understand what was being asked of them, even though Ms. Culver and I asked several questions of each other to help clarify the task and their understanding of their task. What are your next steps? (For those who met objectives, what will instruction look like next time? And for those who did not, what
will instruction look like next time?)

To continue this lesson, we will film the students broadcasts, and then practice editing them.