Reading Workshop, 1/11/2022
- What
- Reading Workshop, 1/11/2022
- When
- 1/11/2022
NMS Daily Lesson Plan for Reading Workshop Teacher : Andrews/Sasser/Scott Unit/ Session: Unit 3/ Essential Research Skills/ Session 3 Tapping the Power of Introverts and Extroverts in Collaborative Work Date of Instruction: 1.11.22 Standards: ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on Learning Target: I know if I am an introvert or extrovert. I know how this tendency of me affects my group work. Success Criteria: I will know I have it when I can place myself on the continuum and focus on my strengths. Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 ( Direct Instruction- Connection, Mini lesson) Connection Alert students that they will be meeting with their study group today, and invite them to think about what they’ll bring to the group. Name the Teaching Point: Today I want to teach you that whenever you are working collaboratively, you inevitably bring part of yourself to the work. In particular, you bring your strengths as being more introverted or extroverted in collaborative academic situations. Reflecting on these ways of being can help you harness your strengths, and work through any challenges. Teach & Active Engagement Give an explanation of an extrovert and introvert continuum, showing kids some descriptors as you explain. Demonstrate how you self-assess your own tendency toward one or the other of the continuum; reflect on particular strengths you bring and challenges you face in group settings. Invite students to reflect quietly and then share with a partner, thinking about where they tend to fit on this continuum. Encourage them to think about a situation and code-switching as well. Help students reflect on how bringing more self-knowledge to their group interactions can help them individually, and can help them as a group. Link Suggest that students spend about ten minutes preparing for their discussion, by both reviewing their content and thinking about the strengths they’ll bring to their study group. “Prepare your content - what you want to say - by looking over your texts, and any jotting that you’ve done about the big picture, the important concepts related to your topic. And prepare for how you’ll bring your ways of being to your group. You won’t be reading more today. Instead, you’re reviewing what you’ve learned so far, and organizing any notes you want to have on hand as you talk with your group. So far, you’ve mostly focused on boxes and bullets as a way of taking lean notes, but later your group will make decisions about flowcharts, lists, diagrams, and other ways of visualizing information to be able to present it, so you should start thinking about that now: what are the big, important ideas and parts and controversies of your topic and how will you best be able to represent them so others can understand them quickly and well?” Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 (Guided Practice, Independent Practice, Collaboration, Differentiation) Teaching Strategy/Instructional Process: “Find your group and share your content. While you are working, think about how you function as a study group. Pay attention to all of the background knowledge you’ve built in through research, and pay attention to each other.” Small Group: ___ Book Clubs ___ Strategy Group ___ Word Study Reading Conferences: __ RDCT Conference __ Goal Setting Conference Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 (Summarize/SHARE) Set students up to meet with their study groups, and give them some coaching on starting with reviewing texts, then moving on to describing what they’ve learned. Homework Take about twenty minutes to research, including jotting some lean notes to hold onto your thinking.