Before the lesson begins the students will be assessed informally by making predictions
about the text and the era in which it was written on the handout provided. As well as
evaluated on their participation during their discussion with a partner about text to world
connections. During the text the students will be formally assessed on their questions that
they are asking and answering demonstrating their ability to listen for understanding. After
the lesson the teacher will evaluate and assess the students by their asking and answering
handout as well as using summative assessment which will be based on the students
research and final draft of their writing following the rubric that evaluates composition as
well as mechanics that is provided to the student and the teacher. The students will also be
evaluated on using technology to find supporting details to enhance their writing.
I will use a guided read aloud to model clear communication through reading. By allowing
students to opportunity to share and collaborate with their peers will make them more
engaged in the learning and formation of the definition for the classroom about text to world
connections. Providing students with a sheet that has questions to engage student thinking
will help foster rich thinking and attention to the text. Allowing students to only use Safe
Search Kids will also eliminate the ads and inappropriate links that students may stumble
upon while researching.
Learning Activities Opportunities provided for students to develop knowledge and skills of the
learning objective
Students will be actively engaged in their use of schema to make a text to world connection
to the story by forming the definition the class will follow, getting choice in picking research,
and using technology. Students who have a strong interest in a topic will be able to
incorporate their interest through this lesson.
Resources and Materials List of materials used in the planning of and during the instruction
of the lesson
Baseball Saved Us
iPad
Safe Search Kid
Google Documents
School wide email
Before, During, After Questions Handout
Step Back in Time Article
Rubrics
Before, During, and After Reading Questions Framework Fold on dotted lines
Technology Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning
Students will complete research on their iPads by using Safe Search Kids. They will then also
complete their writing using google docs and share by email with their teacher.
Classroom Management Strategies consistent with the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
During the read aloud the students will be asked to leave their technology at their desk so
their full attention is on the teacher model. The teacher will be able to see what screen on
the iPad the student is using to ensure that the student is on task with the lesson while
working independently. The students will be informed prior to the reading what they should
be looking for during the read aloud. Students will also get choice in what they research
which will peak interest following the completion of the read aloud, the before, during, after
questions handout and the Step Back in Time article.
Extensions Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
A student who would like to extend their thinking about the learning objective for this lesson
can make their writing longer and more detailed about one topic by researching deeper or
making their connection more detailed. Students may also choose to write the question of
why do you think the author titled the book the name he did? As well as, how did baseball
save them?
Follow-up to Todays Lesson Quick activity for review or building on todays learning that will
deepen student understanding and interconnect concepts (may be incorporated tomorrow or
throughout the unit
Following todays lesson, I will evaluate the students google documents as well as handouts
and address any misconceptions with research they may have found about Japanese
Americans Lives in Internment Camp during WWII. I will then hold a discussion based on the
results of my findings. If there are only a few students I will address the issue with those
students individually, if it is a common misconception I will readdress the idea.
All strategies of comprehension were not discussed in this lesson but it is essential to know
that these strategies cannot be taught in isolation. Visualization, questioning, inferring,
determining importance, and synthesizing all work with schema and make comprehension
more relatable for students.