Cheryl West Knight EDIS 5020 Lesson Plan Objectives: SOL Reading 8.

6 The student will read, comprehend, and analyze a variety of nonfiction texts.
a) Draw on background knowledge and knowledge of text structure to understand selections.

Students will understand that Background knowledge influences our comprehension. Students will know The definition of background knowledge (review) The definition of viewpoint (review) How to draw on background knowledge prior to reading text o By asking themselves key questions o Through discussion o Through previewing key vocabulary o Through completing anticipation guides How to evaluate their use of drawing on background knowledge Students will be able to Ask questions that clarify background knowledge Identify background knowledge Evaluate their use of drawing on background knowledge Essential Questions: How does background knowledge influence my comprehension? or How is comprehension influenced by background knowledge? Why do I need to understand the authors viewpoint? Rationale: In understanding our own viewpoints and our own background knowledge, we are able to more clearly understand text. All knowledge is learned through our previously knowledge and we must sift the new knowledge through the old in order to make sense of it. By understanding our own background knowledge we enable ourselves to open up to new knowledge. In addition, activating background knowledge is a strategy that good readers use, and I want my students to become better readers. Students in 8th grade who reading at or somewhat below grade level frequently do not use metacognitive skills while they read, and they need instruction in these skills. Materials: computers, text, pencils, handouts/graphic organizers, copies of text for those who do not have computers or if computers are unavailable Assessments: Do Now Answer the following questions- What is background knowledge? What is your view point? Formative Assessment- will occur during guided practice and independent practice. Students will discuss with a group their background knowledge and record their responses on a graphic organizer. Students will independently activate background knowledge prior to reading an article and record connections while they are reading.

Summative assessment- will occur later in the unit. Students will complete a graphic organizer prior to and while reading. Rationale for Assessments: These assessments will enable both teacher and students to become aware of students thought processes before and while reading. The teacher should make sure to communicate with each student to give feedback and to review their graphic organizers if unable to observe or discuss the process of activating background knowledge in class. Instructional Procedures: 1. Review previously learned material. Complete the Do Now. Then say, Yesterday we discussed the definitions of viewpoint and background knowledge. With a partner, discuss how you would explain viewpoint and background knowledge to a student just coming into our class. Be prepared to share with the group your responses. (Monitor student discussions to make sure students are answering the questions asked and have a working understanding of the definitions.) Review as a class these definitions, calling on specific groups to share. 2. State objectives for the lesson. Today we will begin to work on a strategy that good readers use all the time. This strategy involves identifying and activating your background knowledge prior to reading and making connections while you are reading. We will discuss the ways in which you can activate your background knowledge and how you can evaluate your use of this strategy. 3. Presentation- Provide students access to text. (use online kidsnewsroom.com) Remember that there are many ways to activate background knowledge including but not limited to: discussing your thoughts with others, asking questions about what you will read, previewing key vocabulary, and completing anticipation guides. Before you read you will need to think about which of these you will be able to do. Provide a demonstration of a think aloud using an informational text. Use the kidsnewsroom.com article on 9/11. Also discuss that when you do not know much about a subject that you can use the internet to find some information about a topic, but you need to make sure it is a credible source. 4. Guided Practice, Assess Performance, and Provide Corrective Feedback- Provide students another text (May their love give us love) to practice activating background knowledge and read as a group. Provide key questions to activate background knowledge if students are unable to do so. Have students work in groups of 2 or 3 to discuss background knowledge prior to reading and discuss questions that come up during their reading. Have students stop at specific points in the reading to discuss their comprehension of the article and how their background knowledge helps them to understand it. Provide a graphic organizer for the group to fill out to scaffold instruction. Circulate while students are working to assist, assess, and provide corrective feedback. 5. Assign Independent Practice. Give Students an article to read independently and to complete their own graphic organizer before and as they read. Rationale for Instructional Procedures: Students often are able to learn a skill through successful modeling of that skill. Giving students the opportunity to interact with their peers during guided practice also provides students with some support. Adjustments can be made to have the class work more as a group to provide greater support or to work more in their small groups to increase independence.