Beacon Lesson Plan Library

Independent - To Be or Not Top Be - Day 1, Lesson A: View and Re-View

Katie Koehnemann
Bay District Schools

Description

The elements of an oral presentation are introduced under the guise of writing a paper and presented in the form of a KWL. Students supply the details for the introduction, body, and conclusion of an oral presentation.

Objectives

The student recognizes the difference between fact and opinion presented in a text.

The student extends the expectations of the fourth grade with increasingly complex reading selections, assignments and tasks (for example, differences between fact, fiction, opinion).

The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to informational or imaginative presentations, research reports, extemporaneous talks).

Materials

-Riddle clues for What Am I cut into individual clues (In Associated File)
-An Uncle Sam hat, or similar hat in which to place individual clues
-A place to display clues
-Wall space to display headings and samples of Introduction, Body, and Conclusion
-Transparency of the introduction sheet View and Re-View (In Associated File)
-Overhead projector
-Copy of View graphic organizer handout for each student (In Associated File)
-Prepare a KWL chart titled View and Re-View
-Tokens
-Beginning, Middle, and Ending each written on individual pieces of sentence strip
-Introduction, Body, and Conclusion each written on individual pieces of sentence strip
-Copy of Re – View graphic organizer for each group of 3-4 students
-Examples of introductions, segments of the body of a paper, and conclusions made as a handout and copied for students
-Examples of introduction, bodies, and conclusions cut into strips for teacher use
-Scissors
-Glue

Preparations

1. Copy riddle clues for What Am I, cut into individual clues, and place in an Uncle Sam hat. (In Associated File)
2. Prior to this lesson, copy or create examples of introductions, middles, and conclusions. Prepare these on a sheet of paper leaving space enough between each for students to cut them apart. Make copies to hand out to students. These examples will be pasted to the Re-View handout. They will need to be no wider than the columns on that sheet.
3. Secure space for displaying the riddle clues.
4. Make a transparency of View and Re-View introduction sheet. (In Associated File)
5. Prepare KWL chart.
6. Copy of View graphic organizer for each student. (In Associated File)
7. Copy of Re-View graphic organizer for each student. (In Associated File)
8. Obtain tokens.
9. Beginning, Middle, and Ending written on individual sentence strips.
10. Have scissors and glue for student use.

Procedures

Clarification for lesson title and instructional approach: The riddle clues describe a well-written paper. The clues are taken directly off the Bay County Writing Rubric and represent each of the six traits. Students should be familiar with these descriptions and will probably not take too long to come to the conclusion that the answer to the riddle is a quality writing paper, or a Six paper. This is the view part of the lesson, looking at something they already know about. It is when we put a slight twist to it that the re-view comes into play. We re-look at the same thing a little differently, and viola, we are applying what we know to something knew, namely an oral presentation. It will be an easy transition for students to move from the writing principles they know so well, to the slightly different look of them as an oral presentation. Using this approach will allow students to see that what they are being assessed on is not really so different, or intimidating, but rather something they already know and have done many times before.

REMEMBER TO BE LIBERAL WITH THE TOKENS THROUGHOUT THIS LESSON

1. Place the View and Re – View color transparency on the overhead projector. (In Associated File). Begin by telling students there is a riddle to solve. Walk around the room with the Uncle Sam hat, shaking up the clues. One at a time, have individual students draw a clue, read it aloud, and have students speculate what is being described. (This is a good place to give tokens, even for effort, if the answer is wrong.)

2. As each clue is read, the student tapes it to the designated wall space. For optimal review, read and display all clues, even if the answer to the riddle is solved before all clues are read. Do not have the clue, I have a beginning, middle, and an end, until last. This one would give away the answer too quickly and take the review out of the riddle activity.

3. To invoke familiarity with the language, ask questions, such as the following: Did you recognize the wording of the clues? Where have you heard these descriptions before? What do you think this lesson is going to be about? Formative assessment occurs as students respond to the questions. It should be established that the clues are from the Bay County Writing Rubric and the idea that this lesson will have something to do with writing should be conveyed.

4. Students will view, or look at, what they already know. As you facilitate this review session, fill in the View and Re-View KWL chart with student responses. Students fill in the Uncle Sam hat graphic organizer.

5. Hand out to students the View graphic organizer (In Associated File).

6. Hold up the sentence strip with Beginning written on it, introduce the substitute word, Introduction, and write the word Introduction under the K on the KWL chart. Facilitate a brainstorm session by asking students to tell all they know about a good beginning or an introduction. As students name quality traits for a strong beginning, list them under Introduction on the KWL chart. Formative assessment occurs as students enumerate qualities. Listen for and guide student input to reflect the qualities of:
Strong and attention getting, it grabs the reader and pulls them in.
The topic is evident.
The purpose is clear.
The reader can predict where you are headed.

7. After each quality, ask if it is a fact or an opinion, and have students justify their choices. For example, one student might argue that it is a fact that strong and attention getting is a quality of a good beginning because it is on the rubric and tested by Florida Writes! Another student may argue that the rubric is the opinion of educators. When consensus is reached, indicate the quality is a fact by writing F next to it, or the letter O if it is an opinion.

8. Students write the word Introduction on the top line and copy the corresponding listed qualities in the space that is the top of the hat.

9. Continue with this same procedure using the word middle. Substitute the word body. Write Body under the K on the KWL chart. Brainstorm for quality traits of a good body of a letter. Formative assessment occurs as students give qualities to list. Students’ lists should include the following:
Organized in a meaningful way
Ideas flow logically
Has accurate supporting detail
Makes sense
Is relevant to the topic and purpose
Is written in the authors own words
Good use of transition words to get the reader from one point to the next.
Students discuss if each is fact or opinion, justifying their choices. Arrive at consensus and indicate F or O.

10. Students write the word Body on the second line and record the corresponding listed qualities in the stripes and stars space that is the middle of the hat.

11. Continue in the same way with the word ending. Substitute with the word conclusion. Write Conclusion under the K on the KWL chart and follow the same procedures as before. Formative assessment occurs as you listen for the inclusion of these qualities:
Summarizes the main idea, author’s opinion or belief
Clear call to understanding; leaves the reader with thoughts and/or ideas to remember
Strong; closure for the reader
Students discuss if each is fact or opinion, justifying their choices. Arrive at a consensus and indicate F or O.

12. Students write the word Conclusion on the last line and record the corresponding information in the brim of the Uncle Sam hat.

13. Give to students a copy of the Re – View organizer (In Associated File) and a copy of the handout with examples of introductions, bodies, and conclusions. (See #2 in the Preparation section.)

14. Students read each example, decide if it is a quality introduction, body, or conclusion, and paste it on the Re-View handout in the proper column.
OPTIONAL: Students may work with a partner, in small groups, or individually.

15. Allow students time to complete the Re – View sheet. Formative assessment occurs as you monitor students’ work. Observe student placement of each example and watch for misunderstandings and misplacements. Students should demonstrate a clear understanding of each component by correctly categorizing the examples.

16. For peer feedback, students and/or student groups, share answers. Formative assessment occurs as peers give feedback in response to student answers. After each example is read and the category shared, ask students if it is a fact or an opinion and to justify their choices. Listen for responses as, such and such is an example of the body of a speech. This is a fact because it gives details, and details are found in the body of a speech.

17. Students pass in View and Re-View worksheets. Check for correctness of information as listed on the View page and accuracy of application of knowledge learned on the Re-View page.

Assessments

Formative assessment occurs during the View portion of the lesson as students solve the riddle, and as they respond to questions that clarify the language of the writing rubric and enumerate qualities of a strong beginning, middle, and end. Application of knowledge is formatively assessed as students are monitored as they work to categorize examples of introductions, bodies, and conclusions of speeches, and as they offer peer feedback.

Extensions

1. Three options for parent involvement (Literacy Link Component of the Reading Framework) are as follows:
Activity A: Students take home a blank copy of the Re – Viewed handout and write an example of each an introduction, body, and conclusion.
Activity B: Ask a parent or some involved adult this question: What do introduction, body, and conclusion mean to you? Students listen to the person's response, write it in their own words, and bring it in the next day for discussion.
Activity C: Think about the terms, introduction, body, and conclusion. Describe in your own words how can these terms relate to something in nature. (Tree, animal, season, life cycles, etc)
2. Liberty and Justice for All is an interactive Student Web Lesson. The lesson addresses this standard: the student understands reasons Americans and those who led them went to war to win independence from England. (See link to unit plan at the top of this page.)
3. United We Stand is an interactive Student Web Lesson. The lesson addresses this standard:, the student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution. (See link to unit plan at the top of this page.)
4. Lessons may reflect modifications of, but are designed in conjunction with, the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom. It is suggested that you have a historical fiction or a non-fiction book selected for use with the Shared Reading Component. Also, for the Self-Selected Reading Component, you will need to have appropriate period books available for which students to choose.
5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2956 Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, if any.

Web Links

Web supplement for Day 1, Lesson A: View and Re-View
Hypertext on American History

Web supplement for Day 1, Lesson A: View and Re-View
Background, History, and Beginning

Web supplement for Day 1, Lesson A: View and Re-View
The History of the Flag

This is a wonderful site. It is also listed in Salute to Old Glory in the Associated File, a listing of sites and special activity suggestions and ideas.
The Unofficial American Flag Home Page

A colorful site. It is also listed in Salute to Old Glory in the Associated File, a listing of sites and special activity suggestions and ideas.
Historical Flags of the United States

Click the Table of Contents for lots of information and links.
Dedicated to the Flag of the United States of America

This site offers extensive materials to assist your unit study. At this site be sure to click on Teacher’s Guide for a helpful list of information, also click on Causes of the War for links to each event.
The Revolutionary War

From this site, click on Background to the Campaign. The first page gives an overview of the events leading to the Revolutionary War, the second is background on the British, and the third is background on the Americans. On each of these pages at the top left click play a tune to hear a sample of period music. This site offers student friendly, easy read, large print articles.
The Philadelphia Campaign 1777

Scroll down a little more than half way to find documents pertinent to this unit, for example, the Stamp Act, Sugar Act, etc.
The American Colonists Library

At this site, in the left hand column, click Colonial America. Scroll down to French and Indian War (#19). Click View in Text. This site offers questions about the French and Indian War with links to sites where students can find the answers.
Colonial America

At this site, in the left hand column, click American Revolution. Numerous tracks (Bunker Hill, Stamp Act, Concord, Lexington, Boston Tea Party, Boston Massacre, and more) are offered. Click the track you are interested in. Next click View in Text. Each track offers questions and mini assignments with links for finding the answers.
American Revolution

Don’t miss The Road to Revolution, a Revolutionary war game. It is fabulous with sound effects (have students wear headsets), film clips, links, instant feedback, and side trips to learn more. Also, click on Chronicle of the Revolution. From here there are various links. From the timeline you can find articles on events such as the Boston Tea Party and more.
Liberty! The American Revolution

Attached Files

Student Activity pages     File Extension: pdf

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