Group 1 Reading Comprehension Strategy Lesson Plan

Study Team Members:

Mary Babiarz, Bradley Scott Coyle, and Patricia Smith Janney

Strategy from Harvey & Goudvis: Activating and Connecting to Background Knowledge: A Bridge from the New to the Known. Harvey and Goudvis (2007) identified this strategy in the text in several different ways. Students must make connections to background knowledge, to their lives, and learn how to relate characters to themselves. Students need to be able to take unfamiliar topics and information and assimilate them into their lives by making text to world connections. A double entry journal is an excellent way to make these connections. When students make these connections they are able to synthesize and comprehend the information. The background knowledge we bring to our reading colors every aspect of our learning and understanding. If readers have nothing to hook new information to, it is pretty hard to construct meaning. When we have a lot of background knowledge in a topic, we are much more likely to understand the text. When we have background knowledge of a certain writing style or structure, we more easily make sense of it. But when we know little about a topic or are unfamiliar with the format, we often find ourselves mired in confusion. Harvey & Goudvis, 2007, p.4 Features of the Classroom Situation: 8 grade 1 period 7:30-8:20 Social Studies Unit: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. Lesson Topic: Economic Interdependence
st th

This class is composed of 28 students, 12 girls and 16 boys. The pre-assigned small discussion groups are evenly mixed by gender and ability. The three ELL's will be paired with a higher performing student to help access the class material. The student with Down syndrome will work with their paraprofessional but will be assigned to various small groups of differing levels during the year. Special consideration needs to given to homework support for the ELL's and FARM students. After class/before class teacher availability will be added during this lesson. Other considerations include availability of technology for doing homework projects. Class computers will be made available to those students who need extra support.
Curriculum Standard Addressed: Maryland State Curriculum Standards 2.0 Peoples of the Nation and World

Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and through the World through a multicultural and a historical perspective. B. Cultural Diffusion 2.Describe how increased diversity of American culture resulted from immigration, settlement, and economic development in the United States. Analyze consequences of immigration including assimilation and Nativism. Common Core Standards Reading Standards for Literacy in History/Social Studies 6-12 Key Ideas and Details Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Craft and Structure Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Integration of Knowledge and Ideas Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Cognitive/Affective Learning Objectives: The student will be able to explain how the different economies of the United States and Mexico frequently result in immigration. The student will be able to explain how immigrants affect the United States. The student will be able to define new words presented in the reading selection. The student will determine the main ideas from the reading selection and create a double entry journal. The student will integrate the information provided in the video and map with the reading selection. Materials: Promethean Board Internet Connection Access to website: http://www.worldatlas.com/webimage/countrys/namerica/printpage/usmap1.htm Access to website: https://www.youtube.com/watch?v=Jpuh7wwjfho Pencils/Pens Vocabulary Warm-Up Sheet Reading Selection Sheet

Double Entry Journal Exit Card Homework Sheet Equity Sticks Triangle

Proactive Behavior Management: Students will be pre-assigned to groups/desks so they will already know where to sit when they enter. The students will be pre-assigned to small groups and know how to move their desks quickly and efficiently and these groups will be displayed in the classroom. A list of expected behavior rules will be posted at the front of the room and reviewed once a month. The teacher will ring a triangle, shut the lights out, or give a verbal warning to shift in class activities and make announcements (students too loud, etc). A ten minute warning and then a five minute warning will be issued when group time comes to a close.

Procedures: Warm-Up: (8 minutes) When the students enter the room, they will pick up a Vocabulary Warm-Up sheet before they sit down to their assigned seats. They will also drop off their homework from the night before. There will be a map of the United States and Mexico on the Promethean Board as they enter. http://www.worldatlas.com/webimage/countrys/namerica/printpage/usmap1.htm They will sit down at their desks and complete the second column of the Warm-Up sheet describing what they think the definition of the vocabulary words are. After 5 minutes, the teacher will go over each vocabulary word and the students will complete the third column of the sheet with the actual definition. If they had already written a correct definition, they can place a check mark in the third column of that particular word. The teacher will go around to each desk and verify that the students have completed the sheet and mark each completed work sheet with a check mark. The students will retain these sheets for reference during the reading. Motivator/Bridge: (8 minutes) After completing the warm up, I will turn off the lights signaling the start of the next section of class learning. Students will be asked to put their materials away. Students will be instructed to get into their pre-assigned small discussion groups. The groups are posted on the classroom wall for easy reference.

The class goals for that day will be up on the promethean board and I will quickly review them with the class so they know what is expected of them and what will occur in class. I will then begin a review of what we have already learned about Mexican economics and border issues. I will show the brief three minute video on the Mexican farm workers and then launch into a review with students asking them to answer questions. Students will be picked at random from equity sticks to answer specific questions about the video and various issues relating to Mexico and border economics. Global connectedness will be tied into the question and answer session. https://www.youtube.com/watch?v=Jpuh7wwjfho

Developmental Activities: (15 minutes) After the discussion about the video I will ring a triangle to signal the shift in activities and ask the students to quiet down and listen to the next set of instructions. The reading sheet will be handed out to all students. I will explain to students that we will be reading a selection from the Economist and will be filling out a double entry journal related to the reading. I will start the reading selection by doing an out loud, model reading for the students. They will hear what the vocabulary words sound like and be able to listen for comprehension. Students will be asked to re-read the selection in their small group and discuss the notes included on the reading sheet. The notes are included to help foster additional comprehension and analytical thinking in regard to the text piece. I will rotate around the room participating with and monitoring each small group interaction. I will help guide the students reading and small group discussion. When the reading and subsequent discussion is finished, I will make a verbal announcement to the class to focus on me at the front of the room and explain that I will be passing out the double entry journal for them to fill out as a group. They will be connecting various passages from the text to either themselves or world events. The class will be monitored for noise level. The previously mentioned behavior management strategies will be employed if groups get too loud. At the conclusion of the group activity the lights will be turned off signaling to students a shift in classroom focus. I will instruct students to put papers in a pile and be turned in to me. The double entry journal will be graded for completion. Assessment: (10 minutes) As the double entry journal is collected, I will also pass out an exit card for the students to complete. This assessment will be returned to the teacher and graded. This graded exit card will be handed back the next day with written teacher feedback on the exit card. The homework from the previous day and exit card are both summative assessments as the teacher will grade them and be able to tell if the students have mastered the objectives. The Vocabulary Warm-Up sheet, participation in discussion, and the Double Entry Journal are all formative assessments. The teacher will verify that each student completed the Warm-Up sheet with a check mark. The Double Entry Journal will be graded for completion as well. Discussion will be observed to monitor students developing understanding of the material. These formative assessments will help me to plan for the next lesson. Summary/Closure: (6 minutes) After collection of the exit card, I will begin a class-wide discussion by asking the students to share their thoughts on the questions posed in the Exit Cards. If there is any time left after discussing the Exit Card questions, I will open the floor to any further questions and discussion from the students. Student questions could include an in-depth description of events from the reading, verification of vocabulary words present in

the reading but not on the vocabulary sheet or simply a sentence or two that did not make sense to the student. Review/Reinforcement (Homework): (3 minutes) For homework, students will be given a list of approximately 15 Latino Heroes. The students will have the option to select one of the listed heroes or choose one of their own. Students will find a book, newspaper article or reliable website with information about the chosen hero. Students will use this information to write one paragraph about the life and achievements of the hero and explain why the student chose this hero. The student will also draw a picture to go along with the paragraph that should encapsulate the heros achievements. Students will be allowed to ask questions about the homework. Adaptations: The presence of a paraprofessional to work with the Down syndrome student and the grouping of ELLs with a higher-level student will be the primary adaptation to ensure student success in this class. Additionally, the out loud, model reading serves as an example of Universal Design for Learning (UDL) as it will benefit students who struggle with reading comprehension as well as higher-level readers. ELL students are expected to complete the regular class work unless a mutual decision is made between teacher and student that the assigned work is too challenging for the ELL student. In that case special provisions (adaptations) have been set up for these students. The ELL students have kept a running English Vocabulary Journal throughout the school year, which has enabled them to increase their knowledge of the English language. When students encounter an unfamiliar English term, they copy down the term, look up and define the term in their primary language, and use the term in a sentence or draw a picture to improve their understanding of the term. After receiving permission from the teacher, the ELL students may replace as many as two entries in their Double Entry Journal with a corresponding number of entries in their English Vocabulary Journal. As always, any IEP requirements will be met within the lesson and classroom.

Name_____________

Date___________________

Vocabulary Warm-Up
Field of Tears Directions: Write a definition for each vocabulary word under the column What I Think it Means. Your teacher will lead the class in discussion and you will be able to complete the What it Actually Means column. Words Border-Patrol Agents Hispanic Immigrants Maize Migrants Rubbish Vast Undocumented What I Think it Means What it Actually Means

FIELD OF TEARS
TERESA VEGA'S first son was two when a flood carried rubbish, dead animals and disease through the canals of Oaxaca, her desperately poor home state in southern Mexico. The boy started vomiting, got diarrhea and ran a fever. There was a doctor a few hours' walk away, but Ms Vega and her husband, Marco Lopez, had no money to pay him. They could do nothing, she says. They watched their son die. Ms Vega now says this event is the reason for everything she and her husband have done since. When they had another son, Erminio, they decided that they had to make money in case he also fell ill. But Oaxaca offered them no jobs, save for a bit of maize-harvesting every July. Teresa's younger brother Felix had already left for America to find work in California's fruit and vegetable fields. In 2005, seeing no alternative, Ms Vega and her husband set out to follow. Once they walked all night through the desert of Arizona, slashing themselves on fences of barbed wire and running out of water, before border-patrol agents ambushed them. The agents tied them up, shouted at them, threw them into a van and then into a freezing jail, where they slept on a bare floor for several nights until enough migrants had been rounded up to fill a bus that took them back to the Mexican side. Felix Vega and three of his group, including his wife, were dropped off in Oxnard (they are back in America after a successful border crossing), famous for its strawberries. But they arrived out of season, so they slept on the streets, then in a doghouse, then in somebody's car. For two months they did not bathe and barely ate. Finally, they found jobs picking strawberries and made their first money in America And thus they joined the vast undocumented workforce that supports the production of America's food supply. The government estimates that more than 80% of America's crop workers are Hispanic (mostly Mexican), and more than half are illegal aliens. But Rob Williams, the director of the Migrant Farmworker Justice Project (which represents farmworkers in court), considers those numbers grossly misleading because they rely on self-reporting. He estimates that more than 90% of farmworkers are sin papeles (without papers), just as the Vegas are. Retrieved from: http://www.economist.com/node/17722932

NAME_________________________ DATE__________________________

DOUBLE ENTRY JOURNAL FOR FIELD OF TEARS READING QUOTE MAKE CONNECTION TO SELF OR WORLD
There was a doctor a few hours' walk away, but Ms Vega and her husband, Marco Lopez, had no money to pay him. They could do nothing, she says. They watched their son die.

Once they walked all night through the desert of Arizona, slashing themselves on fences of barbed wire and running out of water, before border-patrol agents ambushed them.

But they arrived out of season, so they slept on the streets, then in a doghouse, then in somebody's car. For two months they did not bathe and barely ate. Finally, they found jobs picking strawberries and made their first money in America.

The government estimates that more than 80% of America's crop workers are Hispanic (mostly Mexican), and more than half are illegal aliens.

Name______________________________

EXIT CARD
What are some reasons that a family from Mexico might want to move to the United States? What are migrant workers and why do they choose this type of job? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________

________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________

Field of Tears

Please answer the following questions based on the lesson.

Did the lesson change how you view immigrants? Explain. _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ____________________________________----

Here are two vocabulary words from the text. What do they mean? undocumented___________________________ _____ immigrants______________________________ ____

Name__________________

Latino Heroes
Homework Sheet

There have been several Latinos throughout history who have made a huge impact on America and the world. The impact of these Latino heroes ranges from cultural and political impact to sports and entertainment. Please choose a Latino hero from the list below or pick one of your own and use a book, newspaper article or reliable website (not Wikipedia) to learn more about your hero. Please bring your selected reading with you to class. Your assignment is to write one paragraph about the impact your hero has made in the world and draw a picture that encompasses his or her accomplishments. Try to find an impact beyond simple sport and entertainment valuethe athletes and actors have likely made an impact far beyond the world of entertainment! Remember, a hero is different to everyone. If you choose one of the controversial heroes, be prepared to explain why. You are free to choose a different hero not on the list.

Suggested Latino heroes: Cesar Chavez Ruben Blades Alex Rodriguez Enrique Iglesias Gloria Estefan Ernesto "Che" Guevara Gabriel Garcia Marquez Rigoberta Menchu Eva Peron Vicente Fox Judge Sonia Sotomayor Hugo Chavez Fidel Castro

References

Fields of tears. (2010, Dec 16). The Economist. Retrieved from

http://www.economist.com/node/17722932

Harvey, S. & Goudvis, A. (2007). Ch7. Activating and connecting to background knowledge: A bridge from the new to the known. In Strategies that work, (2nd, pp. 91-102). Portland, ME: Stenhouse Publishers.
Jackson, B. (2008, March 31). Under the cloak of darkness: Vermonts Mexican farm workers [Video file]. Retrieved from https://www.youtube.com/watch?v=Jpuh7wwjfho North America [Map]. (N.D.) Retrieved from the World Atlas website: http://www.worldatlas.com/webimage/countrys/namerica/printpage/usmap1.htm