HSOE Lesson Plan Template

Erin Kyle
Choose Your Own Adventure! A PBL Unit
Cognitive and Metacognitive & Critical Thinking: Day 5
GRADE 4

SUBJECT ELA, History

Students will write a short essay introducing the family member they
LESSON
interviewed and describing in detail the risk they took. Students will
SUMMARY
articulate the specific risk that was taken, understand why it was taken
and learn about all the possible outcomes associated with that decision.
Metacognitive theory is applied using the following strategies:
think-louds which help students to consciously monitor and reflect upon
what they are learning.

organizational tools which support students in the decision-making process

How is Theory
because they serve as an aid for planning and self-evaluation.
applied in this
lesson? teacher modeling which helps students understand what is expected of
them through a clear example/model of a skill or concept.
Critical Thinking: Making judgements, reasoning and problem solving

OBJECTIVE
Students will question, visualize and synthesize information and produce a short essay based on their critical
thinking and interviews
ASSESSMENT

Formative assessment: essay, within which students will articulate the specific risk that was
taken, understand why it was taken and learn about all the possible outcomes associated with
that decision.
COMMON CORE

The following Common Core Standards will be met by the end of our unit:

4.RI.3, 4.RI.6, 4.RI.9, 4.RL.10, 4.W.8, 4.W.6, 4.W.5, 4.W.4, 4.SL.1, 4.SL.1, 4.SL.1.b

DIFFERENTIATION

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 ELL and students with social anxiety can work with a partner to answer group discussion
questions.
Think-alouds will help struggling students think about their thinking and receive feedback and
support from other students and teacher

THE HOOK MATERIALS/STRATEGIES

TIM TEACHER STUDENTS http://teacher.scholastic.com/

E Project Meet Young Immigrants Listen to the story activities/ immigration/
from the Scholastic website and of Vandi, critical young_immigrants/vandi.htm
read aloud the story of Vandi thinking as the
from Sierra Leone. Periodically teacher models a
stop reading, and Think Aloud, Think Aloud.
verbalizing your thoughts.
Determine the risk, why the risk Metacognitive: Think Aloud
was taken and the outcome in
your Think Aloud (modeling for
the student the process of a
Think Aloud)

INTRODUCTION OF NEW MATERIAL

TIM TEACHER STUDENTS THEORY:
E Assign students the task of Copies of the Risk Story
writing a short essay. The essay Complete the Risk Checklist
should introduce the family Story Checklist. Metacognitive: organizational
member they interviewed and tools
describe in detail the risk they Using the checklist,
took. This is an important part of write a rough draft
the project process because o essay introducing
students will need to articulate the family member
the specific risk that was taken they interviewed
and they will need to understand and describe in
why it was taken and consider all detail the risk they
the possible outcomes took.
associated with that decision.
Distribute the Risk Story
Checklist to guide students in the
writing process.
GUIDED PRACTICE

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 TIM TEACHER STUDENTS
E Once Students complete the
rough draft, put them in Assemble in small Copies of the Risk Story
(predetermined) small groups to groups. Feedback Form
give and get feedback. Distribute Share their rough
the Risk Story Feedback Form draft essays.
for students to complete. Engage in Think
Students will share the essays Aloud, give
with their group members feedback to group
(depending on the students members
ability and comfort level, they Complete the Risk
may read their essays aloud, or Story Feedback
another group member may read Form
it for them. Students engage in a
Think Aloud, providing feedback
for each other.

CLOSING
TIM TEACHER STUDENTS Copies of the Interview
E . Summary Worksheet
Tell students their final drafts will Share with the
be due at the end of the project. class
Ask if anyone would like to share
an interesting gem they
uncovered about their family
history. (Explain the definition of
gem in this context if necessary)
Distribute the Interview Summary
Worksheet
HOMEWORK (if appropriate). How will students practice what they learned?

Students are to complete the Interview Summary worksheet.

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