Create a Lesson Plan

EDRG 3389—Lesson Plan Exemplar

1. Find a current news article from a reliable source (Reuters, Associated Press, NY Times, LA Times, Washington Post, Yahoo News, etc.). Attach a copy of the article to your lesson plan.

https://www.channelone.com/news_post/sen-schumer-wants-fdas-food-recall-process-overhauled/

2. Grade Level

6th grade

3. Standards

TEKS

a. Fluency TEKS – Reading/Fluency TEKS 6.1 Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

b. Vocabulary TEKS – Reading/Vocabulary Development. TEKS 6.2 (B) Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words.

c. Comprehension TEKS (TEKS chosen must be a comprehension/Informational/Expository TEKS) – Reading/Comprehension of Informational Text/Expository Text. TEKS 6.10 (a) summarize the main ideas and supporting details in text, demonstrating and understanding that a summary does not include opinions.

d. Listening/Speaking (Teamwork) – TEKS 6.28 Students are expected to participate in student-led discussions by elicitating and considering suggestions from other group members and by identifying points of agreement and disagreement.

CCRS

II Reading

A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.

10. Identify and analyze how an author’s use of language appeals to the senses, creates imagery, and suggests mood.

a. Identify words that convey mood and voice to inform readers of aspects of a setting or time period.

II Reading

B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.

1. Identify new words and concepts acquired through study of their relationships to other words and concepts.

a. Describe meanings of words read in texts based on context clues (e.g., definitions, examples, comparison, contrast, cause and effect, details provided in surrounding text).

III Speaking

B. Develop effective speaking styles for both group and one-on-one situations.

2. Participate actively and effectively in group discussions.

b. Use discussion techniques to arrive at a consensus or complete a task.

III Listening

B. Listen effectively in informal and formal situations.

3. Listen actively and effectively in group discussions.

c. Use effective listening techniques to complete a group task.

4. Objectives

TSW use a variety of reading techniques and strategies in order to improve overall comprehension as measured by an anticipation guide, concept map, exit slip; fluency as measured by repeated readings; vocabulary as measured by a vocabulary rating chart; and oral language by participating in a hot seat and partner talk discussion, before during and after reading a news article and viewing two videos on the same subject and will work independently, with a partner, and in a whole group.

5. Materials

Pencil

Pen

Erase

Paper

Computer to access and view the videos

Newspaper article

Anticipation Guide

Concept map

Exit slip with Comprehension questions

Vocabulary Rating chart

Partner talk flash cards

Problem/solution outline

6. Engagement/Anticipatory Set

NBC Learn video: FDA Inspector General: Agency Lags in Ordering Emergency Food Recalls

Air Date: 06/19/2016

Discussion Technique: Hot Seat

Students will watch a video on the FDA taking too long in ordering emergency food recalls before reading the newspaper article. The students will choose three classmates to take the “Hot Seat” to discuss what it was that they watched. One student at a time will take the Hot Seat and pretend that he/she is the FDA Inspector General. Some of the questions the rest of the class might want to ask would be:

1. What can the consumers do to help?

2. How fast does the FDA need to act?

5. Procedure

a. Before –

(Comprehension strategy) Before students read the article, the teacher will have them independently complete the following Anticipation Guide Include the visual/activity.

ANTICIPATION GUIDE
Bacteria and food
	Yes	No
Is bacteria bad if found in food?
Can bacteria kill you?
Should contaminated food be kept on grocery store shelves and sold?
Is E. Coli a type of bacteria?
Food products don’t need to be recalled if they have bacteria?

(Vocabulary) The students will also work alone and complete following vocabulary rating chart in order for the teacher to determine their understanding of the student’s vocabulary.

VOCABULARY RATING CHART
VOCABULARY WORD	I’ve never heard of this word	I’ve seen or heard of this word	I think I know the definition	I definitely known the definition
	1	2	3	4
Definition
	1	2	3	4
Definition
	1	2	3	4
Definition

b. During -

Students will be given the following article:

https://www.channelone.com/news_post/sen-schumer-wants-fdas-food-recall-process-overhauled/

(Comprehension) While the students are reading the article, they will complete a Concept map with their elbow partner. The concept map should be similar to the example:

(Fluency) Students will get with their paired reading partner and practice repeated reading. They will reread the same news article several times in order to improve rate, accuracy and prosody. The predetermined readers have been placed accordingly by putting a capable reader with a less capable reader.

c. After

Exit slip – The following 5 questions will be written on the exit slip in order for the students to exit the activity. The teacher will explain to the students that they can exit the activity by completing the exit slip and turning it into the teacher. Students can work in small groups for this activity.

EXIT SLIP

Literal:

1. What three types of bacteria are mentioned in the article?

Inferential

1. Who is in charge of recalling food?

2. Are illnesses caused by contaminated foods not being reported quickly?

Critical/applied

1. What do you think the FDA and consumers should do to improve the problem about preventing illness due to contaminated food?

2. Have you ever had food poisoning before? Explain.

6. Extension -

NBC Learn video: FDA Issues Sweeping Food Safety Rules Following Deadly Outbreaks

Air Date: 09/10/2015

Discussion technique: Partner Talk

The students will get with their partners and use the flashcards below to help prompt accountable talk. One student will start by using one of the flashcards to start a discussion on the video. Then their partner will take another flashcard to continue the discussion until all the flashcards are completed. This activity should take about 10-15 minutes.

7. Accommodation/Modification—Students with learning disabilities will have the option of working with a more capable partner for all activities including the individual activities and if needed, some one-on-one time with the teacher or assistant.

8. Evaluation-

See Exit Slip for evaluation.

FOOD

Contaminated food

Grocery store shelves

FDA

regulates food safety

Bacteria

listeria

E. Coli

Salmonella

Illness

sickness

death