1. Running head: LITERACY LESSON INTERACTIVE PERSPECTIVE 1
Literacy Lesson Interactive Perspective
Taniesha Blake
Walden University
Kim Lytle
EDUC - 6707R – 3 The Developing Reader, Grades 4-6
August 13, 2013
2. LITERACY LESSON INTERACTIVE PERSPECTIVE
Literacy Lesson Interactive Perspective
Teacher: Taniesha Blake
Date:July 15, 2013
Age/Grade Range; Develop men t al Level(s):Transitional Reader Stage
Anticipated Lesson Duration:1- 2 class period
Lesson Foundations
Pre-assessmen t (including cognitive and noncognitive measures): For the Pre-
assessment a reading inventory through the use of oral vocabulary test was administered. A
wordlist consisted of twenty –five words was prepared and students placed into a small group in
order to assess reading development. I also used the AMRP as a noncognitive assessment to see
where students’ interests are and what motivates them as a learner. I found out that they prefer
reading text online and engaging in media communications.
Curricular Focus, Theme, or Subject Area: Social Studies: The American
Revolution (We the people)
State/Dist rict Standards : Social Studies
Language and Literacy Development
SS4H4a: a. Trace the events that shaped the revolutionary movement in America, including
the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the Boston
Tea Party.
b. Explain the writing of the Declaration of Independence: include who wrote
it why it was written and why it was necessary
c. Describe the major events of the American Revolution and explain the
factors leading to American victory and British defeat; include the Battles of Lexington
and Concord, Saratoga, and Yorktown.
SS4CG1 a. Natural rights as found in the Declaration of Independence
SS4CG4 The students will explain the importance of Americans sharing certain
central democratic beliefs and principles, both personal and civic.
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a. Explain the necessity of respecting the rights of others and promoting the
common good.
Learning Objectives : Students will be able to:
a. Identify the causes, events and results of the American Revolution
b. Show an awareness of the process of protest of unfair conditions
c. Explain the contribution of the American Revolution to the Declaration of Independence.
Adapta tio ns for ELLs, Studen ts with Special Needs, and/or Struggling Readers:
Students with poor writing and spelling skills, visual impaired or a ELL will be provided with
assistive technology such as a tape recorder. voice-to-print software or a word processor.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response):
Interactive Perspective
Texts: The American Revolution Unit
Fourth Grade Integrating Technology with Social Studies by Sharon Gardner (online text)
The textual Arrangement used for this lesson is the Complementary arrangement. This is used to
help student link information in the American Revolution Unit to the Fourth Grade Integrating
Technology with Social Studies. These two texts work hand in hand to help students link causes
of the revolution and how it relate to us in society today.
Other Materials/Technology/Equip me n t/Resources: tape recorder, word processor,
computer/internet
Grouping struct u res (one- on- one, small group, whole class): Small Group
Lesson Sequence
Learning Activities Assessmen t Opport u n i t ies
Intro ductio n/An t icipa to ry Set
I set up an interview with students to gain knowledge
of their interest. I ask student questions in the
interview if they have seen or read any books or
articles about the American Revolution. I will also ask
students what they prefer to use as a resource texts,
The interview will assist me in gaining
knowledge of my students’ interest.
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articles, or the internet.
The teacher will model the thought process of the
implications of war, revolution and the effects of the
revolution itself. For Example, the teacher will how she
would feel if someone came and told her she would
have to pay to take nap etc. The teacher would also get
the students involved about how they would feel if
certain restrictions were imposed on them without
warning.
The students will be assessed based on
their ability to use Prior experience to
connect to what they are learning.
Building/Applyin g Knowledge and Skills
To develop students’ metacognitive skills, I will start the lesson
by saying “raise your hand if you enjoy playing games on the
computer”. Then I will say, from now on every time you play
games on the computer you will have to pay”. I would also ask,
“what is your favorite thing to eat for lunch”? Then I would say
every time you eat lunch you will have to pay. I will continue to
ask questions like this. By this time students would become
confused, sad, or angry. Then I will allow student to express how
they feel and explain that this is how the colonists probably felt
before the American Revolution because they were caught off
guard.
I will also review some key vocabulary words with students.
These will be written on index cards. Some of the vocabulary
words are; colonist, revolution, rebellion, patriot, independence,
loyalist, Boston Tea Party, Declaration of Independence. Then
they will read the first page of the text The American revolution
Unit.
Students will be guided into a discussion about the causes of the
American Revolution and how the colonist reacted and how they
would react.
Students will then be paired to discuss how the American
Revolution contribute to the Declaration of Independence and
how we now benefit as a nation.
Students will be given three minutes to write what their
understanding of the causes of the American Revolution.
Students will read, research and respond to questions based on
the online text.
The students’ responses will be
assessed during questioning.
The students’ ability to identify
vocabulary words and words from the
text will be assessed during
discussion.
Students’ responses/comprehension
will be assessed during ‘pair’
discussion through questioning before,
during and after text has been read.
Synthesis/Closure
As a closing activity to the lesson, I will have students
use the text and internet to research other causes, other
peoples reaction to the American Revolution and how
it relates to the Declaration of Independence. This
assignment students will do at home and take to share
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with class and on students blog two days later.
Extension/Enrichment/Transfer of Generalization of Knowledge:
Student will have access to the text and write vocabulary words that are important to them. This
will help me assess their writing.
The research students will conduct at home, they will receive assistance at home from parents
and receive feedback from classmates while blogging.
For an extension of this lesson, I will invite someone in the classroom who has served in the
military to talk about the American revolution and how it contribute to our life as we know it
and how it differ then in comparison to now.
The knowledge from this lesson, besides learning about the American Revolution and how it connects to how we
live now will help students transfer knowledge to text and use multiple sources for research purposes. Students
will question themselves about things discussed before and after they read the text. They will have the
opportunity to self reflect on their results from the pre-test, in comparison to what they have learned and their
responses after reading the texts.
At the end of the lesson I will write in my reflection journal the strengths and weaknesses of my lesson in order
to improve future lessons.
Students need to develop a variety of skills if they need to be successful in literacy
development. Metacognitive skill is one skill that I believe will assist in students’ success. This
week’s learning resources gave me new insights in utilizing this strategy into my instruction. In
addition, it is my duty to plan instructions that will help my students into becoming strategic
thinkers.
Based on the Social Studies lesson, theme American Revolution Unit and the Fourth
Grade Integrating Technology with Social Studies, I wanted students to use their own
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experiences and prior knowledge to connect to what they would learn about The American
revolution and its contribution to society today. I was able to help students use their previous
experiences from reading books or articles and what they might have seen on the television to
connect to what they were now learning. The media segment, ‘Perspectives on Literacy’ states,
the key is to teach children to be a strategic processer and a strategic thinker. (Laureate Education
Inc. 2010). As I reviewed both texts I realized that the textual arrangement that would be suitable
for this lesson would be contemporary arrangement. As I helped students develop their strategic
thinking, I found myself thinking how I would feel if certain things were imposed on me without
warning. I also modeled the thought process of how I would feel if I was the colonist.
I found that the lesson was more successful than it was unsuccessful. I almost had a
debate in the classroom. Some student had their own opinions on the American Revolution. Some
students were at the point where they share how they had family members in the army and that
they did not like the whole aspect of war. I had to step in a few times to redirect students to the
actual lesson and reassured them that there are circumstances that demand certain reactions. For
example, sometimes you have to defend what you know is right, especially if will have a negative
effect on the future. The students also seemed interested in the discussions because they all
participated, gave their opinions and tried to back things up based on what they have seen on the
internet or on television. Livingston, (1997) states, “These processes help to regulate and oversee
learning and consist of planning a monitoring cognitive activities as well as checking the outcomes
of these activities”. (p. 1)
The downside of the lesson was time management. The students were so engaged and
enthusiastic about the lesson that they needed more time for discussions and for their research.
Three students had difficulties identifying some on the vocabulary words and struggled a little
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while reading. However, in my reflection journal, I noted that time was an issue for the lesson to
make adjustment for future lesson. I made notes that I can implement a debate for this lesson. I
thought of allowing students to formulate a topic based on what they have learned about the
American Revolution vote on the best topic and actually have a class debate.
In addition, for these English Language Learners, I will continue to help them become
more confident as Transitional Readers and work on their vocabulary skills. I will also formulate a
new strategy to further develop my students’ strategic thinking using a Power Point presentation
next time designed to help students understand the text and practice self-questioning. The media
segment ‘New Literacies’ states, New Literacies is to try and design a set of strategies that can be
folded into the reading, writing, Language Arts curriculum. (Laureate Education Inc. 2010)
References
Laureate Education Inc (Producer) (2010a) New Literacies [Video Webcast] Retrieved from:
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=
%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id
%3D_3398499_1%26url%3D
Laureate Education Inc. (Producer) (2010a) Perspectives on Literacy [Video Webcast] Retrieved
from: https://class.waldenu.edu/webapps/portal/frameset.jsp?
tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher
%3Ftype%3DCourse%26id%3D_3398499_1%26url%3D
Livington, J., (1997) Metacognition: An Overview (p. 1) Retrieved from:
http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
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