Expository Lesson Plan

Curriculum Standard: (For third grade)-MS Frameworks: Earth and Space Science
4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky.
b. Compare and contrast changes in the Earth's surface that are due to slow processes (erosion, weathering, mountain building) and rapid processes (landslides, volcanic eruptions, earthquakes, floods, asteroid collisions).

Big Idea: Rapid changes the planet goes through-Writing descriptive paragraphs on the explainable yet mysterious quirks of Mother Nature (specifically volcanoes)

Preparation:
1. Introduce to the class the elements and writing mechanics of what makes a thoughtful and descriptive paragraph.
2. Given a particular topic, other than volcanoes, model for the class the steps taken into completing a descriptive paragraph.
3. Answer any questions the students may have regarding writing descriptions and paragraphs.
4. Let the students know that they are going to listen as you read an Expository text about volcanoes.
5. Make sure students understand what the word expository means.
6. Introduce the text, Eruption! The story of Volcanoes
7. Ask students if and where they've seen volcanoes. Ask: "Were they erupting like the one on the front cover of the text?"
8. Ask if they've ever seen any other types of changes in the Earth's surface i.e., landslides, avalanches, floods, etc.
9. Make a quick list of the different observed changes in the Earth's surface on the board.
10. Relate this list to volcanoes by telling the students that these are all rapid or fast changes that occur on the Earth's surface from time to time.
11. Read the expository text, Eruption! The Story of Volcanoes to the class.
12. While reading, let the students know that they will write a thoughtful paragraph of how volcanoes are formed. They will also include additional information they may have found interesting while listening to the book.
13. Finish reading and provide a model paragraph of what they are to do individually, by writing it on the board. Take key words and points, write them down and let students see how you can make complete sentences using them. Students may make suggestions to the teacher regarding what to write.

Guidance:
1. Students brainstorm and list descriptive key words from the text before writing the paragraph. The teacher will provide assistance, if needed.
2. Students begin putting the key words into complete sentences.
3. The teacher walks around and provides any additional help and assistance to those who may need it.
4. The teacher lets the students know that putting 5 of these paragraphs together make up an essay.

Application:
1. Introduce the concept of essays and begin a gradual transition and shift into them after several more assignments regarding paragraph formation.

Assessment:
Teacher generated rubric/checklist on written paragraph (include writing mechanics and grammar)

Teacher Blog Link!

I chose this blog because I feel like I can relate to the teacher. I liked the pictures she took and posted on the blog. I liked the activity she incorporated in her classroom. Here is the link to her blog
Click Here to Visit Mrs. Puglisi's site!

Chapter 5-Understanding & Using Texts

While reading this chapter, I realized the importance of the incorporation and integration of texts in today's classroom. I totally agree that literature is used to broaden and enrich students' understandings in all content areas. (pg. 125) This chapter also made me think back... way back... during my earlier experiences with classroom text. When I was younger and in grade school, especially in the younger grades, I don't remember much additional text being read or taught to me and my former peers. To my best recollection, the teachers "stuck" with the required/assigned textbook throughout the school year. We read from chapter to chapter. took tests, and moved on to new material. It seemed like a never-ending cycle. Looking back, I realize now how boring this was.

I think it's wrong to not allow a child to read what interests him/her. I saw this while reading the chapter. This is sooo wrong, in my opinion. Of course, the text needs to be/should be age appropriate, but students should not be given ultimatums regarding texts. I think that too many times, this is what happens and children lose their interest and love for reading. If a child is allowed to read something that interests them, they are more likely to become better readers, which ultimately enables them to become better comprehenders (is that even a word?) I found the short section of motivation and texts very interesting. As we all have learned and know, teachers need to help students make personal connections with text while reading and learning.

The chapter progressed on to list and describe the different types of text. We are all aware of them. I think that informational texts can be integrated in all subject areas and I like the idea of using documents the students see on a daily basis (schedules, checks, receipts, and music transcriptions... just to name a few). Teachers should be careful with using this type of text, however, because too much information may complicate the students understanding and comprehension of what's discussed in class. In today's "rushed" society, digital texts are growing in popularity. I'm using digital text right now and so are you. The Fry Formula is also discussed in the chapter. We've done a little Fry in a couple of classes. I think it's a good tool, but many times it's not used correctly. All in all, teachers should pick a variety of texts that are interesting to students. They shouldn't pick too difficult material, yet not too easy. Let's help change the world and make learning fun!!!

going & going and... Ongoing Assessment- Chapt.4

Assessment should be an every day routine for the teacher. It needs to be continuous and on going throughout instructional classroom time. Thinking back from last semester, I recall learning about the different types of assessment, examples of each and when to implement them. This chapter talks about some of the same things, as well as new ones. While students are learning, teachers should be updating their knowledge regarding their students. (pg.85) This is/should be an everyday routine/process. The reading attitude & Interest surveys are good starter assessments for teachers to administer. In Mrs. Whitcomb's class (CIR 412L), we are administering these 2 surveys next week to the student we will be tutoring through out the semester. I was excited to see the connection from class to class!

I liked the idea of day-to-day conversations with students. Personally, I think that more teachers should do this. Based on my field experience from semesters passed, I have seen none. These teachers were so pressed for time, they often left out the communication aspect of student learning. Classroom conversations are good tools for teachers to use with students who are having difficulties with text, concepts, etc. The book suggests some questions the teacher could ask to help redirect the student's thinking. When planning for assessment, the teacher should always bring in the students' prior knowledge into classroom lessons. Students should be able to make connections between their lives and the texts and concepts taught. Doing this, will help and aid the students' further understanding, which should ultimately lead to comprehension. Teachers should use multiple assessments because no one single assessment determines what students care about, know, or want to know. LOOK for patterns in & during assessments!!!!

Basically, the chapter went on to talk about content assessment (Content Area Reading Inventory), classroom tests, portfolio assessment, mandated assessments (state), standardized tests and interpreting assessment. I really like the idea of portfolio assessment. When I was in high school, my AP English teacher required we keep a portfolio of all our work. She even asked that we keep any and every sheet of scratch paper/ rough draft of every essay, report, etc in the folder. I always wondered why. But now, I see her intentions and its significance. Toward the enc of the nine weeks, we'd grab our folders and choose one assignment to revise for another grade. Each year, we were given a new portfolio. The others remained silently in her filing cabinet... waiting to be unleashed!!! :) Toward the end of my senior year, she handed out all of the portfolios from previous years (including my 12th grade one) and allowed us to "look back" and reflect on our work through out the years. That was pretty memorable! Some of the stuff I'd completely forgot about! I still have those portfolios! And even though I did complain about her thoroughness from time to time, today I am grateful for having such an accomplished teacher!