Use the packet below to guide you in completing the Instructional Plan. Also, you may click on the link for biographies to find texts you can use for this activity. You will need to create

RED 4325 Bio-Pyramid: Comprehension (Procedures for the Instructional Plan)

Explain:

· The genre: Biography

· Students read about a famous and/or notable person

· A Bio-Pyramid helps you understand facts and information about a person’s life

· Students will need to go back into the text to look for and find specific information about the person

Demonstrate:

· By providing examples of books that are biographies

· By showing the students the Bio-Pyramid template

· Demonstrate each part of the Bio-Pyramid

· Use the “Rosa Parks” example to show the type of information they will need to go back to reread

· Demonstrate how you would go back to find that information (Think-Aloud)

Guide: (Students read the text)

· Guide students to read the text.

· Every few pages you might want to ask some comprehension questions about what they are reading

Practice:

· Put the students into small groups to create their Bio-Pyramid

· When students have completed the Bio-Pyramid ask them to discuss within the group what they learned about the person.

· After the discussion ask the students to write a summary of the person’s life, using the information on the Bio-Pyramid.

· Encourage the students to go back into the book to help them add any additional information to their summary as well as looking at, and for, correct spellings of words.

Students Reflect:

· Ask the students to reflect on what they learned about the Bio-Pyramid

· Ask the students how this activity helped them to better understand details and facts about a person’s life

· Ask the students how this helped them write a summary about what they learned the person

Assignment:

· Choose a biography of a person who is represented in your discipline, i.e, (Music-famous musician; Art-famous artist; Math-notable mathematician; etc,.)

· Create an Instructional Plan(IP) to teach about the famous person using the IP Template.

· Teach this lesson to a small group of students in your field hours classroom.

· Submit the assignment in the following order:

· Cover Sheet:

Your Name, Date, Name of the Assignment (Comprehension Instructional Plan: Bio-Pyramid)

· Instructional Plan (use the procedures detailed on page 1 and the sample given)

a. Choose one B.E.S.T. standard that you think corresponds with what you are doing with this activity (choose your grade level, reading, then decide on one standard you think you would target with this activity)

b. Use the lists given in the resources to state how you would accommodate for ESE students and ELL student

· Student Artifact (s) (student completed bio-pyramid with a summary of the text below the completed bio-pyramid) (pdf or jpg of artifact)

· 3-Level Reflection (See Below)

The format for the Instructional Plan and reflection should be single-spaced, Times New Roman, size 12 font.

Descriptive Writing

· Describe the class/teaching setting you hope to have to teach your chosen course/content

· Explain the type of lesson you taught, the strategy, and how you prepared to teach it (this includes the title of the text and the strategy is Bio-Pyramid)

· Describe the type of text you selected for the lesson and why you selected that text

· Describe how you taught the lesson (summarize the instructional plan)

· Describe how the student (your friend, classmate, or family member) responded to the lesson and provide a few examples of what they said.

Analytic Writing

· Was the lesson successful? Why? Why not?

· What knowledge do you think the students learned from this lesson?

· What did you learn from writing an Instructional Plan to teach students how to read and comprehend a biographical text?

· What was one aspect of the lesson that went really well?

· What might you do differently next time you teach this type of lesson?

Self-Reflective Writing

· What did you learn about the ways in which students can learn about informational reading?

· What did you learn about the importance of students’ understanding of how to use a strategy such as the Bio-Pyramid to help them read and write in a content area?

· How has this experience informed your thinking about teaching students to read and write in a content area?

· How do you think you might use this lesson in your discipline, in your classroom?

RED 4325 Bio-Pyramid

1.__________________

Person’s Name

2._____________ ____________

Two words describing the person

3.____________ _____________ ____________

Three words describing the person’s childhood

4.__________ ___________ ___________ ___________

Four words indicating a problem the person had to overcome

5.___________ ____________ ____________ ____________ _______

Five words stating one of his or her accomplishments

6.____________ ____________ ____________ ____________ __________ ________

Six words stating a second accomplishment

7.__________ ___________ __________ __________ _________ _______ _______

Seven words stating a third accomplishment

8.________ ________ ________ ________ ________ ________ ________ __________

Eight words stating how mankind benefited from his or her accomplishments

Adapted from Guided Comprehension in the Primary Grades McLaughlin (2010)

Instructional Plan

Name of the Strategy______________________________________________________________________

Grade Level______

B.E.S.T. Standard: _____________

Grouping: (One-one-one, Small Group, Whole Group)

Materials (List the Materials)

Procedures:

Explain

Demonstrate

(Explain what you will say and what types of examples you will show the students)

Guide

(Explain what you will say to the students to guide them to use the strategy/activity)

Practice

(Explain what you will say to the students to guide them to practice the strategy/activity)

Application

(Explain the type of activity you will provide for the students to apply what they learned)

ESOL Accommodations (Explain what you will provide for the ESOL students to make the lesson content comprehensible)

ESE Accommodations (Explain what you will provide for the ESE students to help them understand the lesson content)

Accommodations for ESL Students for Instructional Plans

Federal law requires that teachers of second language students provide accommodations and modifications to enable students to succeed in the

classroom. These are suggestions:

Give tests orally

Give instructions/directions in writing and orally

Assign a buddy, same language or English speaking

Allow errors in speaking

Allow errors in writing

Accept writing in first language

Highlight key vocabulary

Reduce amount of work required

Assess comprehension through demonstration or other alternative means (gestures, drawings)

Allow open book tests

For each question, indicate page number in textbook where answer is found

Rephrase questions, directions, and explanations

Use group projects rather than individual work

Reduce multiple choices to two

Provide study guides and/ or outlines

Provide video on subject

Allow extended time for test/project completion

Use books on tape/CD

Use reduced text, so that print is not dense

Adapt homework to reflect language proficiency

Adapt homework to reflect home support

Provide hands-on activities and explanations

Allow extended time to answer questions, and permit drawing, as an explanation

Accept participation at any level, even one word

Use of translation dictionaries to locate words in the native language

Annotations

Accommodations to include in Instructional Plans (ESE)

*The accommodations below may be part of the IEP (Individualized Education Plan) for some of the students in your class. Keep in mind that accommodations are documented on an IEP

Instructional

Accommodations

E1 Extended time on assignment (teacher approval)

E2 Using multiple media and/or supplemental materials

E3 Using linguistic modifications

E4 Individualized instruction and/or assignment

E5 Magnification or amplification device

E6 Peer tutoring

E7 Using written and pictorial forms to teach

E8 Adjusting or shortening assignments

E9 Hands on experiences

E10 Small group instruction

E11 Cooperative learning groups

E12 Defining content area language or terms for students

E13 Technology for writing assignments

E14 Reducing oral and written directions and information.

E15 Using role play

E16 Adapting written and materials to facilitate comprehension.

E17 Making use of context clues

E18 Differentiated Instruction

E19 Use of text to speech software

E20 Use of gridded or colored paper

E21 reduce assignments into manageable sections

E22 Check often for understanding and review

E23 Accept oral response in place of written

E24 Other ESE strategies

Annotations

1

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