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01 Prediction Guide

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114 views5 pages

01 Prediction Guide

Uploaded by

api-449554197
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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EDSC 330 Final Lesson Plan 1

Names: Omar Martinez and Treeny Barajas Subject Area(s): English


Lesson Topic: Prediction Guide for Novel Grade Level(s): 9th Grade

Standards
Literacy Standard(s):
CCSS.ELA-Literacy.RL.9-10.2: Determine a theme or central idea of a text and
analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective
summary of the text.

Content Area Standard(s):


CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–
3 above.)

English Language Development (ELD) Standard(s):


ELD.9-10.I.B.6b.:
Emerging: Explain inferences and conclusions drawn from close reading of grade-
appropriate texts and viewing of multimedia using familiar verbs (e.g., seems that).
Expanding: Explain inferences and conclusions drawn from close reading of grade-
appropriate texts and viewing of multimedia using an increasing variety of verbs
and adverbials (e.g., indicates that, suggests, as a result).
Bridging: Explain inferences and conclusions drawn from close reading of grade-
level texts and viewing of multimedia using a variety of verbs and adverbials (e.g.,
creates the impression that, consequently).

Lesson Objectives & Supports


Content objectives: SWBAT make evidence backed predictions about the theme of
the novel I Am Not Your Perfect Mexican Daughter by Erika L Sanchez by analyzing
the cover and back panel.

Literacy objectives: SWBAT write a short 3-5 sentence paragraph detailing their
predictions about the possible theme of the novel using specific evidence to support
their ideas.

Academic vocabulary:
Tier II (General) discuss, interpret, analyze, explain
Tier III (Domain specific) theme, audience

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed


Academic Instruction in English):
• Prediction Guides work to give students an idea of what the reading is about by
looking at the title and cover image. Modeling appropriate prediction language
helps students organize their ideas and start their predictions.

Buehl, D. (2014). Classroom strategies for interactive learning (4th ed,), Newark, DE:
International Reading Association, 61-63.
Assessment: How will you know if students met your objectives?
Formative oral assessment will occur through a verbal discussion between students and
their neighboring colleague, as well as presenting to the class, to discuss their predictions
based off their understanding and interpretation of the title page of the novel. Students will
then share their interpretations of the cover image to the class and provide evidence as to
how they made such predictions.

Summative assessment will occur after students have had enough time to discuss their
findings with a partner and track their answers on a written document. Students will have
to turn in their responses at the end of class to check their understanding and receive
credit for their work.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set


Time Teacher Does Student Does
5 The teacher welcomes students into the Students get to their seats and begin
classroom and gives them a brief thinking about the image projected for the
introduction to the lesson and unit. The entire class. Student’s do not have to write
cover of the novel will be projected on anything at this point, just begin
the front of the class for students to begin formulating ideas about the book such as
thinking about ideas. This will be a the title, image, genre, etc.
warmup activity for students to begin
forming ideas before the lesson begins.
Lesson Body
Time Teacher Does Student Does
5 The teacher begins distributing the Students begin looking at the
prediction guide prompts to students (the document/prompt before them to
teacher can also have students distribute prepare for the assignment. Students can
documents to speed up the process). analyze the prompt to clear up any
Each student will be given a prompt possible confusion they may have and ask
which outlines a prediction guide writing for clarification.
prompt. They will then have to analyze I
Am Not Your Perfect Mexican Daughter to
complete their assignment.

15 The teacher introduces the novel by Students begin analyzing the cover of the
stating it will be part of a unit and will be novel, title, images, back panel, etc., to
used for several class meetings. She then begin making evidence-based predictions.
tells student about their first task which is Students cannot begin reading the book or
to analyze the cover and back panel. looking inside the pages of the book. Their
Students should be looking at the title of predictions will be written down on the
the book, the image on the cover, the prediction guide handout to share to the
author, the summary of the back on the class. Students will write down predictions
back, and anything else which they and what evidence did they use to make
believe may be relevant information for their predictions.
them. Students must then make
educated predictions of the novel using
their analysis of the 2 panels of the book.
They must write down their answer
5 After students have completed writing Students will discuss with their
their predictions of the text, the teacher partner/neighbor which prediction they
will get the class back on the same track made and why. Students can discuss why
and begin transitioning into the next they feel it would happen in the novel,
discussion. The teacher tells students to they can agree or disagree on predictions,
turn to a partner and discuss some of the or add on to their partners during this
predictions they have made. They can time.
compare with a partner, see if there were
similar predictions, but must use
reasoning and evidence to back up their
predictions (predictions have to seem
possible).

10 After discussions with partners have


concluded, the teacher will once again get Students begin sharing their predictions to
the class back in order to begin sharing the class with evidence and reasoning
some of their predictions. The teacher which leads them to make such a
will write as many predictions down on prediction. Students can write down any
the board or simply discuss the ideas with prediction that they hear which they
students. The teacher allows students to believe may be possible. Students can
volunteer to present their predictions back up claims shared by others that are
with reasoning to the rest of the class. similar to theirs.
After a student presents a prediction, the
teacher asks if anyone had a similar or
same prediction, if so, explain why. If
class quiets down the teacher may call on
pairs or students to share ideas.
Lesson Closure
Time Teacher Does Student Does
5 Teacher will begin ending the class-wide Students pick one prediction which has
discussion by having students look back at the highest chance of happening and write
their predictions as well as the classroom it down on the prompt. Students must use
predictions. Teacher will instruct students evidence to support their prediction and
to pick one prediction out of all of them explain why they believe it is possible.
which they believe has the highest chance
of happening. They will then write a small
paragraph detailing why they believe the
prediction they have chosen will happen

As students are completing their


prediction guides, the teacher will stand
5 at the door and collect the students work Students hand their completed
on the way out. As students leave, she worksheets to the teacher as they are
will mention to them what the next class’ exiting the class.
discussion will be to give them a head
start and to be better prepared.

Instructional Materials, Equipment & Multimedia


• Prediction Guide Prompt as seen below, 1 per student
• A copy of the cover of I Am Not Your Perfect Mexican Daughter by Erika L Sanchez.

Differentiation:
English learners: English learners can be given a translation of the title in their
native language to begin their predictions. Students may also work in groups to
complete the assignment.
Striving readers: Striving readers can also work with others to complete the
assignment. Title and hand out can be broken down for easier understanding.
Students with special needs: Students with special needs can work with other
students to complete assignment. Any assistive tools to make the assignment easier
will be made available.
Advanced students: Advanced students can complete the assignment using the
cover, back summary, and the first chapter of the book.

Name:
Prediction Guide Template
Before we start the unit and read, I Am Not Your Perfect Mexican Daughter, we will analyze
the cover and create as many predictions as possible. These ideas have to be something
believable or reasonable and must be backed with evidence. Feel free to look at the image,
the title, the authors name, and back panel to make predictions. Place any predictions in the
section below.

Predictions:

Part 2: After sharing predictions:


Now that we shared various predictions as a class, write a 3-5 sentence paragraph about a
prediction which seems most likely to happen in the novel. Be sure to use evidence from
the book to support your answer. Be sure to identify why you believe it is possible.

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