Jorge Merino 13 Dr. McKool ELD 308 Lesson Plan: Reading Minilesson Grade: 4 Time: 15 minutes Standard: y RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Objective: y Students will use their knowledge of the phases of the moon gained from The Moon Book to recompose the information into alternative forms of organizing data.

Materials: y y y Printed model from pages 11-13 of the phases of the moon in, The Moon Book, by Gail Gibbons. Black marker for each student Reading notebook

Lesson Sequence: 1. Lesson Introduction/Anticipatory Set (Engagement) y Boys and girls, do you remember what book I read during the interactive read aloud? Yes, The Moon Book. Does anyone remember different facts that they learned from this book? What were the different ways that the information was provided? Was it all reading or were there other ways the author gave you information? Looking for the students to say pictures, lists, and diagrams.

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2. State Objective and Purpose

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Today, we are going to be working together to draw and organize the moon phases in order and providing a description for each moon phase. We will learn how to use our own knowledge and that of The Moon Book, to show different ways of displaying information because all students learn information differently.

3. Teach and Model

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I know that I learn better when information is displayed visually, like in a picture. In The Moon Book there is a perfect example of this. There are pictures of the moon phases with descriptions on the bottom to connect the words to the pictures. In the visual representations from The Moon Book, the author lists the information that she felt was necessary to understand the moon phases in chronological order. She tells you what the moon looks like and in some of the descriptions says the amount of time that has passed since the new moon. This is important because she describes specific information about the moons phases, which could help you decipher the difference between each phase. Good readers can pick out important information that connects to the main idea. I will give you all an example. If I wanted to tell the principal about our day the main point would be our day as a whole, but I would break the day into the separate subjects that we learn during the day in chronological order. I would tell him that we do math, reading, writing, lunch, bathroom breaks, gym, science and finally, social studies. Was there anything in the description of our day that isnt important information? (Bathroom breaks). This allows for a more specific description and gives the principal a good idea of how our time is being spent. Now if the principal would like to see his favorite subject of math all he has to do is remember what part of the day I told him we cover that subject. Organizing that important information is the most important part of remembering it.

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There are many ways that authors can organize information to get their main point across. Two different examples that we are going to use to practice organizing information are diagrams and timelines. I will use a diagram and timeline to organize the information about our day for the principal. Use diagram and timeline to organize data.

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4. Guided Practice y Hand out copy of the visual model from The Moon Book to every student.

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For two minutes I want you all to pick out the important information that you think is important to the main idea. We will now to practice using the diagram and the timeline. This could help you find a new way to organize the information that you read about in the future. I will draw both organizational strategies on the board For the diagram we will use will look like a brainstorming web, with the main point in the middle as the Earth and the moon phases will be the links that connect to Earth. For the timeline we will start at the New moon and list the phases in order to the second Crescent moon. In your reading notebooks, I want you to represent the information given on the handout in any way that you feel will help you understand the information best. You can copy the example given in The Moon Book, a diagram or a timeline to record the information on the moon phases.

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5. Independent Practice/Assessment y During your independent reading today, I want you to organize the information that you have learned in your book. Use any of the examples given today and write them in your reading notebook. 6. Closure y y y What are different ways to organize information that you have read about? Do we all organize information the same way? What organizational strategy will you use for your independent reading? Great job listening and learning today boys and girls!

7. How will I know the lesson has been successful? y You will be able to determine that the lesson was successful if the students participated in modeling the organizational strategies independently in their reading notebooks.