Vous êtes sur la page 1sur 7


Teacher: Mrs. Mania

Date: Oct. 6 2014
Whole group-English/Science / Word Study / 4th grade (1:00-1:30) / Centers
Materials: Big Fox organizer, earth, moon, and sun textbook pages 14-15, pencils,
document camera, predicting packet, tri-fold, personal reading books
SOL: (ENGLISH) 4.6 The student will read and demonstrate comprehension of
nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict
and categorize information in both print and digital texts.
(SCIENCE) 4.8 The student will investigate and understand the relationships
among Earth, the moon, and the sun. Key concepts include
1. a) The motions of Earth, the moon, and the sun;
2. b) The causes for Earths seasons;
3. c) The causes for the phases of the moon;
Lesson objective(s): Before reading, students use text structures to predict and
categorize information. Use text features, such as special type styles (e.g., boldfaced,
italics) and color, captions under pictures and graphics, and headings of sections and
chapters, to predict and categorize information in both print and digital texts.
Understand how written text and accompanying illustrations connect to convey
meaning (e.g., charts, graphs, diagrams, timelines, animations).
Differentiation: Will take place in centers as groups meet with teacher to discuss BIG
FOX organizer. Teacher will assess who needs more review of strategies in using text
features, and group time will be adjusted according to need. If a flex group needs to be
formed to review, additional time will be added to centers.
ENGAGEMENT: TW hold grand conversation on all the text features learned in the
previous week. What feature do you find most helpful? What order do you use them
in? What is the difference between headings and subheadings (headings give the
main idea, subheadings give supporting details)
EXPLORATION: Students will preview the text for BOLD words and write them on
their organizer in box B, next italic words should be written in box I, moving


through the organizer, choosing only one graphic for G, READ TEXT, then 5 facts
for F from the text that the student found interesting, let the bold words guide you, in
O for OH MY, 3 interesting bits of new information, and last in X 3 sentences that
describe the main point of the text. Encourage the students to read the topic sentences
in each paragraph to help guide them.
EXPLANATION: Students will turn and share their organizer with a partner.
ELABORATION: Class will discuss did previewing the text help you prepare for
reading by knowing the headings and subheadings? Can you think of other books that
you could use this strategy with? Homework? Our nonfiction science journals?
Homework packet: one page each night to be completed at home.
EVALUATION: Teacher will collect BIG FOX organizers to assess learning, check for
understanding, note any material that students need review on. Exit Ticket: 1) List as
many text features as you can. 2) List two things you learned about the Earth or



Teacher center

Discuss & Review BIG FOX

Vocabulary center

Complete 2 affixes anti & un then mobymax

Writing center

Write reader response to the article on Earth & moon.

Silent reading

Or work on reader response or affixes tri fold


(How to pre-read nonfiction)


Bold List any words or phrases

that are in bold print.
Italics List any words or
phrases that are in italics.
Graphics Describe any


(Photos, drawings, graphs,

charts, maps, tables, etc.)

Facts List at least 5 facts

found in the article.

Opinions List any opinions

found in the article.

X marks the spot or at least

the main point. In 2- 3
sentences, write the main
Point of the article. (Hint read
the topic sentence of each paragraph.)


Weaving English and Science Together

Barbara Mania
Regent University


Time is a precious commodity in the classroom, because there never seems to be

enough time to cover all the content the state, the district, and the teacher want to
cover to satisfaction. This is the primary reason to teach across the curriculum,
incorporating more than one objective at a time, from more than one subject, to
cover more content in the time available to the teacher.
This lesson incorporates both language arts and science objectives that
compliment each other for a seamless instructional plan. When classroom teachers
are creating lesson plans, math, reading , and writing, are the top three subjects that
consume the majority of instructional time in the classroom. To meet the
requirements of social studies and science at the elementary level, teachers must
find opportunities to include the content of both these subjects into the
instructional planning of the big three, math, reading, and writing. This lesson
plans shows how this can easily be accomplished through thoughtful planning and
In the classrooms where I have had the opportunity to observed, every teacher
as described the pressure of teaching all of the content that is required in any given


academic year. In the natural course of the conversation, I would ask if they teach
across the curriculum to incorporate as many objectives as possible on any given

day. I have been told that the reality is that it is too difficult to align the objectives
from across the curriculum to accomplish teaching a more interdisciplinary
curriculum. If and when it does happen, it is by accident. The lesson plan
submitted in this artifact was created by me to accomplish that very goal of cross
teaching of objectives from two subjects. If I had been more familiar with the
curriculum, I could have incorporated even more objectives, such as writing of
nonfiction or research papers.
In my curriculum class at Regent, many of the class discussions were on this
very topic. It was only theory to those of us sitting in the chairs listening to the
lecture. Teachers have to be willing to abandon their years of filed lesson plans
and be willing to embrace a new process to teach across the curriculum. If not, the
pressure will only increase as more objectives are added to the long list, and no
time added to the school day.