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Shared Reading Lesson Plan

Title of Lesson: COPD in Smokers: Prevention and Solutions (Grade 5)


Reading Material: taken from https://quitsmokingcommunity.org/copd/
Key Understanding
- To be able to make connections between a text and their understanding of human organ systems.
Rationale
- To prepare students for individual research of scientific concepts / reading of scientific articles.
- To let students practice making connections between what they read and what they know.
- To equip students with useful comprehension strategies that they can apply to their own readings.
Assessment
- Observe their discussions and think-alouds during shared reading time.
- Look at their mind map on COPD to check for comprehension of the disease.
- Look at their notes on treatments of COPD to see that they are making connections.
- Look at their end product on smoking and COPD to see that they are applying understanding.
Prior Knowledge
- Science: human organ systems (Understanding Life Systems unit), specifically the respiratory system
Teaching Focus / Curriculum Expectations
Students will be expected to focus on the comprehension strategies of predicting and making connections
while reading about a topic related to what they learned in science. Specifically
- Language Reading
1.2 identify a variety of purposes for reading; choose reading materials appropriate for those purposes
1.3 identify a variety of reading comprehension strategies and use them appropriately
1.4 demonstrate understanding of text by summarizing important ideas and citing supporting details
2.3 identify a variety of text features and explain how they help readers understand texts
- Science Understanding Life Systems
1.1 assess effects of social factors on human health; propose ways in which individuals can reduce the
harmful effects of these factors and take advantage of those that are beneficial
2.4 use appropriate science and technology vocabulary
3.4 identify common diseases and the organs and/or body systems that they affect
This will be taught through whole class and group discussions, modeled think-alouds, and shared reading
intermingled with predictive/comprehension questions. Conferencing will be done where necessary.
Comprehension Strategies
- Activating prior knowledge: about the respiratory system and smoking
- Questioning: before, during, and after reading the article
- Predicting: by looking at the figures, title, and subheadings
- Inferring: what COPD means through prior knowledge, figures, and first paragraph
- Making connections: between the text and itself, prior knowledge, and experiences with smokers
- Determining important information: by highlighting important text
2015 | Christina Mak

Levels of Questioning
- What do we know about the respiratory system / smoking?
- Can you describe the symptoms of COPD?
- What is COPD?
- Can you explain how some of these treatment methods can help those with COPD?
- How can you apply what you learned to discourage smoking?
- Did you think that this was an informative article? If not, how could it have been improved?
Graphic Organizers
- Make mind maps / concept maps on COPD and smoking
Collaborative Learning Strategies
- Think-pair-share on the meaning of COPD
- Work together as a class to understand the article with direction from the teacher
- Work in pairs to create point-form summary of COPD after reading
- Work in groups to discuss treatment methods of COPD
Materials / Preparation for Teaching
- Large format version of the article as well as copies of the article to hand out
- iPads for group and individual research on the topic at hand
- YouTube videos and necessary materials to play it to the class
- Spirometer, if needed
- Large papers to make posters
Differentiated Instruction
- Lessons include visual (figures, videos) as well as written (text) elements
- Groups are formed so that students who need help are paired with stronger students
- Student/Teacher conferences are done when necessary at the end of the lesson
- End/extension activities can be assessed in a variety of formats

2015 | Christina Mak

Instruction
DAY ONE
Before reading:
- Sit in a cluster facing the SmartBoard displaying the first page of the article.
- Observe the articles title, subheadings, and photos (only things visible; other parts of text covered).
- Predict what the article is going to talk about.
- Relate predictions to prior knowledge (respiratory system, smoking, asthma, symptoms).
- Record predictions.
During reading: uncover text as needed.
- Model read the first paragraph.
- Check predictions and modify them if necessary.
- Using the first figure and first paragraph, infer what chronic obstructive pulmonary disease means.
o Think-pair-share then discuss with whole class
o What clues can I find in this first paragraph and the accompanying figure?
o Model think-aloud: clues to meaning of COPD; relate back to science knowledge
- Share read with students the second paragraph.
o Do these symptoms match our predictions of COPD?
- Model read the first line of the third paragraph.
o Refer back to figure pictured on the left: What does this sentence mean?
o Model think-aloud for comprehension of harder words (i.e. affiliated)
- Share read with students the rest of the paragraph.
o Refer back to the first figure: How do the text and figure work together?
- Share read the fourth and fifth paragraph.
o Check predictions of meaning of COPD and make changes if necessary.
After reading:
- Leave text on SmartBoard
- Have students form pairs and create a point-form summary of important points on COPD.
o Write out the 4 letters in big in the middle of the page
o Mind map for each letter: write down important points.
o e.g. C (chronic, 2 years, long lasting), O (smaller air tubes, difficult to get air, fatigue), etc.
- If necessary, use time to conference with students who need additional support/clarification.
DAY 2
Before reading:
- Let students know that todays lesson will be a continuation from yesterdays reading on COPD
- Let students share their mind map on COPD
Watch video to deepen understanding: http://www.healthline.com/copd/anatomy-animations#1/how-copd-affects-your-lungs
- What would cause this to happen to our respiratory system in the first place?
During reading:
- Share read with students Causes.

2015 | Christina Mak

Discuss other things they know about smoking. Model think-aloud: connect smoking to mucus
production, alveolar breakdown, and accordingly respiratory obstruction.
- Apply understanding: How might we diagnose COPD? (respiratory treatments learned in science unit)
- Model read first sentence of Dianogsis. Bring out spirometer if needed.
- Share read with students the rest of Diagnosis.
- Ask class what methods we can use to diagnose COPD: highlight it on the text.
- Ask students to make connections / think-aloud: how can these methods help us to diagnose COPD?
o Refer back to first figure and what we know about COPD.
After reading:
- Tell them we will now use our strategy of making connections to understand the rest of the text.
- Put students into groups of 3 or 4. Give each group an iPad.
o Give each student a copy of the full text.
o As a group, will read through the Treatment section of the article.
o Highlight all the treatments mentioned and discuss why they would work.
o Remember to make connections back to prior knowledge and understanding of COPD!
o Write down connections.
- If necessary, use time to conference with students who need additional support/clarification
DAY 3
Before reading:
- Were we able to apply our strategy of making connections to our reading?
- Let students share their groups thoughts on a treatment method.
During reading:
- Share read with students Treatment.
- Clarify understanding of some methods / model think-aloud in making connections.
- Discuss thoughts on COPD: there is no cure you can minimize symptoms quitting smoking
- Watch video on smoking and COPD: https://www.youtube.com/watch?v=LUw4VdJocm0
After reading:
- Can create mind map of smoking in relation to COPD.
- Write a letter to a smoker (can be someone you know).
o Include knowledge about the effects of smoking and COPD (symptoms, treatments)
EXTENSION ACTIVITIES
- Create a poster on smoking in relation to COPD
- Research (read about) a disease related to another organ system studied and apply strategies
o Present this to the class with a narrated skit, poster, or presentation.
Reflection
Were my students successful?
- Check that students are able to pick out key points in the text
- Check that students are able to make connections and express them in discussions and in writing
- Note responses of students to the videos / think-alouds / mind maps
What are my next steps?
2015 | Christina Mak

Students reflect on their learning and understanding of the text in their reflection journal
See extension activities for further steps

2015 | Christina Mak