Lesson Plan:

Sharing Expert Knowledge

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November 21, 2016
by Catherine Crider
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Grade
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November 21, 2016
by Catherine Crider

Learning Objectives

At the conclusion of this lesson, students will be able to write three facts about a topic, illustrate these facts, and provide an appropriate caption.

Lesson

Introduction (15 minutes)

  • Call students together.
  • Read How to Babysit a Grandpa to students.
  • Tell students that just like the boy in the story, they are experts in certain topics. As a class brainstorm a list of topics that students know a lot about. (This could include information about animals, foods, etc.)

Explicit Instruction/Teacher Modeling (10 minutes)

  • Choose one of the topics from the brainstormed list to write about as a class. (It can be fun to have people lobby for different ideas and have a class vote.)
  • Once students have chosen a topic, spend a few minutes talking about what students know about this topic to jog their memories.
  • Pass out Draw That Fact worksheets to each student.
  • Explain that the first thing students should do is to write down a fact they know about the topic on the lines provided. As a class, decide on one to write down.
  • Next, explain to students that they should draw an illustration for this fact in the box above the lines. As a group, talk about some possible ways to illustrate the fact they just choose. Have students draw a picture in the box.
  • After drawing the illustration, ask students to think about a possible caption for the illustration. Explain to students that the goal is to focus a reader in on the most important part of the illustration.
  • Decide on a caption for the illustration as a class and have students write it on the line below the drawing.

Guided Practice/Interactive Modeling (10 minutes)

  • Break students up into smaller groups.
  • Have each group finish coming up with the remaining 2 facts, illustrations, and captions.
  • Bring everyone back together to share what they have written. Do students have similar facts? How do the illustrations and captions differ? Do students have a preference for a particular type of illustration or writing style? Why?
  • After groups have shared, explain to students that they will now have the opportunity to complete their own <a href="Draw That Fact">Draw That Fact worksheets using the same process they have been using.
  • Remind students of any class rules and expectations for independent work times and also the specific goals for their work on this worksheet (three clear facts, illustrations, and captions about a topic they are an expert in). Ask if students have any questions before they head out.

Independent Working Time (15 minutes)

  • While students are working, it can be helpful to create a list of commonly requested words. This can be displayed in a prominent location in the room to help all students with spelling needs. Soft music playing in the background can help reduce the amount of side conversations and help students to focus on the task at hand. Instead of having students work at their desks or tables, it can also be fun to set up different work stations: computers for researching and publishing, books for researching and getting illustration ideas, and different tables with various art supplies for drawing illustrations.

Extend

Differentiation

  • Support: For students who struggle with drawing, it can be fun to allow them to cut out pictures from magazines, newspapers, etc. It can also be useful to have students work as partners and provide a scaffold for one another.
  • Enrichment: To add a greater challenge, students can create diagrams instead of just illustrations. Students can also turn this into a real research project where they become an expert in something. After choosing a topic to learn more about, students can go to the library, find books, and choose three interesting facts to write, illustrate, and caption.

Technology Integration

It can be fun for students to publish their work by either typing it up and printing it out or sharing it on an online blog/class website. Students can also use computers (with adult support) as a way to research their topic and find pictures/illustrations.

Review

Assessment (5 minutes)

  • Student contributions to group discussions and in group activities can be used to informally assess whether or not students are engaged and grasping the material being presented.
  • Whether or not students are able to complete the <a href="Draw That Fact">Draw That Fact worksheet including three facts, illustrations, and captions can be used to formally assess whether they have met the learning objectives.
  • Assigning another <a href="Draw That Fact">Draw That Fact worksheet for homework can provide an additional opportunity to assess whether or not students are able to write three facts and draw appropriate illustrations and captions.

Review and Closing (15 minutes)

  • Call students together.
  • Allow students the opportunity to share what they wrote and drew on their worksheets. (It can be fun to make a special author’s chair for students to sit in when they share their work.)
  • Ask students what they really liked about what other people did. Why did they enjoy it? Were some illustrations and captions more useful than others? Is there anything they would like to add to their own writing after seeing what others wrote?
  • Finally, encourage students to think about who they may like to share their writing with. Would they like to share with a younger class or create a special exhibit? Part of the fun of writing is sharing it. Others should benefit from their expert knowledge!

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