Format for Strategy Lesson LTCY 301

Element of a Direct Teach Strategy Lesson Your Name: Yesenia Miranda Strategy Name: Visualizing (Concept Map for Civil Rights Historical Fiction) Grade Level: 9th Grade English Task Process Explanation: (D-P-C What, how, when?) Name, define/describe the strategy.

Teacher Instructional Script (What will you say? What will you do? How will you do it? What materials will you use?

Contextualized Modeling: (I do; you watch) P-C

D A concept map is a graphic organizer that helps us organize what we think or understand about a topic. Using a graphic organizer is great because you are able to visualize the complicated ideas we learn during our lessons. P First, we are going to draw a large circle in the middle of a piece of paper that will demonstrate the main idea. Next, use as many lines as you want to connect the main idea to other concepts and issues that relate to the first main idea. To further explain those relationships, you may add more lines to connect and other concepts and so on. Make sure that when you are done you study the concept map you have made and use it as a tool to reflect on later. C There are a few different instances in which you can use a concept map to help you understand and visualize information. Before reading our novel, you could use a concept map to illustrate what you already know about civil rights and its key players. During the reading of our novel, you can use a concept map to describe the traits and characteristics of each character. After reading, you can use a concept map to answer questions such as The civil rights movement influenced Concept maps are versatile and using them properly will help us engage in better inquiry and metacognitive practices. *I want students to be able to understand that a concept map can be

Explain how the teacher will model the use of the strategy within the content topic and content materials.

Plan for initial guided practice (I do; you help) Plan for a practice activity the teacher shows and students watch or help. Another guided practice might be needed (you do, I watch)

Plan for independent practice (you do; I watch) Plan for a practice activity students do and teacher watches. May be small groups, pairs, triads.

used in many instances to visualize a variety of different concepts and ideas. I will make sure that I explain each step and why I am doing each step. Before we start out historical fiction novel on civil rights, I will show you how to create a concept map so that you may use them throughout your reading of the novel. Since we have not read the novel yet, I will start my concept map with the phrase What I know about Civil Rights and circle that making sure it is at the middle of my page. Next, I will think about what I know about Civil Rights before I even draw any lines or branches. To start, I know that Martin Luther King and Rosa Parks are important figures so I will draw two lines for them. I also know that the Little Rock Nine has something to do with Civil Rights so I will draw a line for that too. Oh, I just remembered that Martin Luther King wrote a speech called I Have a Dream so I will draw another line but this time it will connect to Martin Luther Kings name instead of the original phrase in the middle of the page. Now that you have seen me start the concept map I want you to take five minutes and in pairs discuss other ideas we can add to this map regarding Civil Rights. *Students may talk in groups and come up with ideas such as immigration issues, LGBTQ issues, Native American issues etc You have had time to discuss what you know about Civil Rights so now what I want you to do is each group will come up to the board and take turns drawing one concept or connecting lines to a concept. *I will be watching to make sure that the students are using the concept map correctly. *To provide students with more information about Civil Rights I will read an introduction to a historical fiction novel that will further their understanding. Now that you have learned how to use the concept map, I want you all to practice them on your own. I will read the introduction of the novel to you which includes many details about the Civil Rights movement and in groups of four I want you to create a concept map based on the new information you have learned from the introduction

Plan for assessment of strategy use (you do; I watch) Plan for an activity where students use/apply the strategy, teacher assesses how well strategy is used/applied.

of the novel. *While students are working in pairs, I will be walking around to each group to make sure that they are on task and answer any questions they might have about the assignment or the introduction to the novel. Since I want you all to know how to use concept maps properly, I am going to assign you a concept map that you will work on independently which will be due on Monday. You will have the rest of this week and the weekend to read the first ten chapters of the novel and create a concept map on any character you chose that includes their traits, characteristics, descriptions, family ties/relationships and actions that take that are important. I will grade these concepts based on the completion of each task I just listed and the proper use of the concept map format we practiced in class. If you have any questions, please feel free to ask me sooner rather than later so that you do not forget.