Three-day Unit Plan

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

7th

March 29, 2017

Reading Informational Text

Evolution of the Grocery Bag Instructional Plan

I. Planning – DAY ONE

Lesson summary and focus:

The focus of this lesson is reading informational text. The students will analyze the interactions between the events, individuals, and ideas after reading “The Evolution of the Grocery Bag” by Henry Petroski .

Classroom and student factors:

The classroom is large with a total of 30 students, 16 of those students being girls and 14 boys. There are 2 students’ age that is above grade level and one students age below grade level. Most the students are Caucasian at 19, 5 Hispanic students, 3 African American students, 2 Asian students, and 1 Native American/ Pacific Islander student. Also, I have 4 students with an ELL (2 boys and 2 girls). There are 5 students with an IEP, 4 of them have a learning disability and 1 with emotional disability. There are 21 out of 30 students who have internet access at home. One student with hearing aids, one who is diabetic, and one allergic to peanuts.

National / State Learning Standards:

7.RI.3 CCSS.ELA-LITERACY.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Specific learning target(s) / objectives:

By the end of the lesson, the learner will analyze the interactions between individuals, events, and ideas in the text with 80% accuracy .

Teaching notes:

Day one: Today will be about knowing the sequence of the evolution of the grocery bags. Be sure the students are able to know the dates.

Day two: Today will be about finding the similarities and differences about the three grocery bags. This will help them build an image of the grocery bag and they will recognize the improvements that were made as time went on.

Day three: Today the students are analyzing the evolution of the grocery bag.

Agenda:

We will be learning about the evolution of the grocery bag. Throughout this lesson, our target is to analyze the interactions between the individuals, events, and ideas. We will be using graphic organizers to help learn the sequence and similarities/differences between each inventors and grocery bag. Each segment will take an entire class period (45-50 minutes) to learn.

Formative assessment:

Exit tickets

Entrance tickets (cover lesson from previous day)

Bellwork (vocabulary)

Short quiz (3-5 questions)

Graphic organizers

Academic Language:

Key vocabulary:

I plan to teach these vocabulary words before starting the lesson because it will allow the students to familiarize themselves with what each word means. It will also allow the students to use these words in their form when completing their graphic organizer of the timeline.

Patent – an authorized license that doesn’t allow others to make, sell, or use your idea on an invention.

Grocery bag – a plastic or paper bag which is used to hold items.

Merchant – a person or company who sells or buys supplies to make profit.

Consumer – a person who purchases goods or items at a store.

Function:

Sequencing/ Ordering Function 04

I chose this function because the students will be able to analyze the specific dates of the individuals (inventors) and ideas of the grocery bag from when they had been invented or patented.

My students will demonstrate their understanding by ordering the inventors and invention of the grocery bags in order they were created. Then, they will recognize why each grocery bag was invented.

Form:

I would have my students complete a timeline as their graphic organizer.

While completing this graphic organizer, the students need to draw a picture of each grocery bag because it will help them see and recognize the differences between each grocery bag. Second, they will write out the individuals, event dates, and why the grocery bag was invented while vocabulary words and using key words such as: first, second, or third.

Instructional Materials, Equipment and Technology:

• Paper

• Pencil

• Reading material “The Evolution of the Grocery Bag,” by Henry Petroski

• Dictionary – textbook or computer to look words online

• Graphic organizer – Sequential Order Worksheet

• Smart Board (use to show video or images)

• Projector (review objective/instructions)

• Crayons/ color pencils

Grouping:

I plan to put my students in groups of 3 with a HL (high-level), ML (medium-level), LL (low-level) learners in each group. This will help each level of student to interact with their peers about the lesson and provide helpful ideas to one another about the evolution of the grocery bag. If the lower-level student continues to struggle with the material reading, I will make a separate group to provide them with one-on-one help with the reading or vocabulary words.

II. Instruction – DAY ONE

A. Opening

Prior knowledge connection:

I would start off my lesson by showing this 10 second video clip from the movie, “Home Alone.”

https://www.youtube.com/watch?v=bN_1W4CEfLY

Then, I would ask my students:

• How many of you help your parents unload the groceries?

• Has a bag ever torn or ripped on you while leaving the store or walking to the door?

Anticipatory set:

This lesson will be meaningful to the students’ lives because they will be able to see how each grocery bag had improvements being made on them throughout the years. Also, the students will be able to recognize the pros and cons of each grocery bag design and how it had impacted the consumers and merchants. The students will also read about the hardship to go shopping without a grocery bag. This lesson connects to their lives by allowing the students to see how each bag impacts the consumer (them) and the merchants.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

The two instructional strategies I have chosen to use is: Direct Instruction and Collaborative Learning.

Direct Instruction:

1. As a class, we will read the objective for today’s lesson.

2. Students will look up the 5 vocabulary words (Patent, grocery bag, merchant, consumer, & analyze) and write the definition in their own words on a separate sheet of paper .

I will remind the students the vocabulary words will be seen in our reading material, so be sure to get the correct definition.

1. I will walk around the class, please be sure to raise your hand if you need help or if you are stuck.

I plan to do a quick review for each vocabulary word by calling on 8-10 students to tell the class what definition they got. (This could help other students who struggling with a word, this could be their example).

1. As a class, we will begin reading, “The Evolution of the Grocery Bag,” by Henry Petroski

After completing the reading material, we will go into our Collaborative Learning:

1. Through a class discussion, I will ask my DOK questions to help summarize the reading material:

• Who were the names of the three inventors?

• When was each grocery bag invented?

• Identify the different designs of the three grocery bags invented

• What was the effect the grocery bags had on the merchants and consumers

We will be using the Sequencing/Ordering Function where they will work in their groups of 3 to complete the “Sequential Order” worksheet.

1. I will separate the students into their groups.

2. I will hand out the “Sequential Order” worksheet to each group.

3. Group members will draw and write the differences in each grocery bag invented on the space provided.

The students will use their communication skills to provide one another with their thoughts and ideas about which bag is which while providing evidence from the text.

After each group completes the worksheet, we will come together as a class to discuss the sequence of each grocery bag.

Entire in class with a positive behavior and prepared to learn.

Direct Instruction:

1. Begin reading the objective together as a class, we will see what our learning target is for today’s lesson.

2. Get out a separate sheet of paper and begin writing down the definition of the 5 vocabulary words in our own words.

3. I will raise my hand if I am confused or stuck on creating my own definition.

4. I will follow along with my class while we begin reading “The Evolution of the Grocery Bag,” by Henry Petroski.

Collaborative Learning:

1. After completing the reading material, I will answer the DOK questions to the best of my knowledge.

• Francis Wolle, Luther Crowell, and Margaret E. Knight

• The three grocery bags were invented in 1855, 1872, and 1879.

• Wolle’s grocery bag design had an envelope bottom, Crowell’s grocery bag design had a square bottom, and Margaret’s grocery bag design had a flat-square bottom

• The effect was the consumers could take home more products from the stores. The merchants could sell more products to their consumers. The grocery bags had helped carry and hold merchandises without the consumers having to make multiple trips to the stores

1. I will get into my group and familiarize myself with each group member.

2. With my group members, we will discuss who will be in charge of which inventor and their designed grocery bag.

3. Each group member will draw the grocery bag in the box on the left side of the worksheet, and write down the information on the lines provided on the right side of the worksheet. Students will complete worksheet based off which inventor they had received.

Students will voice their opinions or thoughts on who invented each grocery bag and when, and why each bag was invented.

1. Accommodations that would be made for the students in the class profile would be providing the lower level students with visual pictures of each grocery bag. I will also show them images of how each inventor looks that way it’ll be easier to tell them apart.

The students who have English as a second language could receive my help while creating their own definition.

1. During the small group activity (collaborative learning), I will place them with partners they are comfortable working with and place them close by my desk to keep an eye out for behavior issues.

2. I will walk around the classroom by encouraging each student to participate with their groups by me asking the student the question and having that specific student only responding which could be challenging as well.

3. If lower level students are still struggling than I would create a small group to help complete their part of their group sequential order worksheet.

Extension Activity:

The students who complete their work earlier could start designing a plan to personalize their own grocery bag that stores could use today.

I. Planning – DAY TWO

Academic Language:

Key vocabulary:

As a class, we will continue to learn 5 new vocabulary words before starting the second lesson. This will allow the students to familiarize themselves with what each word means. It will also allow the students to use these words in their form when completing their Venn Diagram.

Compare: Finding the similarities between each event, individual, or idea.

Contrast: Finding the differences between each event, individual, or idea.

Francis Wolle: The inventor of the first grocery bag in the 1855.

Luther Crowell: The inventor of the second grocery bag which was made in 1872.

Margaret E. Knight: The inventor of the third bag which was complete in 1879.

Function:

Comparing/Contrasting

Function 03

I chose this function because the students will be able to examine the similarities/differences between each inventor (individuals) and grocery bag.

My students will be able to demonstrate their understanding by identifying the similarities and differences between each grocery bag. They will be able to tell the improvements that each inventor made on the grocery bags. This will also help them picture an image of how each grocery bag looked.

Form:

I would have my students complete a Venn Diagram (3 circles) as their graphic organizer.

While completing this graphic organizer, the students could draw a picture of each grocery bag because in each circle to help them see and recognize the differences between each grocery bag. Then, they will write information down about that specific inventor along with their grocery bag while using separate circles. If there are similarities they will write that information down in the combined circles. While completing the Venn diagram the student will need to use their key vocabulary words to show understanding of the word.

Instructional Materials, Equipment and Technology:

• Paper

• Pencil

• Reading material “The Evolution of the Grocery Bag,” by Henry Petroski

• Dictionary – textbook or computer to look words online

• Graphic organizer – Venn Diagram Worksheet

• Smart Board (use to show video or images)

• Projector (review objective/instructions)

• Crayons/ color pencils

Grouping:

I plan to group students in groups of three based off their skill level. This will help the higher leveled student to intermingle with the lower leveled students. It will also help each group member express their thoughts and opinions on what they found on the similarities and differences of each grocery bag. Each student will have a responsibility to complete their research on one of the three inventors, this will help equal out the amount of work, but it will also help students work together as well as individuals.

II. Instruction – DAY TWO

A. Opening

Prior knowledge connection:

I plan to upload these two images on the Smart Board which will show the older verse of the grocery bag to today’s verse of a grocery bag.

Then, I would ask my students:

• Can anyone point out some differences between these two grocery bags?

Anticipatory set:

This lesson is meaningful to the students’ lives because it will help the students see how each grocery bag was modified to create the perfect shopping bag. They will also be able to see the differences in how they were created from the design to stability.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

The two instructional strategies I have chosen to use is: Independent Study and Interactive Instruction.

Independent Study

1. Review the objective as a class.

2. The students will get record and write down their 5 new vocabulary words while writing the definition in their own words.

3. I will walk around the classroom to see if students are on task and assist those in need of help.

I plan to do a quick review for each vocabulary word by calling on 5-7 students to tell the class what definition they got. (This will help other students who are struggling with a word).

Interactive Instruction- after students have completed their independent study (vocabulary & note taking)

1. I will show the students the Venn Diagram we will be using today in class.

1. I will show written instructions on how to complete the Venn Diagram and tell them what the expectations will be to receive a credit.

2. After completing the reading on instruction Day 1, “The Evolution of the Grocery Bag,” by Henry Petroski the students will review the reading text to complete the graphic organizer.

3. I will separate students into their groups, the students will interact with one another to share what information they found on their inventor.

4. Through a group discussion, I will ask my DOK questions to see if students found clues in their reading:

• Identify the different designs of the three grocery bags invented

• Investigate the problems the grocery bags had on the consumers

• Draw a conclusion to how you think the three grocery bags solved the problems for the costumers

1. I will listen for key words being used while communicating with group members.

2. I will provide help to students who are struggling find information on their inventor.

I plan to not give the student the answer, but I will offer clues in the reading material to the lower level learners, so they could find information about their inventor.

The students will need to interact with one another to complete the Venn Diagram and communicate the information they found on the grocery bags and inventors.

After each group completes the worksheet, we will come together as a class to compare and contrast each grocery bag.

Students will entire class with a positive attitude and they will be prepared to learn and share thoughts with classmates.

Independent Study:

1. The student will review the learning objective to get an idea of what we will be learning today.

2. The student will work independently to complete new vocabulary while using the same sheet of paper with previous vocabulary words on it.

3. I will raise my hand if I need assistance or if I have a concern about the work.

I will participate or listen to other while doing the group discussion on vocabulary terms. I will make changes to my vocabulary words if my definition is incorrect and I will write examples down if needed.

Interactive Instruction:

1. I will direct my attention to my teacher while she shows us the Venn Diagram we will be using to complete the work for today.

2. I will listen to the expectations and write extra helpful hints to completing the graphic organizer.

3. I will be an interactive learner with my group by looking back at my reading material to help complete the graphic organizer.

4. The student will share information about the inventors and their grocery bags with their group.

5. While working with my group, I will provide my options and answer to the DOK questions to help complete the Venn diagram .

6. As a group, we will use our key words in our Venn Diagram to show our understanding of vocabulary.

7. I will ask for help if I feel I missed important information to my part of completing the Venn diagram.

I will pay close attention to the other groups to see if my group had missed information about the three grocery bags and the inventors. I will offer the other group members additional information that I had found.

1. The students who have English as a second language could receive my help while creating their own definition.

2. I will provide those students with learning disabilities with a modified reading material to help identify the similarities and differences of each grocery bag.

3. While completing the Venn diagram the lower level students will be required to complete at least 3 bullets about the grocery bag/inventor.

4. I will provide students with an model to follow on how to complete the Venn diagram.

For example:

• When was it invented (date)?

• What did the bag look like?

• What was wrong with the grocery bag

Extension activities:

In case the group members complete the Venn Diagram, they will need to draw out an image of each grocery bag. They will label where the modifications had been made by each inventor.

This will help each group member to visually see how the bag looked and visually recognize the modifications of the bags.

I. Planning – DAY THREE

Academic Language:

Key vocabulary:

The class will continue to learn 4 new vocabulary words before starting the third lesson. This will allow the students to familiarize themselves with what each word means.

Recyclable: objects that can be reuse.

Preference: An option that you chose that’s best for you.

Capacity: A maxed amount of that something can contain or hold up.

Design: a drawing or plan that demonstrates how a building or object works.

Function:

Analyzing

Function 06

I chose this function because the students will be able to analyze the differences between each of the three grocery bags

My students will be able to demonstrate their understanding by examining the differences between each grocery bag.

Form:

I would like my students to complete a Simple Character Analysis graphic.

While completing this graphic organizer the students will be able to investigate the three grocery bags and the three inventors to see what they have learned. They will find the importance of each bag and why it was invented.

Instructional Materials, Equipment, and Technology:

• Paper

• Pencil

• Reading material “The Evolution of the Grocery Bag,” by Henry Petroski

• Dictionary – textbook or computer to look words online

• Graphic organizer – Analyzing Worksheet

• Smart Board (used for images)

• Projector (review objective/instructions)

• Crayons/ color pencils

Grouping:

For this last activity, the students will work with a partner (high-level and low-level learner). There partner will be broken down into boy/girl (we will have two female students, but that group will be with 2 low-level learners). I believe this method of grouping will be helpful because partner work contains both students to work together and to communicate their ideas. They will have to trust and rely on one another to complete the assignment. It will also help the low-level student to get one-on-one extra help from a higher-level student. The higher-level student will also improve on their communication skills as well as taking the leadership role to helping their classmate.

II. Instruction – DAY THREE

A. Opening

Prior knowledge connection:

I plan to start this lesson by showing pictures of the three inventors of the grocery bag.

I will ask my students:

• What have we examined about these inventors so far?

• Which inventor is your favorite? Why?

Anticipatory set:

This is meaningful for the students to learn because they are able to read about the evolution of the grocery bag. They are investigating the pros and cons of each of the three grocery bags. The students also get to examine the purpose of why the grocery bag was invented, and how it helped the consumers and merchants.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

The two instructional strategies I have chosen to use throughout this lesson is: Experiential Learning and Indirect Instruction.

1. I will read the objective to the students and give a brief statement on what we will be learning today.

2. First, the class will write down the 4 new vocabulary words on their vocabulary paper. They will write their own definition in their own words.

3. I will walk around the classroom to assist any students.

4. I will call on 3 students to share their definition with their classmates.

As a class, we would review our reading material.

Experiential Learning:

1. After the students have been paired up, I will ask the students some DOK questions, such as:

• Develop a logical argument for or against the use of disposal grocery bags

• If you could Design a plan to personalize your own grocery bag that stores could use today how would you create it?

• Why should stores use your prototype of the grocery bag while shopping in their stores ?

These questions will allow the students to think about the previous grocery bags and what problems they had with them. Also, it allows the students to do some critical thinking about how they could learn from the three inventor’s mistakes or how they could make improvements on their grocery bags.

Indirect Instruction:

After discussing with their partner about the DOK questions it is now time for the students to follow indirect instruction.

1. I will give instruction on how to complete the “Simple Character Analysis graphic organizer.”

This worksheet is to see how much knowledge the student has gained through this three-day lesson.

1. I will provide the students with an example on how to fill out the worksheet.

I plan to walk around and double check on the lower leveled students and offer my help if I see students showing signs of confusion.

1. I will be the students support and listener when they need help.

The students will walk into the classroom quietly and respectfully. They will be prepared to do some critical thinking today.

1. Students will listen to objective.

2. The student will get out their separate sheet of paper with vocabulary words. They will write down their own definition of the 4 vocabulary words in their notes.

3. I will ask for assistance if I am struggling with vocabulary words.

4. I will either share my definition to my classmates if called on or I will sit quietly and listen to other definitions.

While reviewing the reading material, I will look over my notes and add any additional notes to help with today’s lesson.

Experiential Learning:

1. While working with my partner, I will be interactive learner. I will provide my partner with my idea of how I would design my grocery bag and explain to him/her why the stores should use my design.

I will also pay attention to my partner when they are sharing or offer positive input when asked.

Indirect Instruction:

1. I will listen to the instructions on how to complete the graphic organizer.

2. I will take additional notes or ask questions when the instructor is providing an example of how to complete the worksheet.

3. If I get stuck or confused with the worksheet I will ask for help.

A modification I would use for indirect instruction for students who have an IEP or learning disability, I will only require them to write 2-3 sentences on the graphic organizer about what they have analyzed about the grocery bags. They also could draw the grocery bags on the graphic organizer .

Extension activities: If each student comes their indirect instruction activity they can start brainstorming ideas on how they would create their own grocery bag.

They could list the materials needed to build it, what size it would be, how much it could hold, and list the significant of their grocery bag.