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13.10 - California's
Region - Metacogntion Lesson
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Author: David Riddick
Date Created: 7/13/2003 11:24:27 PM PST
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Grade/Level:
4
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Students:
27 Students. 14 boys and 13 girls. 4 EO's; 6 IFEP's; 3 RFEP's; 14 ELD3-4:
GATE class - advanced learners
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Subject Area(s):
Reading, Social Studies
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Concept(s):
Students will learn how the geographic distribution and economic activities
of the California Indians affected the pollution of their communities.
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State
Academic Content Standard(s):
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Understanding and Organizing Subject
Matter for Student Learning
TPE: A. Making Subject Matter Comprehensible to Students
CSTP Description: Teachers exhibit strong working knowledge of subject
matter and student development. Teachers organize curriculum to
facilitate students’ understanding of the central themes, concepts, and
skills in the subject area. Teachers interrelate ideas and information
within and across curricular areas to extend students’ understanding.
Teachers use their knowledge of student development, subject matter,
instructional resources and teaching strategies to make subject matter
accessible to all students.
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• CSTP Key Element : Interrelating ideas and information within and
across subject matter areas.
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 Question : identify and integrate key
concepts and relationships across subject matter areas?
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CA- California K-12 Academic Content
Standards
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• Subject : English Language Arts
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• Grade : Grade Four
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• Area : Reading
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• Sub-Strand 2.0: Reading Comprehension
Students read and understand grade-level-appropriate material. They draw
upon a variety of comprehension strategies as needed (e.g., generating
and responding to essential questions, making predictions, comparing
information from several sources). The selections in Recommended Readings
in Literature, Kindergarten Through Grade Eight illustrate the quality
and complexity of the materials to be read by students. In addition to
their regular school reading, students read one-half million words
annually, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary literature,
magazines, newspapers, online information).
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• Concept : Structural Features of Informational Materials
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Standard 2.1: Identify structural
patterns found in informational text (e.g., compare and contrast, cause
and effect, sequential or chronological order, proposition and support)
to strengthen comprehension.
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• Subject : History & Social Science
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• Grade : Grade Four
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• Area : California: A Changing State
Students learn the story of their home state, unique in American history in
terms of its vast and varied geography, its many waves of immigration
beginning with pre-Columbian societies, its continuous diversity,
economic energy, and rapid growth. In addition to the specific treatment
of milestones in California history, students examine the state in the
context of the rest of the nation, with an emphasis on the U.S.
Constitu-tion and the relationship between state and federal government.
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• Sub-Strand 4.1: Students demonstrate an understanding of the
physical and human geographic features that define places and regions in
California.
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Standard 5: Use maps, charts, and
pictures to describe how communities in California vary in land use,
vegetation, wildlife, climate, population density, architecture,
services, and transportation.
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Objective(s):
Cognitive: Students learn steps of a metacognitive reading activity to
identify geographic features of California.
Observable behavior: Students will read along with teacher and apply their
knowledge in written summary identifying main ideas about California's
regions.
Criteria: Given a rubric, students will apply their knowledge of the
geographic features of California by writing a summary identifying details
about California's regions and scoring a 3 or 4 on the established criterion
chart.
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Prerequisite Background Skills/ Knowledge:
Students are aware they live in California and California is a state in the
Unites States of America. Students have been introduced to the concept that
California has four regions: coastal, central valley, mountains, and deserts.
Each has it's own region, geography, climate and mountain ranges.
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Vocabulary/Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from Social Studies textbook.
Vocabulary: region, geography, climate, mountain range, coast, central
valley, deserts, cities, industries, natural features.
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Social Studies textbook p.12-18
5) Social Studies folder
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Models of Instruction:
Direct Instruction
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Procedure
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Open:
As an attention getter, ask students what mountains, deserts, or other
features exist in the area in which they live? How would you describe the
place you live? What is the weather like?
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Input:
1st: Point out the standards we are working on (posted).
2nd: Establish a sense of academia by reviewing vocabulary for this lesson,
and deepen their understanding by allowing students to demonstrate their
knowledge of the words.
3rd: I will inform the students of the steps to our metacognitive reading
activity. Steps include:
1) Prereading
2) Reading
3) Responding
4) Exploring
5) Applying
4th: Prereading: Introduce the text and tie it to the social studies unit
theme of "California’s People and Places" to activate students
prior knowledge. Talk about the motivation of the author and illustrator for
including the details of California’s regions. As a group, browse the first
few pages of the story. The students will make predictions of what they think
the text will be about and what might happen.
5th: Reading: Read expressively with very few stops during the first reading.
Highlight vocabulary and repetitive patterns. Reread the book once or twice
and encourage students to join in the reading.
6th: Responding: Discuss the text using a grand conversation. Ask inferential
and critical level questions, such as "What would happen if...?"
and "What did this information make you think of?" Have students
draw and write in reading logs.
7th: Exploring: Reread the story to identify and record differences between
the 4 regions of California. The students will need this information for the
Applying section.
8th: Applying: Student use their notes and acquired knowledge to create a
written summary of the 4 regions of California. Students must follow the
established criterion rubric to demonstrate proficiency.
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Guided Practice:
I will describe how using metacognitive reading strategies promote reading
comprehension.
I will activate their prior knowledge of the story and theme. I will assist
in a grand conversation of the 4 regions of California.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
I will model how to acquire information from the text in a pre-write and
model how to write a detailed summary of the 4 regions of California.
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Independent Practice:
Students will read independently and in cooperative groups to find examples
on the 4 regions of California.
Students will write a detailed summary distinguishing the characteristics of
the 4 regions of California.
Students may work independently for the assignment or in cooperative groups.
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Close:
To close the lesson students may read their summaries and complete a poster
to identify the 4 regions of California. Students will appropriately and
respectfully discuss one another's display of California’s regions.
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Assessment/
Reflection
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Assessment:
Students will apply their knowledge of the geographic features of California
by writing a summary identifying details about California's regions and
scoring a 3 or 4 on the established criterion chart.
Rubrics:
4 Regions of California
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Reflection:
The objective of the lesson was achieved. Students were able to apply their
knowledge of the geographic features of California by writing a summary
identifying details about California’s regions. I modified the criteria to
allow students to submit their summaries in pre-write form. I have learned to
modify my expectations for my new fourth grade students. In my fifth grade
class, I would have expected them to submit a polished summary of the 4
regions of California. However, being early in the year with my new 4th
graders, I am providing for more scaffolding and guidelines.
I was able to scaffold the lesson by providing students with a black and
white map prior to this lesson. In a directed lesson, we color coded the 4
regions of California to provide a visual aide to understand the location of
the 4 regions of California. The reading strategies of prereading, reading,
responding, exploring, and applying proved to be successful in developing
student understanding.
If I were to teach this lesson again, I might break up the lesson into 2
sessions. The lesson went a little too long. I was able to keep the students
engaged by having them work in cooperative groups. I made excellent use of my
“Popsicle sticks” to call on student names for participation during the
choral reading. I have monitors who give me a Popsicle stick with a student’s
name on it. This has greatly enabled me to provide equity in the classroom
and ensure greater involvement from my students in the classroom.
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