Final assignment deductive method

8/7/2019 Final assignment deductive method

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HOTS Hish for Elementary and JH School Teachers

A Lesson Plan for Integrating HOTS through .

Name of teacher: Yasmine Atlan

Grade: 5th Grade (a small group of 10 students on a low level)

Text: The story: The Very Hungry Caterpillar - by Eric Carle

In this lesson the students will:

y

Students will learn how to compare and contrastand experience the concept while they workin pairs.

y Students willlearnnew vocabulary fromthe storythrough funactivities.

y While hearing the storythe students will predict,make connectionstoa personal experience andreflectonthe

story.

y Afterreading the storythe students will be asked basic understanding LOTS questions.

y Students willtake partintwo HOTSactivities: 1) Comparing andcontrasting foodstheylike\dislike asaposedtothe

caterpillarinthe story. 2) Sequencing the daysofthe weekandthe sentencesastheyappearinthe story.

y Students will prepare a performance task: A timeline ofthe story withadifferent ending toit. Thistaskis basedon

two HOTS: sequencing andapplying.

Teaching method: deductive methodology

Time Topic/Teaching Point Procedure Materialsneeded

Min. 5 Greetings

5 Min. Teaching the HOTSexplicitly (andnamingit)

y I will write on the board the following title: abook and a computer. I will ask the studentsto compare and contrast these two objects,

The board


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while I write their answers on the board in avenn diagram.

20 Min. The wayin whichthestudents experiencethe concept ( i.e.applicationof HOTStootherareas)

y In pairs, the students will be asked to choosetwo kinds of food and compare and contrastbetween them, using a venn diagram page

they will get. (this can also be done in theirmother tongue). Each pair will come up to thefront of the class to present thier diagram.

A venn diagram worksheet

(attachment # 1)

15 Min. Pre-Reading Activity y Pre-reading vocabulary activity: the studentswill be divided into pairs. Each pair will get a

set of cut out pictures and their matchingwords as well as the days of the week andtheir meaning in hebrew. Each pair will matchthe picture to its word \ the day to itsmeaning. (If there is still time left, after Icheck their answers they could play a memorygame using these pictures and words.) Tosum up this activity I will say the newvocabulary words and they will raise thepicture.

Cut out pictures with matching words.

Cut out days of the week with their

meaning in hebrew.

(attachment # 2)

15 Min. Reading the Text

Optional:WhileReading Activity

y While reading I will ask my HOTSQuestions:

y Predicting: While I hold up the book, I willask the students: what they think the storywill be about

y Predicting: After reading about everythingthe caterpillar ate, I will ask : what do youthink will happen next?

y Applying ormaking connections: After

The big book: The Very Hungry Caterpillar

(attached as a powerpoint presentation)


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reading the sentence: That night he had astomachache. I will ask the students what

foods give them a stomachachey Predicting: After reading the sentence: He

built a small house, called a cocoon, aroundhimself. I will ask the students what theythink will happen next.

y Reflecting: At the end of the story I will askthe students to share if they liked the story ornot \ what they liked or didnt like \ what they

think of it \ what they learned from the story.5 Min. Post-Reading

Activities:

1.Basic Understanding- LOTSin detail

y After reading the story I will ask the following

lots questions to make sure the story was

understood:

1. Who was very hungry?

2. What foods did the caterpillar eat?

3. What happened to him after he ate the

whole week?4. What foods do you think made his

stomacch ache?

5. What made him feel better?

6. What did the caterpillar turn into at the

end of the book?

20 Min. 2. Re-introduction of the

HOTS taught explicitly and

one other HOTS(both based

on analysis of text/ in

relation to the text)

State HOTSchosenanddetailedactivities/ questionstodevelop

y Comparing and Contrasting: The students

will get a venn diagram with the list of foods

from the book, they will need to compare and

contrast what they and the caterpillar like \

dislike to eat. They will also be asked to add 5

more foods they like.

y Sequencing: Each student will get a chart

with cut out days of the week and cut out

1. Venn diagram & a list of the foods

to be cut out.

(attachment # 3)

2. Chart & cut outs of days and

sentences.


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the HOTSthroughthistext

sentences about what the caterpillar ate in

each day. The students will sequence the days

and the sentences as they appear in the story.They will glue the cut outs onto the given

chart.

(attachment # 4)

5 Min.

(need

another

lesson)

3. Performance Task y (I willtalkaboutand explainthe

performance taskatthe endofthesecondlesson, but I willneedathird

lessontocarryitoutinclass. I willtell

the studentstothinkabouthow they

wanttodoit, give themthe guidelines

and workonitonthe nextlesson.)

y Sequencing and Applying:

y Students will be asked to prepare a timeline ofthe main events and add a different ending to

the story.

Students will get a guidelines and

checklist for this task.

(attachment # 5)

Reflectiononthe

course

(I gave birthonthe

27.2 so I didnt geta

chance toteachthis

lesson,therefore my

reflectionisonthe

course.)

When I first came across the name of the course I thought to myself, high order thinking skills

what does that have to do with learning a language but after the course began, I understood

that learning english as a second language using HOTS is a whole new world for both students and

teachers.

Throughout the course, I was engaged to new ideas, different teaching methods and activities

which seemed a lot more interesting, meaningful and effective. I also learned that learning

language doesnt have to be based on abstruct teaching methods such as memory, which can be

repetitive and boring at times.

Learning language using HOTS can be much more interesting, fun and attractive especially to


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young learners. It gives the students the oppurtunity to think and be creative while learning. It

connects the learning material to their world. Moreover, HOTS activities can easily be used in

heterogeneous classes as apposed to LOTS activities. Another enormous advantage is that usinghigher order thinking skills in our students daily learning process prepares them to deal with real

life in the future.

I am more than thankful to have taken part in this course. I have gained plenty of knowledge and

tools which will surely make me a better teacher.


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Name: Compare and contrast 2 kinds of food.

____________ _____________


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caterpillar sun

moon leaf

one apple two pears

three plums four strawberries

one slice of Swiss cheese one piece of chocolate cake

five oranges one ice cream cone

one pickle one slice of salami

one sausage one lollipop

one piece of cherry pie one slice of watermelon

one cupcake cocoon

butterfly


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Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday


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Name: What we like to eat ?

Me The Caterpillar

Both


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apple pear

plum strawberry

cheese chocolate cake

orange ice cream

pickle salami

sausage lollipop

cherry pie watermelon

cupcake green leaf


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Name:_____________________ The Very Hungry Caterpillar

Day of the week What the caterpillar ate

1

2

3

4

5

6

7


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Monday He ate through one apple.

Tuesday He ate through two pears.

Wednesday He ate through three plums.

Thursday He ate through four strawberries.

Friday He ate through five oranges.

Saturday He ate through one piece of chocolate cake, one ice cream cone, one pickle, one

slice of Swiss cheese, one slice of salami, one lollipop, one piece of cherry pie,

one sausage, one cupcake, and one slice of watermelon.

Sunday He ate through one nice green leaf.


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Name: _______________

The Very Hungry Caterpillar

Timeline Guidelines

Timeline Guidelines

1 Prepare a timeline of the main events in the

story. At least 8 events.

.

8.

2 Use the days of the week. .

3 Change the ending of the story on your

timeline.

.

4 You can use written sentences from the

book or pictures.

.

5 Be creative! !

6Hand in on _________________

:___________________


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Name: __________________

The Very Hungry Caterpillar - Timeline Checklist

Part of the project Points -

I got

1. Did I make a timeline of the main events in the story? ?

30

2. Did I include at least 8 events?

8?

10

3. Did I use the days of the week? ?

10

4. Did I change the ending of the story? ?

20

5. Did I use sentenc

es or pic

tures for the events? ? 10

6. Did I use correct spelling? ?

10

7. Was I creative? ?

5

8. Did I hand in on time?

?

5

Final Grade: _______

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


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Final assignment deductive method

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