1. Planning
1.1. Instructional Strategies
1.1.1. notemaking
1.1.2. summarizing
1.1.3. cooperative learning
1.2. Lesson Length
1.2.1. 6 - 8 45 min. sessions
1.3. Purpose
1.3.1. synthesize info. from several sources
1.3.2. distinguish primary vs. secondary sources
1.3.3. pick a product
1.4. Reading Comprehension Strategy
1.4.1. Synthesizing
1.5. Reading Development Level
1.5.1. Advancing
1.6. Objectives
1.6.1. All Objectives
1.6.1.1. Define primary and secondary sources.
1.6.1.2. Make notes and record sources.
1.6.1.3. Synthesize the information from at least three sources.
1.6.1.4. Design a product to show what they have learned.
1.6.1.5. Self-assess with a checklist.
1.6.2. Verbs
1.6.2.1. Define
1.6.2.1.1. Bloom's level: Remembering
1.6.2.2. Make
1.6.2.2.1. Bloom's level: Understanding
1.6.2.3. Design
1.6.2.3.1. Bloom's level: Creating
1.6.2.4. Synthesize
1.6.2.4.1. Bloom's level: Evaluating
1.6.2.5. Self-assess
1.6.2.5.1. Bloom's level: Evaluating
1.7. Resources, Materials, and Equipment
1.7.1. Children's literature
1.7.1.1. THE BUS RIDE THAT CHANGED HISTORY: THE STORY OF ROSA PARKS, by Pamela Duncan Edwards, illustrated by Danny Shanahan
1.7.1.2. THE OTHER SIDE, by Jacqueline Woodson, illustrated by E.B. Lewis
1.7.1.3. REMEMBER: THE JOURNEY TO SCHOOL INTEGRATION, by Toni Morrison, illustrated with photographs from the 1950s and 1960s
1.7.1.4. ROSA, by Nikki Giovanni, illustrated by Bryan Collier
1.7.1.5. ROSA PARKS by Michelle Levine
1.7.1.6. THIS IS THE DREAM, by Diane Z. Shore and Jessica Alexander, illustrated by James Ransome
1.7.2. Websites
1.7.2.1. none
1.7.3. Graphic Organizers
1.7.3.1. 9.2 Teacher Resource: Informational Book Self-Monitoring Graphic Organizer
1.7.3.2. 9.2 Informational Book Self-Monitoring Graphic Organizer
1.7.3.3. 9.2 Group Information Sheet and Synthesis Product Checklist
1.7.4. Materials
1.7.4.1. One note card per student and one folder for each group
1.7.5. Equipment
1.7.5.1. Data projector or interactive whiteboard
1.8. Collaboration
1.8.1. model synthesizing information from different sources
1.8.2. monitor research and product
1.8.3. guide and assess students
1.9. Standards
1.9.1. Reading and/or writing
1.9.1.1. find information and use graphic organizer
1.9.1.2. text to text connection
1.9.1.3. record information
1.9.1.4. write in variety of expository forms
1.9.1.5. organize notes
1.9.1.6. paraphrase information
1.9.2. Listening and speaking
1.9.2.1. summarize information with correct vocabulary
1.9.2.2. present report
1.9.3. Other content areas
1.9.3.1. Social Studies
1.9.3.1.1. understand that people worked for and supported rights of all
1.9.3.1.2. use primary and secondary sources to study history
1.9.3.1.3. identify traits of people important to democracy
1.9.3.1.4. discuss judicial branch of government
1.9.3.1.5. retell stories to describe history
1.9.4. Educational technology
1.9.4.1. data projector or interactive whiteboard
1.9.5. AASL indicators
1.9.5.1. (1.1.6) make inferences and gather meaning
1.9.5.2. (1.1.9) collaborate with others in order to deepen understanding
1.9.5.3. (2.1.1) Use inquiry based research method to construct new knowledge
1.9.5.4. (2.1.2) Organize knowledge so it is useful
1.9.5.5. (3.4.2) Assess quality of product
1.9.5.6. (4.1.3) respond to literature in various genres
1.10. Assessment
1.10.1. Students' informational book self-monitoring graphic organizers
1.10.2. Synthesis products
1.10.3. Checklists
2. Implementation
2.1. Process
2.1.1. Motivation
2.1.1.1. Teacher and Librarian coread THIS IS THE DREAM, display book covers, photographs, and paintings
2.1.2. Student-friendly objectives
2.1.2.1. Day 1
2.1.2.1.1. Identify primary source and secondary source images.
2.1.2.1.2. Identify main ideas (five Ws and How).
2.1.2.1.3. Contribute ideas for group notes orally.
2.1.2.2. Day 2
2.1.2.2.1. Determine main ideas and supporting details.
2.1.2.2.2. Participate in group writing.
2.1.2.3. Day 3
2.1.2.3.1. Identify primary source and secondary source images.
2.1.2.3.2. Make notes and record book titles, authors, and illustrators.
2.1.2.3.3. Suggest new information for a summary.
2.1.2.3.4. Synthesize the information and create a product to show learning.
2.1.2.3.5. Self-assess the product.
2.1.2.4. Day 4
2.1.2.4.1. Identify and share new information.
2.1.2.4.2. Brainstorm text-to-text connections.
2.1.2.4.3. Brainstorm products that can show learning.
2.1.2.5. Days 5-8
2.1.2.5.1. Keep all work in the group folder.
2.1.2.5.2. Synthesize the information and design a product to show learning.
2.1.2.5.3. Self-assess the product.
2.1.3. Presentation
2.1.3.1. Day 1
2.1.3.1.1. Discuss text set and Rosa Parks
2.1.3.1.2. create a class size 9.2 Informational Book Self-Monitoring Graphic Organizer
2.1.3.1.3. Review notemaking chart
2.1.3.1.4. record bibliographic information on self-monitoring sheet
2.1.3.1.5. Read ROSA by Nikki Giovanni and record class notes
2.1.3.2. Day 2
2.1.3.2.1. In small groups, reread class notes
2.1.3.2.2. Determine main ideas and details
2.1.3.3. Day 3
2.1.3.3.1. Divide class in half
2.1.3.4. Day 4
2.1.3.4.1. In small groups, students share self-monitoring graphic organizers
2.1.3.5. Days 5 - 8
2.1.3.5.1. Educators share 9.2 Group Information Sheet and Synthesis Product Checklist
2.1.3.5.2. Students complete group information section
2.1.3.5.3. Give each group a group information sheet and checklist
2.1.4. Student participation procedures
2.1.4.1. Day 1
2.1.4.1.1. Listen for main ideas (5 Ws and How)
2.1.4.1.2. raise hand to pause reading
2.1.4.1.3. share main idea or interesting detail
2.1.4.1.4. suggest a note
2.1.4.1.5. choose a category
2.1.4.2. Day 2
2.1.4.2.1. Number off
2.1.4.2.2. talk with group to determine if note is main idea or detail
2.1.4.2.3. answer for group when table is called
2.1.4.2.4. contribute ideas to summary
2.1.4.3. Day 3
2.1.4.3.1. Listen for main ideas (5 Ws and How)
2.1.4.3.2. Raise hand to pause reading
2.1.4.3.3. share main idea or interesting detail
2.1.4.3.4. suggest a note
2.1.4.3.5. choose a category
2.1.4.4. Day 4
2.1.4.4.1. Take turns
2.1.4.4.2. Share new information and responses
2.1.5. Guided practice
2.1.5.1. Day 1
2.1.5.1.1. Support students
2.1.5.2. Day 2
2.1.5.2.1. Monitor cooperative learning
2.1.5.2.2. Facilitate a shared-writing summary
2.1.5.3. Day 3
2.1.5.3.1. Note main ideas and supporting details
2.1.5.4. Day 4
2.1.5.4.1. Monitor cooperative learning
2.1.5.5. Days 5-8
2.1.5.5.1. Monitor collaboration
2.1.5.5.2. Provide students materials
2.1.5.5.3. Reminders
2.1.6. Closure
2.1.6.1. Day 1
2.1.6.1.1. Review class notes
2.1.6.1.2. Think-pair-share
2.1.6.1.3. Record students' ideas
2.1.6.2. Day 2
2.1.6.2.1. Review and read day 1 shared-writing summary
2.1.6.2.2. Think-pair-share
2.1.6.2.3. Brainstorm
2.1.6.3. Day 3
2.1.6.3.1. Review self-monitoring graphic organzier
2.1.6.4. Day 4
2.1.6.4.1. Read The Other Side
2.1.6.4.2. Compare Illustrations
2.1.6.4.3. Brainstorm and record ideas
2.1.6.4.4. Synthesizing discussion
2.1.6.4.5. Students write on note cards
2.1.6.4.6. Form groups for next session
2.1.6.5. Days 5-8
2.1.6.5.1. Present learning product
2.1.6.5.2. Self-assess learning product
2.1.6.5.3. Share orally
2.1.7. Reflection
2.1.7.1. What is it called if you only tell facts others have written down?
2.1.7.2. What do you add to facts in order to synthesize?
2.1.7.3. What does it mean to synthesize information?
2.2. Extensions
2.2.1. Share product with others outside of classroom
2.2.2. post presentation online
2.2.3. create a shared-writing summary for stakeholders
2.2.4. investigate other civil rights workers
2.2.5. gather a text set of biographies and historical fiction about civil rights workers