We read every day!

Students will, through observation outside of the classroom, gather and bring to class five items that exhibit different sources of information comprised of more complex vocabulary.

A lesson plan for grade 7 English Language Arts and Information Skills

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Related topics

• Learn more about information literacy, language arts, learning disabilities, and reading.

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Learning outcomes

Upon completion the student will:

• realize that reading is an everyday, everywhere activity,
• increase vocabulary,
• improve oral communication skills,
• increase awareness of informational resources.

Teacher planning

Time required for lesson

2 Days

Materials/resources

Teacher will present examples of media information that are familiar to the students. Examples of media information are, but not limited to, a cereal box, TV guide, magazines, tags off of new clothes, pictures of billboards, etc.

Pre-activities

Teacher should discuss with students what materials are acceptable to submit as examples for this activity. Alcohol and tobacco items are examples of unacceptable items. Another example would be a CD cover with a parental advisory label. An explanation of the standards for acceptable and unacceptable will be addressed.

Activities

Day 1

1. Teacher will explain that reading is a required event of everyday communication. Reading can be as simple as one word such as a STOP sign or as complicated as an instruction book for a VCR.
2. Teacher will explain the assignment is to bring in and read/explain five ordinary, everyday items. The items are to be gathered outside of school.
3. Teacher will exhibit examples (e.g. an instruction booklet for a Nintendo game) of everyday items that students can come in contact with which will require reading. Teacher will explain appropriate and inappropriate materials and the reasoning for the standards.
4. Teacher will read information on the item stressing the reading, the vocabulary, and the type of information the item is trying to convey.
5. Students will state examples of items that they see from the time they wake up to the time they go to bed.
6. Teacher may guide students to realize things they see (e.g. tube of toothpaste, a cereal box). Teacher will also mention the obvious reading, a book.
7. Students will comprise a list of items they may consider submitting. The teacher will review and help the students determine the best and most appropriate items.

Day 2

1. Teacher will examine the items for information content and appropriateness. Teacher will determine specific items of information to be presented.
2. Students will examine their items to ensure their understanding of the vocabulary and how they will convey that information.
3. Teacher will determine like items between students.
4. Teacher will determine specific information the students with like items are to present. Example, two students bring in soda cans. One student could be required to read and explain the ingredient panel while the second student could be required to explain the nutritional information.
5. Students present their items to the class.

Assessment

Assessment will be teacher observation with the following criteria:

• Student will bring five different items.
• Student will verbalize information on the items.
• Student will demonstrate understanding and usage of the vocabulary with its applicability to everyday life.

Supplemental information

Comments

This plan is based on the particular ways Exceptional Children learn. It is a hands-on approach with direct relevance to the understanding and needs of the student to everyday life.