Student: Grace Healey

Course: EDU329
Grade: 6
Topic: Visualization

Professor: David Sills

Date: March 10, 2015
Content Area: ELA

INSTRUCTIONAL OBJECTIVE (Lesson Objective*)

After a discussion on The Cay, students will construct a three-fold brochure on a
Caribbean island that they think best represents the setting of They Cay with zero
grammatical errors, four pictures and at least 8 facts.
STANDARDS AND INDICATORS
ELA & Literacy Standard (CCS): Integration of Knowledge and Ideas
CCSS ELA-LITERACY 6.RI.7.
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop coherent understanding of a topic or issue.
Indicator: This will be evident when the students construct and present their brochures to
the class.
MOTIVATION (Engaging the learner (s)*)
Students will select a Caribbean island of their own choice to use for the lesson.

MATERIALS
Text copy of The Cay by Theodore Taylor
Books and online resources about the Caribbean islands
Paper, markers, crayons, scissors
STRATEGIES (Learning Strategies*)

Direct Instruction: The teacher will provide the students with a map of the Caribbean
islands and discuss the location of each island.
Group Discussion: The Teacher will engage students during a group discussion by
showing pictures and reading facts about each Caribbean island.
Cooperative Learning: The students will work in groups of three to create their
brochures, which they will present to the class.

ADAPTATIONS (Exceptionality*)
The student who has motor skill deficits will be recite their information to the
other children in the group, who will then write the information onto the brochure.
DIFFERENTIATION OF INSTRUCTION

Tier I: Students will work in groups of three to complete the brochure on a Caribbean
island. Students will be provided with examples of brochures.
Tier II: Students will work in groups of three to complete the brochure on a Caribbean
island.
Tier III: Students will work in groups of three to complete the brochure on a Caribbean
island. Students will then write a 100-word essay describing one aspect of the culture of
the Caribbean island they chose.
DEVELOPMENTAL PROCEDURES

Each group will meet with the teacher to review the important information, define
terms, and keep their information organized. (What kinds of foods are native to
the island? Where is the island located? What bodies of water border the island?)
Students will ask questions about information that has been recorded and/or group
needs. (Where should the pictures go? What should the title be?)
Students will make suggestions for research materials (How would a census
graph help us? Should we use maps?).
Students will take part in Website searches and print out information and
photographs. (What keywords should I put in the search engine? How do I know if
information from a website is valid?)
Students will keep their information organized. (How should we set up our
brochure? How do we decide which information to put in the first, second and
third fold)
ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will successfully create a brochure, with all the necessary elements, on the
Caribbean island that they think best represents the setting of They Cay.
INDEPENDENT PRACTICE
Following the presentations of each brochure, students will list 3 facts of each Caribbean
island represented for homework.
FOLLOW UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: The teacher and student will, together, write down facts
about the student and will fill in a previously made brochure with the said facts.
Academic Enrichment: The students will independently create a travel brochure, on an
island they did not already use, for someone visiting one of the Caribbean islands.

TEACHER REFERNCES
http://www.readwritethink.org/classroom-resources/lesson-plans/ribbean-island-study30636.html?tab=4#tabs
http://www.scholastic.com/teachers/classroom-solutions/2011/04/motivating-middleschool-students
Zygouris-Coe, V. (Disciplinary Literacy and the Common Core State Standards. Topics
in Language Disorders, 35-50.