Sample Reading Lesson Plan for Sixth and Seventh Grade
Based on using Weather Maps for non-fiction text
Grades: Sixth grade, Seventh grade
Overview: This lesson focuses on technical reading of weather maps and then pairs students to create and present a weather forecast for the class.
Materials:
- A collection of different weather maps cuts from newspapers
- Reference books/Internet sites on weather and weather forecasting
- Vocabulary words individually written on slips of paper
- Paper and writing tools.
Lesson-Specific Vocabulary Concepts:
- Etymology: istotach, isotherm, cyclonic, millibar
- Prefixes/suffixes: meteorologist, ascend, descend, anticyclonic, radiosonde, isobars, reflectivity, precipitation
- Double consonants: satellite, scattering, Doppler effect, occluded
- Other terms: radar, Coriolis effect, counterclockwise, monitor
Preparation: Place the materials on a table to engage students’ interest in the lesson.
Instructions for Conducting the Lesson:
|
Step |
What to do |
Component Addressed |
|---|---|---|
|
1 |
Set a timer for 2 minutes and have each student create his or her own mind map/concept map of what they know about forecasting the weather. Have students find a classmate to compare their maps. |
Oral Language Development, Comprehension |
|
2 |
Ask students whether they have any questions about forecasting the weather, and have students write their questions on the board. |
Oral Language Development |
|
3 |
Create pairs of students. Give each pair one of the weather maps and have them read the symbols. They should decide what the symbols mean and what the forecast would be for a certain location on the map. |
Fluency, Vocabulary |
|
4 |
Give each pair a few of the vocabulary words to use and have them use the resources to find the meaning. Have them use one of your weather maps, and see how those words relate to the maps. |
Comprehension, Vocabulary |
|
5 |
As a whole group discuss and practice the correct enunciation of the words, the etymology, and other phonics skills as needed. |
Vocabulary, Phonics, Phonemic Awareness, Comprehension, Fluency |
|
6 |
Have the students write out a weather forecast that could be used in a TV segment of the news. |
Comprehension, Oral Language Development |
|
7 |
Have students find another pair. Each pair should practice reading out loud their forecast and offer constructive tips the other team’s presentation. |
Fluency, Oral Language Development, Comprehension |
|
8 |
Have pairs present their final weather forecast either to the larger group or to half of the class.
|
Fluency, Oral Language Development |
|
9 |
Have each student take their initial concept map and add any new information or vocabulary. Finally, students write a brief opinion about whether or not they would consider a career in weather forecasting. |
Comprehension |
Starter Discussion Questions:
|
Questions |
Bloom’s Level / DOK Level |
|---|---|
|
What do you know about weather forecasting? How do we decide what the weather is going to be? |
Remember / Recall & Reproduction |
|
What folklore tales do you know about the weather? |
Understand / Recall & Reproduction |
|
How do weather balloons and radar help us gather information for weather forecasts? |
Apply, Analyze / Skill & Concept, Strategic Thinking |
|
Who needs good weather forecasts and why? |
Analyze / Strategic Thinking |
|
How could climate change affect weather patterns? What part of weather forecasting would you consider studying and learning more about? Why? |
Evaluate / Extended Thinking |
|
What is your opinion of our local weather forecasting? What would happen if we never had access to any more weather reports? |
Create / Extended Thinking |