Lead the Way!

8 teachers like this lesson
Print Lesson

Objective

SWBAT read closely to gather evidence in a non-fiction text.

Big Idea

What makes a great leader?

Close Reading

20 minutes

Today we will start with a quick discussion/review of Sir Ernest Shackleton.  I will ask students the question, "What was Sir Ernest Shackleton like?"  Students will have a quick conversation with their shoulder partners then share out.  The purpose of this activity is just to access prior knowledge from the previous lessons in this unit.  

Next students will participate in a close reading over of an article called "Shackleton's Leadership Role."  As students read this article, they will highlight anything Shackleton DID as the leader of the expedition.  In addition, students will underline any description that the author gives of Shackleton as a person or leader.  

Students will read with a partner that he or she has chosen.  As students read, they will stop at 4 pre-planned parts of the text and summarize or question their partner. This is a modified form of reciprocal reading.  Each student will number off as a 1 or a 2.  They will take turns reading, and when it is time to stop, they will do a quick comprehension check.

Stop 1 is on the first page of the article after paragraph 5.  At this checkpoint, 1's will provide a quick oral summary, and 2's will ask a text based question that the 1 will answer.

Stop 2 is after the 4th paragraph on the second page of the article.  This time, 2's will summarize and 1's will question.

Stop 3 will be after the last paragraph on page 2 of the article.  At this point, 1's will summarize and 2's will question.

Stop 4 is at the end of article.  Twos will summarize and ones will question.  

I like to use some form of reciprocal reading when students read with partners to keep them on track and to promote comprehension and retention of the material.  I chose to have students work with partners because I feel that the vocabulary might provide them with some difficulty.  I will be walking around during this time, monitoring the process and helping out with vocabulary.  The summarizing and questioning should be quick and spontaneous, so I am not asking students to write any of down.  

 

 

Character Evidence Map

20 minutes

Next I will have students work as pairs to create an evidence map of Shackleton as a leader.  I will ask the students to generate 4 or 5 characteristics of Shackleton that made him a good leader.  For each, character trait, specific evidence from the text must be provided.  I will allow students to use information found in "Trapped by the Ice" as well.  

They'll work with the same partner or group of 3 on this task, and I will have them make the chart on a large piece of poster paper so that they can easily be seen when we do our gallery walk.  

EVIDENCE MAP STUDENT EXAMPLE

Written Response

10 minutes

Next, I'll have students use the evidence map to answer a question using the RACE strategy on the other half of their large poster paper. We have been using the RACE strategy to answer text based questions all year, but students are still struggling with the E, explain your answer.  I anticipate helping the majority of the groups with this part.  (RACE stands for Rephrase, Answer, Cite, and Explain. )  

I chose to let the groups partner write so that they could share ideas and offer each other support in the explaining portion of the writing.  Before they write, I will go over my expectations for partner writing.  Even though one person my opt to write the entire paragraph, the other partner still needs to be an equal contributor of ideas.  It is fine to have both partners write as well.  Partners should plan their sentences and ideas together before writing.  

If partner writing is done correctly, it is a great exercise in cooperation.  

The focus question will be: 

Many people agree that Sir Ernest Shackleton should be used as a model for good leadership. Do you agree or disagree?  Why?

Student Example

Once groups have finished writing, I'll have them display their poster on their desks.  We'll do a quick and quiet gallery walk so that the students can see how other groups viewed Shackleton.  I'll ask the students to focus on looking for leadership qualities that their group did NOT find.  

 

Criteria of a Good Leader

15 minutes

During this final section, students will work together with their table groups to answer this question:

What are some qualities or characteristics that all good leaders should have?

 They will use their knowledge of Shackleton plus any other ideas to come up with a checklist that can be used to evaluate leaders.  

I'm considering this a brainstorming session so anything goes.  We will fine tune our lists in the next lesson.  

Before the students begin, I'll ask them to think of different types of leaders.  For example:  presidents, principals, student council members, teachers, bosses, parents....  I'll remind them to think of the qualities that they would expect these people to possess when making the list.  

I'll have one person write the list, and we'll use them to create a master checklist tomorrow.  

Here is a list that one group generated.  Don't panic!  Only one person knew what the word charismatic meant!