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Houston Baptist University

Mrs. Maria G. Fries-Medina

Lesson Plan Format

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Subject: Reading Grade Level: 2nd. Time Estimate: 30 minutes

Unit: Specific Word Instruction, Contextualized Vocabulary

Benchmark: ability to develop in-depth knowledge of word meanings.

Topic: “Common Sense: An Anansi Tale” - Literacy Development

Goal(s):

• The student will understand new vocabulary and use it when reading and writing.

• The student will use context to determine the relevant meaning of unfamiliar words or multiple-meaning words.

• The student will alphabetize a series of words and use a dictionary or a glossary to find words.

• The student will analyze, make inferences and draw conclusions about theme.

• The students will identify moral lessons in the theme.

Objective(s):

• The student will be able to recognize new vocabulary and use it when reading and writing.

• The student will describe what words mean from how they are used in a sentence, either heard or read.

• The student will write alphabetize series of words to the first or second letter and use a dictionary to find words.

• The student will be able to analyze, make inferences and draw conclusions about theme.

• The student will be able to illustrate the moral lessons of the story through a graphic organizer.

TEKS: 110.13.5, 110.13.5.(B), 110.13.5.(D), 1110.23.6.(A)

§74.4. English Language Proficiency Standards.

a. (2)  In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.

(3)  Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.

(4)  Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.

Materials/Resources/Technology needs:

Materials: A calabash (a tropical fruit in the form of large woody gourds), vocabulary strips (target vocabulary: mischief, waded, foolish), crock, cognate vocabulary strips, printable and graphic organizers.

Resources: Teaching Reading Sourcebook – Sample Text (CORE Literacy Library), 2nd Edition. Honing, Diamond, Gutlohn, 2008. Common Sense: An Anansi Tale. P. 765

Assistive technology materials: assorted color markers, pencil grips, raised-lined paper, highlighting pens and tape, dycem, rubber stamps, timers, tape recorders or digital recorders and portable keyboard.

Technology: Anansi Video, Calabash Video. (You Tube)

Instructional Procedures

Focusing Event:

1. Prior reading, the teacher will start the lesson presenting the calabash to the students. The teacher will ask them: What it is look like? Where it comes from? What is its name?

2. The teacher will write the word: “Calabash” and she/he will use think-aloud strategy to respond the focus questions.

3. calabaza (Spanish word) are cognates because they have the same root “calaba”. The teacher will present a Calabash Video to help students to develop in depth-knowledge of word meanings.

Teaching/ Learning Procedures:

1. After video, the teacher will explain students the meaning of the word and she/he will explain that word “calabash” and

2. The teacher will explain students that word “calabash” is related with the story and they will hear it during the reading, as well as the words “mischief, “waded”, and “foolish”. The teacher will introduce the new word meaning in colored strips to capture students’ attention in the new words, before reading story aloud.

a. Mischief means playing tricks on people.

b. Waded walking through water that is not deep, usually just at your ankles or knees or not higher that your waist.

c. Foolish is a person who doesn’t have good common sense.

3. The teacher will write the word “common sense” in a word map and she/he will ask: Someone of you knows what a common sense word means?

4. The teacher will read aloud the title of sample text “Common Sense: An Anansi Tale” and ask students to predict what this story will talk about? Teacher writes their responses in a prediction activity chart with the following questions:

PREDICTIONS WORKSHEET

|PREDICT |VERIFY/DECIDE |

|Prediction |What Makes me Think so? |Keep Looking |Reject |Confirm |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

5. The teacher reads aloud the story and she/he will use think aloud technique and high level of questioning strategies to develop reading comprehension.

6. The teacher with the student’s ideas completes the word map and the prediction worksheet.

7. The teacher presents the Anansi, Getting common sense video and after that, teacher asks: How Anansi use or does not use common sense in the story and in the video? What did you learn about Anansi getting common sense? What is the moral teaching in this story?

8. The teacher introduce the words judgment, wisdom and intelligence as synonyms of common sense to strength his/her vocabulary in a word map web.

9. The teacher will model how to summarize the story using a spider map.

Formative Check (ongoing or specific):

In rotatory small group, the students will work cooperatively to complete the following activities. Timers will be available for each work station to help students to manage their time and task completion and for positive reinforcement.

1. The students will create a picture dictionary with the new words using alphabetic order. Students with special needs can use a portable keyboard, raised-line paper, pencil grips and rubber stamps and extra time to complete this assignment with a buddy partner support.

2. The students will match the new words with their pictures using a computer game vocabulary.

3. The students will act out the word vocabulary learned during the lesson using costumes and a setting to represent the words. The students with special needs can use a digital recorder to record the new words.

4. The students will create a song that includes all the new key vocabulary learned during the class and they will tape their voices singing the song.

5. The students will prepare a mnemonic poem that includes all new words learned during the lesson.

Closure:

1. The teacher will guide students to learn new words from a dictionary and then students look for the key words in the dictionary and write their findings in their own Pictionary.

2. Read independently the story “Common Sense: An Anansi Tale” and SOLOM rubric will be used to evaluate oral skills.

Assessment/Summative Evaluation:

Active teacher monitoring progress

Frequent positive feedback

Adaptive Instruction

Quizzes and assignments thorough Haiku management system to work at home.

Independent Reading Rubric

SOLOM rubric

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Modifications/Notes:

Instructional arrangements:

Small-group

Large group with teacher

Peer tutoring

Word comprehension interventions

Explicit Instruction to contextualized vocabulary

Instructional practices for cognitive and metacognitive development:

Mnemonics and Think Aloud

Concrete experiences and hands-on activities

Assistive technology

Graph organizers

IEP Objectives

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