Armstrong, Megan



Armstrong, Megan

RED 375; Donalson

Mini Lesson: Explicit Vocabulary Lesson

Due March 8, 2011

Title: Audience for 4th graders

Date: 3-8-2011

NM Standards and Benchmarks:

K-4 Benchmark I-A

4. Increase vocabulary through reading, listening, and interacting.

Objectives:

• Students will be able to create a four square definition for “audience”

• Students will understand the target word “audience” in the theatrical and literary contexts.

• Students will write a paragraph which describes a possible audience for a specific type of book which will include at least two characteristics of the audience and one piece of support for each characteristic.

Materials Needed:

• Copies of the books, How does the Show Go On? & The Last Holiday Concert

• A toddler board book, a grade level text book, a grade level novel, and a trade book (automotive guide, computer programming, etc.) and a comic book.

• Copies of Appendix c for each student

• A recording of music, or a prepared song or short poem to perform

• Student’s will need pencils & paper

• White board, Elmo, or Poster Board

• If working on White board or Poster board: enlarged copies of Appendix A (part 1 & 2), enlarged copies of appendix B (part 1 & 2), and an enlarged copy of Appendix D

• Shuffled name cards, sticks, or other tool used to elicit total class participation in discussion

Anticipatory Set:

GET ATTENTION:

To get your student’s attention, be prepared to play a snippet of music, sing a short song, or recite a favorite poem. If music is commonly played in the classroom, choose a style of music that is going to get the student’s attention (holiday music in May, appropriate but heavier rock music, etc.) I am choosing to play a holiday piece of music considering that it is not the holiday season. I will make a show of listening and enjoying the music. When the students are all intrigued, stop the music and thank them for being a lovely audience and then begin a discussion about concerts.

ASK:

Has anyone been to a concert?

Turn to a partner right now and try and think of as many types of concerts as you can.

I will call on students with hands raised…who can give me a type of concert?

(Write answers on a white board or poster board…when repeat answers begin, move on to next section)

INTRODUCE:

Show the class the book How Does the Show Go On?, and tell them that in a minute you will read a selection from the text. On the elmo or overhead have the following excerpt available:

“There are lots of categories of performers onstage, and there are different names for them. Whether male or female, singer, dancer, acrobat, or aerialist, everyone onstage is there to tell the story and make the audience believe, for just an hour or two, that there is a world on that stage that is worth paying attention to.”

(Quoted from Schumacher, T., How Does the Show Go On?, 2007, pg. 83)

Before reading the excerpt out loud, ask “Can you find the word audience in this sentence?” Ask students, “if you believe the word is on the last line, put a finger on your chin, if you believe the word is on the third line, put a finger on your forehead, if you believe the word audience is in the second line put a finger on your nose”. Then say, “if you have your finger on your forehead you are right! Audience is spelled, A-U-D-I-E-N-C-E.

Read the excerpt and say: “Today we are going to work with the word “audience”. Do you think you may have been part of an audience before? Let’s start by making sure we understand what an audience is by defining it.”

DEFINE:

Advise students they will need a piece of paper and a pencil. On the white board or a poster board draw a four square template and ask your students to do the same. It should look a little something like the one below. Emphasis to students that this is THEIR definition and should not be exactly the same as your example…to make sure this doesn’t happen describe what should be in each square but do not complete it.

|Picture: [pic] |Audience (Defined): |

| |A group that gathers to watch or see something |

|Synonym: a group interested in what is going on , fans, crowd, |It is NOT an auditorium |

During this time you may help direct the definition by asking about the word audience, for example “Does it sound like any other word you know?”, “What might the root of this word be?”, “Have you been in an auditorium, or have you hear the word auditory?”

Now that we have a definition, I’m going to read another excerpt from a fiction book. Let’s follow along with this portion of the book, and check our definitions of audience. This is from a great book by Andrew Clements called The Last Holiday Concert,

“The lights came up, the chorus took a bow, and then the entire audience – every mom and dad, every grandmother and grandfather, aunt, uncle, neighbor, and friend – they all jumped to their feet and began to applaud.”

(Quoted from Clements, A., The Last Holiday Concert, 2004, pg. 160)

Ask the class if their definition works with this new excerpt. Then move in to the next section saying, “Now let’s really dive in to this idea of an audience!”

Modeled Practice:

For the whole class to see place a one large heading from the “Types of Concerts” (Appendix A) on the white board. Also from Appendix A make the “audience characteristics” visible. Read the concert type heading you chose and talk through the choices as you put them in the “Audience” section. For example you may choose School Band Concert, and then say… “hmmm, I think I will choose ‘my grandson plays the flute’ because that would be a good reason to be in the audience of a band concert” continue until you have 3-5 options, noting for student that other options may also work.

Choose another concert type heading and clear the audience section, allow for input from students. Be sure to point out to students that some choices could be used for multiple types of concerts. Continue with the last two concert types depending on how your class seems to be picking up on the idea, however if they seem to understand the process, move on to the guided practice.

To move into the guided practice time, make a statement that there are many events that have audiences that are not concerts. Have a helper pass out two or three “audience characteristics” for the event types (Appendix B) to each student, while you place four new headers on a white board or prepared poster board; Sports event, Ballet, Play/Movie, Elementary School Spelling Bee.

Guided Practice:

Give students a moment to read through their characteristics and then signal for their attention. Inform students they will be being asked to place one of their “audience characteristics” under a heading. Advise them that a brief reason why they chose that characteristic for the event type will be desired. Be sure to remind students that it is possible for one audience characteristic may fit with more then one event type. By pulling sticks (or which ever procedure you have in your classroom to randomly choose students) have students come and place one of their audience characteristics under a heading. If a student has difficulty describing why they chose a specific event type for a characteristic, be ready with some specific questions to get them thinking about audiences. Some examples would be:

*Why would you expect this type of person to be in the audience for the event you chose?

*If you were at this event, imagine who you may be sitting next to, does your audience characteristic match?

*Does your audience characteristic fit this event type, why?

After each student has had a chance to place one or two audience characteristics prepare to transition students into the Independent practice section by handing out the student paper entitled “My Book’s Audience” (Appendix C), while displaying a toddler’s board book, one of your classroom text books, an elementary level novel (Diary of a Wimpy Kid, Magic Tree House Book, Hank the Cow Dog, The Last Holiday Concert, an adult level novel, and a technical trade book (automotive, computer programming, etc.).

Independent Practice:

Express to students that just as concerts, sporting events, and movies have audiences, so do books. The individuals the book is intended for or the person(s) the author expects to read the book is the book’s audience. Instruct students to choose one of the books displayed to write a short paragraph which will describe an audience for that specific type of book. Be sure the students understand they will not take the book to their desk; they simply are using the type of book to create a paragraph. Remind students that there are many right answers possible, but that the paragraph must include at least two “audience characteristics” plus a supporting reason for each characteristic and the word audience must be in the paragraph at least once. Hold up a comic book (not a choice for the students) and place the sample student sheet (Appendix D) on the overhead or elmo. Read the paragraph, circle the “audience characteristics” in different colors and then underline the supporting reason in the matching color.

Ask, “How many characteristics MUST be in your paragraph?” (Appropriate response, “At least two”)

Ask, “How many reasons supporting that characteristic must be included?” (Appropriate response, “one”)

Advise students you will be “wandering” the classroom and available for questions. When moving around the desks, check that students are on task, check in with students who show signs of frustration or boredom, when signaled for help give the necessary information to answer the question and encourage the student to continue to do their assignment.

Modifications for students with learning challenges:

Anticipatory Set: If necessary allow students to offer peer support for students who are struggling or have learning disabilities during the “four square” activity. This can be done by inviting students who are finished to help a neighbor who requests their assistance.

Guided Practice: It may be helpful for students to team up to place audience characteristics on the event headings. Teams should be decided by teacher as to assure that strong readers are placed with struggling readers or to be sure that the peers giving support will allow their partners to take part, not do everything on their own.

Independent Practice: A possible modification is to not insist on a paragraph immediately. Students could be advised to simply list a characteristic of their audience and then a support reason for this. A number of characteristics would not be specified, except to say “as many as you can think of”. Then after a certain amount of time, encourage students to take two of their characteristics and the support reasons and place them in paragraph form. Breaking the assignment down into smaller pieces may prove to be helpful for students with ADHD or a learning disability, while challenging the other students to create a paragraph from their chosen characteristics.

Closure:

In closing ask students to review their four square definition for the word “audience” from the beginning of the lesson.

Ask:

“Do you believe you have a correct definition for the word ‘audience’?”

“Please turn and share with a neighbor something that you learned about the word ‘audience’ that you did not know before class.”

“I am going to say a few statements, give me a thumbs up if you think the statement is true, and a thumbs down if you think the statement is false”

*Characteristics of audiences can change depending on what they are seeing, hearing, or reading. (T)

*A book’s readers are its audience. (T)

*An audience must always have more then one person. (F)

*Many different kinds of people may make up an audience. (T)

*An audience is only an audience if they are sitting in seats watching a play or concert. (F)

Say:

“The next time you are in an audience at a movie, concert, or ball game look around and think about the variety of people gathered and see if you can see some similarities or differences. Also the next time you read a book think about who the author thought their audience was, think ‘did they expect someone like me to read this book’? You will be surprised when you being to think of all the ways you experience being in an audience!”

Possible Assessment of Students:

During this lesson you will be able to assess students as they give answers to questions, for instance for Objective one, you will know which students recognize the word by where they place their finger on their face. For Objective two you could choose to collect the four square definitions to see if that objective was met, or during the independent practice you could review each student’s four square and record a grade or mark each one to see if they were able to create a definition. Objective three may be difficult to assess, however in the course of closing questions and during the independent practice it will be clear if a student does not grasp the idea that books have an audience. Objective four will be assessed based on the quality of the paragraph turned in for a grade. If at any point there are multiple students who are not grasping the idea of the vocabulary word, “audience” it may be necessary to go and re-teach. For instance if very few students were able to describe an audience for the selected books, but were strong with the term audience when used for an event, more discussion may be necessary to discuss how an audience relates to the readers of a book. Another option for a re-teach would be to discuss commercials on television and ads in magazines and who their target audience is.

Appendix A (Part 1):

ROCK & ROLL CONCERT

COUNTRY & WESTERN CONCERT

CLASSICAL MUSIC CONCERT (SYMPHONY)

JUNIOR HIGH SCHOOL BAND CONCERT

Appendix A (Part 2):

Audience Characteristic: My grandson plays the flute

Audience Characteristic: I am wearing blue jeans

Audience Characteristic: I have on a beautiful dress

Audience Characteristic: I am wearing a cowboy hat

Audience Characteristic: I am a teacher at the Junior High

Audience Characteristic: I love listening to music from violins, flutes, violas,

Audience Characteristic: I am singing along with the person on stage

Audience Characteristic: I paid a lot of money for the tickets to this concert

Audience Characteristic: I am dancing at the concert

Audience Characteristic: I am sitting down for this concert

Audience Characteristic: I have screamed so loud my voice is almost gone

Audience Characteristic: I am taking pictures of my child

Audience Characteristic: I am an adult

Audience Characteristic: I am a child

Audience Characteristic: I am a teenager

Audience Characteristic: I did not have to buy a ticket for this concert

Audience Characteristic: I bought a T-shirt and a CD at the concert

Audience Characteristic: I am watching my child play an instrument

Audience Characteristic: I hope to get an autograph after the concert

Appendix B (Part 1):

Sporting Event

Ballet

Play/Movie

Elementary School Spelling Bee

Appendix B (Part 2):

Audience Characteristics: My child is a great speller

Audience Characteristics: I am eating popcorn

Audience Characteristics: I have on my favorite team jersey

Audience Characteristics: There are screaming fans surrounding me

Audience Characteristics: I can see performers on a stage

Audience Characteristics: I love to watch people dance

Audience Characteristics: I am a parent

Audience Characteristics: I paid for tickets to see this event

Audience Characteristics: I am sitting in a darkened room

Audience Characteristics: I can’t wait to see how it ends!

Audience Characteristics: I did not have to pay to come to this event

Audience Characteristics: I can hear beautiful music

Audience Characteristics: I am dressed in fancy clothes

Audience Characteristics: I will clap when the performers finish

Audience Characteristics: I am outside

Audience Characteristics: I am doing very little talking

Audience Characteristics: I could choose to walk around where I am, I don’t have to sit down

Audience Characteristics: I am on a date

Appendix C:

Book Type:________________________________________________________

Audience Characteristics:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix D:

Book Type:______Comic Book__________________________________________

Audience Characteristics:

_______Many people may like to read comic books. You may find a comic book collector in this audience because if they like comic books enough to collect them they probably like to read them too. Someone who may also be in the audience of the comic book would be a person who likes to draw because they like to look at pictures and get ideas for their own drawings. There may be many other kinds of people in this audience too.___________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name:_______________________________

Name:_Notareal Student_____________________

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