Ms. Lemon's Class



Thank You, Mr, Falker

Reading Minilessons

Minilesson

Name: Chelsey Lemon

Grade Level: 4th

Content: Communication Arts

Lesson: Vocabulary

Objectives: After teacher modeling and guided practice, students will be able to identify new vocabulary and their definitions with a word map activity.

GLE: During reading, utilize strategies to determine meaning of unknown words.

R.1.G.4.a.

Modifications:

Basic Beginner: Use pictorial support in patterned books to develop new vocabulary with teacher modeling and assistance.

High Beginner: Explain the meaning of familiar vocabulary in leveled texts based on pictorial support and known words with a partner.

Low Intermediate: Explain the meaning of unfamiliar vocabulary in leveled texts based on pictorial support and known words in a small group.

High Intermediate: Explain the meaning of unfamiliar vocabulary in leveled passages based on known words, sentence structure and background knowledge with a partner.

Advanced/Proficient: Explain the meaning of unfamiliar vocabulary in grade- level texts based on known words, sentence structure and background knowledge independently or with minimal teacher guidance.

Materials/Media/Resources:

Polacco, P. (1988). Thank you, Mr. Falker. NY Philomel Books.

White boards

Markers

Anticipatory Set:

Remember the book we read yesterday? (wait for responses) That’s right, we read “Thank you, Mr. Falker!” Do you remember what it was about? (wait for responses) Today we are going to look at some of the words we read yesterday a little closer. On the board there will a word map for the children to help the teacher fill out.

Instructional Input:

Today we are going to be looking at some vocabulary words that I have taken out for us to look at and to learn about. We will be doing a word map, does anybody remember what a word map is? (wait for response) I will first model how to do it and then we will work on it together. The first word that we will be looking at is drizzle.

Modeling/Demonstrating:

I will then write the word drizzle on the board with one line going vertically above word, lines going horizontally right of the word, and lines vertically below the word. Each response will be then written on the board. What is drizzle? Drizzle is when rain falls lightly. What is drizzle like? Drizzle is soft, slow, mist. What is an example of drizzle? Light rain, water softly touching your skin. I will have the following chart up on the board, and will add the words and descriptions as needed. The following is an example of the word drizzle.

[pic]

Guided Practice: Now that you have seen this word map done, let’s look at a different word and let’s do this one together. The word that we will doing is mole. Please follow along on your white boards and make the same chart that is up on the board. I will then write the word mole up on the board with the same formatting as the word drizzle, the word map format. Alright class what is a mole? (pause wait for response) That’s right a mole is a mammal that lives in the ground with brown fur. I will then write their definition up on the board above the word mole. Class, what a fantastic definition of the word mole. Now what are some words, or adjectives, that describes the word mole? (pause wait for response) What interesting words you all have chosen to describe the word mole which are brown, small, quick, four legs, burrows, and cute. Thank you for your responses. I will write their responses on the board. Now class what is an example of a mole? (pause wait for response) Some responses include the hairy-tailed mole, shrew, and desmans. Wow class, I am very impressed with your knowledge about moles. I will write their responses on the board.

Alright class now that we have done a word map on the word mole, let’s do another one together. Erase your boards and this time let’s do the word torture. I will then write the word torture up on the board with the same formatting as the word mole and drizzle, the word map format. Alright class what is torture? (pause wait for response) That’s right torture is a physical act that harms someone else. I will then write their definition up on the board above the word torture. Class, what a fantastic definition of the word torture. Now what are some words, or adjectives, that describes the word torture? (pause wait for response) What interesting words you all have chosen to describe the word torture which are torment, hurtful, and pain. Thank you for your responses. I will write their responses on the board. Now class what is an example of torture? (pause wait for response) Some responses include suffering, agony, death. Wow class, I am very impressed with your knowledge about the word torture. I will write their responses on the board. I am now going to divide you all into groups of three or four, and in these groups I want you to do a word map on the words elegant and odyssey, and cunning. If you get stumped, look at the example on the board. Make sure that everyone in the group is involved and that not one person is doing all of the work, you will only need one board per group. (Divide students into groups of 3 or 4) By this time the students should have a pretty good idea of what they are doing.

Checking for Understanding:

I will walk around the room and watch students closely as they are working on the word map. I will be looking for how well they are figuring out the words with their group and if they are doing it with ease or difficulty. I will also be looking and making sure that all group members are involved. They should be able to identify the words, its description, adjectives, and examples of the chosen word in the word map. I should hear them discussing the definitions, description, and examples.

Independent Practice:

You all seem to be able to do the word map quite easily. Alright class, now I am going to pair you off into two to work on a couple of the words together, you will need one board for this as well. Be sure that each person is taking a part in the process. You all can do this, it is fun and very easy! Divide students into pairs, possible partners should include an advanced and a struggling reader. The words that you all will be doing are ladle and stumbling. If you finish early you are welcome to try out another word such as twilight.

Closure:

Today we analyzed various vocabulary from the book Thank you, Mr. Falker by doing word maps. The great thing about word maps is that they allow readers, like you and me, to look at various vocabulary. It helps break down the word so we understand them a little better. Word maps show the definition, descriptions, and various examples. Give a thumbs up or down if you enjoyed this lesson today. (wait for response) Now please turn towards your partner and tell each other what you learned about today’s lesson on the vocabulary from the book we read yesterday.

Evaluation/Assessment:

Rubric :

|Criteria |1 |2 |3 |4 |

|Student created a |Had 1 reasonable |Had 2 reasonable |Had 3 reasonable |Had 4 reasonable |

|reasonable definition |definitions |definitions |definitions |definitions |

|Student’s picture |1 Picture resembled the |2 Pictures resembled the|3 Pictures resembled the |4 Pictures resembled the |

|resembled the correct |correct definition |correct definition |correct definition |correct definition |

|definition of the word | | | | |

Minilesson

Name: Chelsey Lemon

Grade Level: 4th

Content: Communication Arts

Lesson: Comprehension strategies-text-to-text

Objectives: After teacher modeling and guided practice, students will be able to make text to text connections and demonstrate by completing a Making Connections Writing Frame.

GLE: Identify and explain relevant connections between text to text ((text ideas --information and relationships in various fiction and non-fiction works--compare and contrast). R.1.I.4.a.

Modifications:

Basic Beginner: Draw a picture pertaining text-to-self connections with teacher modeling and assistance.

High Beginner: Sketch a picture relating text-to-self connections and describing it using one and two word phrases with a partner.

Low Intermediate: Create a Venn diagram comparing personal experiences and a story character in a leveled text in a small group.

High Intermediate: Choose a character from a leveled text and explain the similarities and differences of the character to him/herself in a small group.

Advanced/Proficient: Pick a character or topic from a leveled text and explain how that character is similar to him/her or describe their experiences with that topic as a whole class with minimal teacher guidance.

Materials/Media/Resources:

Polacco, P. (1988). Thank you, Mr. Falker. New York: Philomel Books.

White boards

Markers

Making Connections Writing Frame worksheet.

Anticipatory Set:

As we have been reading Thank you, Mr. Falker, has anything we read reminded you of something? Maybe something you have read in another book or have been read to about? I know there are some things in this book that reminds me of other books I have read.

Instructional Input:

Today we are going to practice making connections. There are three types of connections that a person makes while they are reading. They are: Text to Text, Text to World, and Text to Self. Eventually we will learn about all of these, but today we are just going to focus on Text to Text connections. Text to Text means that something in the book reminds you of something else you have read in another book. Using Text to Text connections helps us to understand the book better, and maybe understand how some of the characters in the book are like characters in a different book.

Modeling/Demonstrating:

Teacher will write on the board the answers to the following: What happened in the text, what your connection was, and helps understand the story better because.

The next step we are going to do with making connections is to fill out a chart based on your connection, those parts are: What happened in the text, what your connection was, and this story helps me understand the story better because. As I go along I will fill out this chart. As I read parts of Thank you, Mr. Falker, I saw things that reminded me of a book I have already read called Pink and Say, the same author that wrote Thank you, Mr. Falker. In Thank You, Mr. Falker the text says that Mr. Falker taught Trisha how to read.(write on board). My connection to the story was when reading Pink and Say, Pink taught Say how to read. (write on board). This helps me better understand the story better because I see how important it is to make sure everyone who wants to read, to be sure they read. Also there are many children and even some adults who do not know how to read and it can be a growing problem (write on board).

Guided Practice:

I want to hear some of your connections from the book. As I read the book once more, I want you to think about a book that you have read that is similar to this one and fill out the Making Connections Writing Frame worksheet. On this worksheet write down what the text said, your connection, and how this connection helped you better understand the story better.

Making Connections Writing Frame

Now that you have written down some connections you have made, I want you to share some of them with your shoulder partner.

Checking for Understanding:

As the students are sharing their connections with their shoulder partners, I will walk around and listen to what they have to say. I should hear them mentioning specific instances in the text, and then comparing those instances to other books they have read. When looking at their papers, I should see that they have made at least three connections on their independent practice.

Independent Practice:

Now that you have made one connection and shared it with your table partners, I want you to think about the story some more. See if you can come up with some more text to text connections. I’ll give you another paper to use, and this time I want you to think of three text to text connections.

Closure:

Today we talked about making connections between the text and other books we have read. This helps us to understand the story and the way characters and instances in books can be similar to other books we have read. I want you to take your connections home, and the next time you read other books that remind you of Thank you, Mr. Falker I want you to share with your parents your connections. They will love it! If you would like, you may bring a book and share it with the class that you think has a text-to-text connection. Before we begin reading tomorrow, I will give you a chance to share a book.

Rubric:

|Criteria |1 |2 |3 |4 |

|Made connections to their|Made a couple connections|Made a few connections to|Made some connections to |Made many connections to |

|own lives |to their own lives |their own lives |their own lives |their own lives |

|Story is modeled after |Story is slightly modeled|Story is kind of modeled |Story is modeled after |Story is greatly modeled |

|Thank You, Mr. Falker |after Thank You, Mr. |after Thank You, Mr. |Thank You, Mr. Falker |after Thank You, Mr. |

| |Falker |Falker | |Falker |

|Pictures are very vivid |Pictures are not vivid or|Pictures are somewhat |Pictures are vivid and |Pictures are very vivid |

|and descriptive |descriptive |vivid and descriptive |descriptive |and descriptive |

Minilesson

Name: Chelsey Lemon

Grade Level: 4th

Content: Communication Arts

Lesson: Text factors

Objectives: After teacher modeling and guided practice, students will be able to identify new vocabulary and their definitions with a story map activity.

GLE: Use details from text to identify setting, character traits, problems and solutions, and story events.

R.2.C.4.f.

Modifications:

Basic Beginner: Point to the appropriate teacher generated inference pictures about characters, settings or problem in teacher read aloud, with teacher modeling and/or assistance.

High Beginner: Choose illustrations with simple text to infer elements of character, setting and problem in a simple leveled story with a partner.

Low Intermediate: Share inferences about character, settings, events and problems in a selection of a leveled text where details have been previously identified in a small group. High Intermediate: Complete a graphic organizer listing basic inferences of text elements to share in a small group with minimal teacher guidance.

Advanced/Proficient: Complete a graphic organizer listing basic inferences of text elements with minimal teacher assistance.

Materials/Media/Resources:

Polacco, P. (1988). Thank you, Mr. Falker. New York: Philomel Books.

Story Map worksheet.

Anticipatory Set:

Yesterday we looked at making connections to a story we read. Today, we are going to look deeper into the story itself. Even though we’ve spent all week on this book, I bet you will see some things in a new way after today’s discussion!

Instructional Input:

Today we are going to look at characters, setting, and plot. Raise your hand if you have ever heard any of those words before. (Pause) Good! Well now I’m going to explain them to you. Characters are just the main people in the story. That’s pretty simple right? The setting is where the story took place, and when the story took place. And the plot is what happened in the story. To tell someone the plot of the story, you might just give them a short summary of what happened. Can anyone tell me the three parts we need to include when we tell someone a summary of a story or tell them the plot of a story? (Wait for response) That’s right! We need a beginning, middle, and end.

Modeling/Demonstrating:

Let’s begin. The first thing we will look at is characters. Now when I read Thank you, Mr. Falker I don’t have a very hard time picking out the characters. As I look at the text and the pictures, I see that the first character mentioned is Trisha. She’s pretty important, so we’ll write her name down here under characters. Now I’m going to look a little further. As I continue reading, I see that the story is being told by the author, this is story about her when she was little. The text does tell me about her teacher Mr. Falker who helped her learn how to read. So, under characters I am going to add Mr. Falker. (Write characters names on the graphic organizer on the board)

Guided Practice:

Now with the people at your table, I want you to talk about the setting of the book. Where are they? What time of day is it? Is this happening current day or a long time ago? Write down your responses as you discuss. (Allow time for discussion) Ok it sounds like most of you are done. Let’s talk about what you wrote down. Someone give me one fact about the setting. (Wait for response) Good! This story takes place at school. Let’s write that under setting. Anything else? (Wait for response) I think you’re right. I think this is happening in the past. What from the story makes you think that? (Wait for response) Let’s write that under setting as well. Now I want you to discuss the plot with your peers at your table.

Checking for Understanding:

I will watch as the students discuss setting and plot. I should hear specific instances from the story being used as reasoning for facts about setting and plot.

Independent Practice:

Now that you’ve discussed with your groups, we are going to do a graphic organizer to get our thoughts together. In the middle, I want you to write the title and author of the story. Those can be found on the front cover of your books. Then, there will be three sections on your graphic organizer. One for characters, one for setting, and one for plot. I want you to fill in the graphic organizer as best as you can. After you have written all of your facts into your graphic organizers, I would like you to draw a picture for each of your sections: character, setting, and plot.

Closure:

Today we learned about character, setting, and plot. Did anyone realize anything they hadn’t noticed before today? (Wait for response) Good! By digging deeper into the text and pulling out different elements, we can learn even more about our reading.

Evaluation/Assessment:

Students’ graphic organizers will be viewed for correctness and creativity in their pictures which they will draw on the back of their graphic organizer page.

--Rubric

|Criteria |1 |2 |3 |4 |

|Lists all main characters|Identified 1 character |Identified 2 characters |Identified 3 characters |Identified 4 characters |

| |correctly |correctly |correctly |correctly |

|Lists elements of setting|Identified 1 aspects of |Identified 2 aspects of |Identified 3 aspects of |Identified all aspects of|

| |setting correctly |setting correctly |setting correctly |setting correctly |

|Describes plot |Did not describe plot |Described plot with 1 |Described plot with 2 |Described plot with |

| | |element of beginning, |elements of beginning, |beginning, middle, and |

| | |middle, and end |middle, and end |end |

|Draws pictures to |Pictures were below par |Pictures were average |Pictures were good |Pictures were vivid and |

|represent character, | | | |descriptive |

|setting, and plot | | | | |

[pic]

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