Content Area Lesson Plan - Mrs. Britte's French-English ...



Content Area Lesson PlanNoelle BritteRDG/542March 17, 2014Mary RhodesContent Area Lesson PlanContent Area: Language Arts, ReadingFocus of the Lesson: Reading comprehension/identify central theme of text.Grade Level: 7Text Citation: Fleischman, P. (1977). Seedfolks . New York, NY: Harper Trophy.Goal of the lesson: The goal of this lesson is to conduct pre-reading, guided reading and post reading activities with the students on a selected passage from Paul Fleischman’s Seedfolks, and achieve the objectives outlined.Objective: After reading a selected passage from Seedfolks, the students will be able to 1) correctly define 10 vocabulary words by listing a synonym and antonym of each word and achieve application level by using it correctly in a sentence or through a drawing, 2) compare and contrast two characters’ contributions to their community by locating and marking their native country on a map and create a Venn Diagram, and 3) use inference to identify the characters’ actions and motivations through the use of a graphic organizer.State Standard: HYPERLINK "" CCSS.ELA-LITERACY.RL.7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Pre-Reading Activity A: “Vocabulary Squares”Students will write one vocabulary word from the list provided in each square surrounding the instruction box on the page. They are then asked to use a dictionary, thesaurus or an online source to look up the word and write a synonym and an antonym (if applicable) in the appropriate box. Lastly, the students are asked to either use the word in a sentence or draw a picture of the word. Creativity is encouraged as is using personal examples from the students’ real-world.Pre-Reading Activity B: “Melting Pot”The students will read the definition of a melting pot and write a statement to explain why they think America is sometimes called a melting pot. They will also be given the opportunity to list their own ancestry, or to find out if they do not know. They will then be provided with a world map and will be asked to locate Cleveland, Ohio where the story takes place. Once located, the students will place a star to mark it. They will then look up the 9 other countries represented in the book and will mark them with dots. By drawing lines from the dots to the star, it shows the pathway many immigrants took to get to America. Guided Reading Activity A: Survey! Question! Read! Recite! Review! This guided reading activity applies the SQ3R technique to the assigned passage. The students are first asked to survey the text individually by skimming through it and identifying features such as number of pages, chapters, any headings, illustrations or other attributes, noting their responses on the worksheet provided. Based on that survey analysis, the students will then answer questions related to what was identified in order to make assumptions about what the text is about and possibly begin to make connections based on prior knowledge. Next, the students will actively read the passage individually, using the survey and question portion, and attempt to answer the questions previously presented. While reading, the students will then recite, or recall, by watching for information in the text that contributes to the answers. Lastly, after reading the passage and answering the questions, the students will review the material that was covered, the questions and the answers.Guided Reading Activity B: Who? What? When? Where? Why? How? This guided reading activity uses a graphic organizer to determine the Who, What, When, Where, Why and How of the character’s actions in the passage. The students are presented with the graphic organizer, in which the Who is already labeled with the character name and they are asked to complete the What, When, Where, Why and How. Upon completion of each area on the graphic organizer, the students will be asked to reflect on personal response questions pertaining to the theme of each of the two chapters. The point of these response questions is for the students to think about the passage and find ways they, themselves, can connect to the characters, action or theme.Post Reading Activity A: Compare and ContrastThe first post-reading activity is a Venn Diagram in which the students will compare and contrast the two characters from the reading, in this case: Gonzalo and Nora. In this exercise, the students will think about the two characters in question and will list their similarities and their differences. The students will be encouraged to think about physical appearance, background, actions, motivation, and their contribution to the theme of the book, which is creating a community by planting a garden. Characteristics specific to Gonzalo will be listed in the open circle space that has been labeled “Gonzalo”. Characteristics specific to Nora will be listed in the open space titled “Nora”. Any similarities will be listed in the shared space. A discussion will then take place about the student responses in anticipation that the students will discover that even though people may appear to be different, we can all find ways we are in common.Post Reading Activity B: Community GardenThe next activity builds on information from the first activity and sums up the theme of the book. It would be a good activity to use for all thirteen characters, however, the students will work on the two characters they had read about for this particular lesson. This activity uses a process-cause and effect diagram and instructs the student to list the background, the motivation and the action each character took that contributed to the book’s theme. These factors should directly relate to the book’s theme, which is that individuals from different backgrounds come together to create a community garden in an old neighborhood junkyard. The purpose is that by completing this activity, the student will be able to understand that diversity can contribute to any society and that everyone has something to give. One anticipated outcome is that students will understand that each individual has a background that contributes to their actions. Students will then answer a reflective question asking what they would plant in the community garden and what factors in their live contributed to that decision.Special needs:ELL adaptations:Overall, an ELL student may need more one on one or group attention from the teacher or an aid, but there are certain amendments that can be made to some of these reading activities to make it adaptable to their individual level of learning. The first thing would be to provide a copy of the passage to the students in advance of the assignment so that they could become familiar with it. Pre-reading activity amendment: students will able to use a bilingual dictionary and write the word from their language in the Vocabulary Squares. All other information will be required in English. Guided reading activity: The reflective questions from the Melting Pot question would be amended to be self-reflective, asking the student how they feel learning in a new language and what some challenges are for them.Post-reading activity: students would be allowed to use drawings or graphics to demonstrate understanding.Gifted and talented adaptations:This lesson plan is created to determine a theme or central idea of Seedfolks and analyze its development over the course of the text through the actions and motivations of two characters. This book, however has 13 characters, each with their own background, actions and motivation that contribute to the central theme. For those students who demand a more challenging exercise, additional characters could be added to the assignment once the two initial characters were complete in each of the activities. Informal assessment: At the end of the lesson, students will be asked to complete an exit slip asking two simple questions that will be turned in to me as they leave the room. The students will answer the questions anonymously and with one statement. Question 1: What is one new thing that you learned today? Question 2: Which activity was most beneficial to your learning?The results of these exit slips will allow me to reflect upon this lesson and it’s content for the effectiveness of student learning, and to identify areas of improvement in content or delivery.Materials needed:Pre-reading activities: -vocabulary squares sheet -dictionary-thesaurus-colored pencils -atlas, globe or world mapGuided reading activities:-copies of Seedfolks -printed graphic organizers for each studentPost-reading activities-copies of Seedfolks for each student-printed graphic organizers for each studentHandouts:In attached folder ................
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