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Mini Lesson Plan # 8
Lesson Plan Title: Strategies for Literacy Development: Read Aloud Plus
Name: Debbie Nuttall Date: 3/30/15 Grade Level: 3
ELD Objectives: What do you want students to be able to do as a result of this lesson? Include academic language and vocabulary objectives. Objectives must be measurable.
ELD Language Objective: Students will identify similarities and differences between two books by Roald Dahl.
ELD Content Objective: Students will create a Double Bubble Map to compare the similarities and differences of Charlie and the Chocolate Factory and Charlie and the Great Glass Elevator
Cog. Taxonomy/DOK Levels: DOK level 3 (Compare)
ELD Standards (2014) that apply
Interpretive: 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.
ELA Language Standards for Grade Level -
Language 3.4d – Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
ELA Content Standards for Grade Level –
Reading: Literature 3.9 – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g. in books from a series)
Materials
· Charlie and the Chocolate Factory books (1 copy for teacher and 14 for students to share with a partner)
· Dictionaries
· Computer or device
· Double Bubble Maps
· Pencils
· Chart paper
· Colored markers
Key Academic Vocabulary
· Colossal
· Absurd
· Extraordinary
· Astonishing
· Repulsive
· Scrumptious
· Delicate
· Gradually
Research Based Learning Strategies (provide text chapters/reference)
50 Strategies for Teaching English Language Learners, chapter 26
Read-Aloud Plus – Using Strategies to Support Comprehension
Pre-Assessment: How will you determine prior knowledge?
On chart paper, students will rate their knowledge of the vocabulary words on a scale of 1-4. (1-never heard 2-heard but cannot explain 3-can explain 4-can fully explain and teach the meaning
Motivation Strategy: How will you catch attention of students and focus their minds on the learning goals?
Bring some candy to taste.
Real World Connection: How are learning goals relevant to students’ lives?
Students will be able to add new words to describe and compare their favorite treats.
All strategies will be research based and from one of the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.
Collaborative (engagement with others).
Interpretative (comprehension and analysis of written and spoken texts)
· During the read aloud, teacher will stop to define, show picture, or give example of difficult words.
· Unknown words will be added to the keynote presentation.
Productive (creation of oral presentations and written texts)
· Teacher will demonstrate how to look up words in a dictionary and in an online dictionary.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.
Collaborative (engagement with others)
· Students will work with a partner to find the unknown vocabulary word.
· Students will be given opportunity to teach difficult words they know (use chart paper activity)
· Students will work with a partner to complete their double bubble map.
Interpretative (comprehension and analysis of written and spoken texts)
· Students may stop and ask questions any time in order to build their understanding.
Productive (creation of oral presentations and written texts)
· Students will look up unknown words and add to the keynote presentation.
· Students will use the new vocabulary words in a sentence.
Review and Assessment: What specific assessment tools are being used
· Oral presentation stating similarities and differences between the two stories using new vocabulary learned in story.
Student Reflection: How will you provide for student reflection on learning?
· Students will write a journal entry on the similarities and differences between the two stories. Teacher will give a vocabulary study guide for students to evaluate their usage of the new words.
Teacher Reflection
What do you anticipate to be a problem for specific students?
· ELD Objective – The stories are long.
· Content Objective – high level words
What would likely go well? Why? The stories are funny and engaging. They would hold the student’s interest. Students could use their own electronic device to look up words.
In what area(s) would you like to develop more proficiency? Integrating technology into lessons.
What theory or theorists would most strongly support use of this strategy?
Cummins with the cognitive approach to language
(p. 61, Diaz-Rico)
Attach copy of student work –
Extension:
Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer.
· Apply the principles from this lesson to reading informational text.
Online Resources:
http://quizlet.com/22564123/charlie-and-the-chocolate-factory-vocabulary-chapter-1-10-flash-cards/
http://www.learnersdictionary.com/definition/kid
Lesson Plan Title: Strategies for Literacy Development: Read Aloud Plus
Name: Debbie Nuttall Date: 3/30/15 Grade Level: 3
ELD Objectives: What do you want students to be able to do as a result of this lesson? Include academic language and vocabulary objectives. Objectives must be measurable.
ELD Language Objective: Students will identify similarities and differences between two books by Roald Dahl.
ELD Content Objective: Students will create a Double Bubble Map to compare the similarities and differences of Charlie and the Chocolate Factory and Charlie and the Great Glass Elevator
Cog. Taxonomy/DOK Levels: DOK level 3 (Compare)
ELD Standards (2014) that apply
Interpretive: 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.
ELA Language Standards for Grade Level -
Language 3.4d – Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
ELA Content Standards for Grade Level –
Reading: Literature 3.9 – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g. in books from a series)
Materials
· Charlie and the Chocolate Factory books (1 copy for teacher and 14 for students to share with a partner)
· Dictionaries
· Computer or device
· Double Bubble Maps
· Pencils
· Chart paper
· Colored markers
Key Academic Vocabulary
· Colossal
· Absurd
· Extraordinary
· Astonishing
· Repulsive
· Scrumptious
· Delicate
· Gradually
Research Based Learning Strategies (provide text chapters/reference)
50 Strategies for Teaching English Language Learners, chapter 26
Read-Aloud Plus – Using Strategies to Support Comprehension
Pre-Assessment: How will you determine prior knowledge?
On chart paper, students will rate their knowledge of the vocabulary words on a scale of 1-4. (1-never heard 2-heard but cannot explain 3-can explain 4-can fully explain and teach the meaning
Motivation Strategy: How will you catch attention of students and focus their minds on the learning goals?
Bring some candy to taste.
Real World Connection: How are learning goals relevant to students’ lives?
Students will be able to add new words to describe and compare their favorite treats.
All strategies will be research based and from one of the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.
Collaborative (engagement with others).
Interpretative (comprehension and analysis of written and spoken texts)
· During the read aloud, teacher will stop to define, show picture, or give example of difficult words.
· Unknown words will be added to the keynote presentation.
Productive (creation of oral presentations and written texts)
· Teacher will demonstrate how to look up words in a dictionary and in an online dictionary.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.
Collaborative (engagement with others)
· Students will work with a partner to find the unknown vocabulary word.
· Students will be given opportunity to teach difficult words they know (use chart paper activity)
· Students will work with a partner to complete their double bubble map.
Interpretative (comprehension and analysis of written and spoken texts)
· Students may stop and ask questions any time in order to build their understanding.
Productive (creation of oral presentations and written texts)
· Students will look up unknown words and add to the keynote presentation.
· Students will use the new vocabulary words in a sentence.
Review and Assessment: What specific assessment tools are being used
· Oral presentation stating similarities and differences between the two stories using new vocabulary learned in story.
Student Reflection: How will you provide for student reflection on learning?
· Students will write a journal entry on the similarities and differences between the two stories. Teacher will give a vocabulary study guide for students to evaluate their usage of the new words.
Teacher Reflection
What do you anticipate to be a problem for specific students?
· ELD Objective – The stories are long.
· Content Objective – high level words
What would likely go well? Why? The stories are funny and engaging. They would hold the student’s interest. Students could use their own electronic device to look up words.
In what area(s) would you like to develop more proficiency? Integrating technology into lessons.
What theory or theorists would most strongly support use of this strategy?
Cummins with the cognitive approach to language
(p. 61, Diaz-Rico)
Attach copy of student work –
Extension:
Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer.
· Apply the principles from this lesson to reading informational text.
Online Resources:
http://quizlet.com/22564123/charlie-and-the-chocolate-factory-vocabulary-chapter-1-10-flash-cards/
http://www.learnersdictionary.com/definition/kid