GENERIC LESSON PLAN for Ed470

INSTRUCTIONAL UNIT
TEACHER (your name): Erica Beller DATE: 10/16/13 GRADE 8 LESSON TITLE: Acquisition Level: House on Mango Early Intermediate Street LESSON SUBJECT (Content OBJECTIVE: Area): ELD Students will understand complex vocabulary words and be able to understand how they relate to the story as well as their own lives.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

CONTENT STANDARD not necessary for ELD lesson ELD READING STANDARD Read literature and respond orally to it by answering in detailed sentences factual comprehension questions. ELD WRITING STANDARD Write a brief narrative_by using a few simple_sentences that_include the setting_and some details. ELD LISTENING/SPEAKING STANDARD Ask and answer questions by using phrases or simple sentences.

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

COGNITIVE OBJECTIVES [Not necessary for Ed470] AFFECTIVE OBJECTIVES PSYCHOMOTOR OBJECTIVES [Not necessary for Ed470] [Not necessary for Ed470]

ADAPTATIONS FOR LEARNERS

MODIFICATIONS FOR ELL [Not necessary for Ed470] RATIONALE REFLECTION [Not necessary for Ed470] [Not necessary for Ed470]

ASSESSMENT
I will assess student comprehension through each section of the lesson. During Into I will assess through observing students and their conversations during the Gallery Walk and how they explain their word or concept to the rest of the class. During Through I will assess comprehension by observing and interacting during the Virginia Reel activity where students are matching definitions with vocabulary words. During Beyond I can easily assess by seeing the students finished product for the Personal Dictionaries activity.

LEARNING ENVIRONMENT
For my ELD lesson I will need a large picture describing my four chosen vocabulary words: Landlord, Nun, Lottery Ticket and Robber. These photos will be on four different walls to conduct the Four Corners & Gallery Walk activity. During Through I will need a flash card for half of the students that has one of the

vocabulary words on one side and the definition or explanation on the other to conduct the Virginia Reel activity. Lastly, for Beyond I will need blank sheets of paper as well as crayons or markers for the students to create their Personal Dictionaries, which can later be bound together to show to other students and parents.

INTO, THROUGH, and BEYOND

INTO
Place four corner pictures around the classroom (landlord, nun, lottery ticket, robber) to visually describe one of the vocabulary words. Ask students to take a walk around, look at all of the photos and stand by the one they think they know the most about. Students silently move to their chosen picture and then share with the group what they know about the picture. Ask for volunteers from each group to explain what they think their picture is and help if needed with the explanations.

RATIONALE Students will start off the lesson in their comfort zone by identifying with a word that they understand and feel comfortable talking about. They will be first introduced to other vocabulary words through their peers explaining them to the rest of the class. Students should feel more comfortable volunteering because they will be talking about something they are already familiar with especially after discussing it with the rest of their group beforehand.

REFLECTION

THROUGH
Start off with a brief introduction to the basis of the story. Explain to the students that the child in the story has lived with their family in many different houses.

RATIONALE I chose to give a bit of background as to what the story entails to start the students off with a basic understanding of the plot of the book. I chose to relate the story to their lives by asking them how many houses they have lived in which will most likely start some kind of conversation involved

REFLECTION

Then ask the students to raise their hand if they have lived in one house, two houses, three houses, etc. Read the short story aloud and emphasize the words that were gone over in the introduction activity. Briefly talk about the story in a bit more depth than before the story was read aloud. Hand out index cards to half of the students, each will have one of the four words or phrases used in the introduction as well as the definition on the back. Each student with a card will stand up and pair up with a student with no card. The class will then make two lines with each partner facing one another. The student with the card will read the definition and see if their partner can guess the word or phrase before telling them the correct answer. Will rotate through the line, so that each student gets the same word multiple times to reinforce the word

moving and why some students have lived in many houses and why some have not. I will then read the story aloud since I am gearing my lesson towards elementary to model proper reading and pronunciation skills, especially in front of ELLs. I chose to do the Virginia Reel activity to expose the students to the same vocabulary words again. At that age repetition is key to remember what each means. I wanted to have them go through a few times to have students feel more comfortable the second time in saying the correct vocabulary word with little or no help from their peer or from me as Im observing. I then decided to relate the words directly towards the text by having the students volunteer to explain how each is brought up in the story. I would give clues and model the correct answers to help students along the way.

and its matching definition. Class will all be back in their seats. I will now ask the class what each word or phrase has to do with the book along with showing a large piece of paper with the picture from the Four Corners activity as well as the word itself. Ask for volunteers to explain what the word has to do with the story. (The Papa held up a lottery ticket.

BEYOND
Each student will take a blank piece of paper. They will each choose one of the words gone over in class and draw it. They will then write a sentence explaining what the picture has to do with the book (They dont have a landlord banging on their ceiling). The pages will be collected and bound together to form a book talking about The House on Mango Street.

RATIONALE I chose to do a Personal Dictionary as my last activity because I feel it is a great assessment as to which students really understand not only the meaning, but can relate it to a photo and also can form a sentence using the vocabulary word as well. I would love to be able to put all of the dictionaries together to show other district members, teachers as well as their parents. It would be a neat book to show to other students too.

REFLECTION