Frank. Lesson 2sarafrankportfolio.weebly.com/.../7/5/90758943/frank._lesson_2.pdf · Lesson #2...
Transcript of Frank. Lesson 2sarafrankportfolio.weebly.com/.../7/5/90758943/frank._lesson_2.pdf · Lesson #2...
SaraFrankEDUC388Lesson#2
TeachingVocabularythroughNonfictionOverview
TargetAudienceandContext:SixthgradeESLstudentsatHollandEastSchoolLearnerLevel:Readingata2ndgradelevelClassSize:12students(teachingtoasmallgroupoftwostudents)ClassLength:54minutes(teaching30minutes)Terminalobjectives:Studentswillbeableto:
• Defineclay,steep,stilts,androckyreferencingtheNationalGeographicbookHouses,bydescribingtheminwriting.
• Orallyproduceatleastoneauthenticsentenceusingthewordsclay,steep,stilts,androcky
Enablingobjectives:Studentswillbeableto:
• OrallyreadthetextHouses• Writedescriptionsofthewordsclay,steep,stilts,androckybasedongiven
picturesandcontextcluesfromthebook.• Answerhow,what,andwherequestionsaboutthewords.• Referencepersonalexperiencestobuildtheirunderstandingofaword.
Materials• NationalGeographicbook,HousesbyHarleyChan• Interactivevocabularychart• PowerPointwithpicturesofvocabularywords
TimeandMaterials
Procedures
3-5min.
AppendixA
Housesbook
Introduction• Checkinwithstudents,talkabouthowtheirweekhasbeen.• Introducebookwearegoingtoread.Explainwhatwewillbe
seeingandlearning(differenthousesandhowtheyarebuiltaroundtheworld,learningvocabularyrelatedtothedifferenthouses)
• Describethechangeofgenre(firstwereadafictionbook,nowwearereadingnon-fiction)
• Activatepriorknowledgebysharingthatthisbookwillshowushowpeoplefromallovertheworldlive.Askstudentstoshareifthehousetheyusedtoliveinintheirhomecountryisdifferentthantheonetheyliveinnow.
5-7minutes
ReadAloud• Giveeachstudentabook
Appendix
AHousesbook
• Explainthatstudentswillswitchoffreadingeachpage.• Stoponthepageofthehousesonstiltsandpointtothestiltsin
thepicturesforstudentstoautomaticallyconnectanewwordtoapicture.Havethisbeabriefpauseinthereadaloud,andreturntothisvocabularywordafterthereading.
15MinutesAppendix
AHousesbook
AppendixB
InteractiveVocabularyChart
AppendixC
VocabularyPicturePowerPoint
PostReadingRecap–CheckforUnderstanding• Askstudentshowmanydifferenthomeswesawinthebook.• Askifthehouseswereallmadedifferentlyoriftheylookedthe
same?VocabularyIntervention
• Passoutvocabularychart,andexplainhowtherearefourwordswearegoingtolookintoandeachwordconnectswiththefourdifferenthouseswesaw.
• Turntothefirstpageoftheclayhousewhichconnectstothevocabularyword“clay”(pointtoclayhouseinbook,pointtowordonvocabularychart).
• Pullupfirstpowerpointslidewithpicturesofdifferentkindsofclayanddifferentcontextsitcanbeusedin.
• Rereadthesentenceaboutclayhousesinthebook.• Askstudents“Whatisclay?”basedontheirreactionexplain
whatclayisandseeifafterabriefdescriptiontheycanaddmore.(Referenceartclass,playdoughtoactivateschema)
• Explainwhata“description”byreferencingourpreviousdiscussionandhavestudentsdescribethewordbywritinginthe“description”boxonthevocabsheet.
• Modelwhattowriteandwheretowritewhilethestudentsdothesame.
• Answerthequestionbelowthedescriptionbox.Studentswillfirstattempttoanswerthisontheirown.Wewilldiscussanswersthenaddmore(theyshouldknowhowtoanswerthequestionsbasedoffthebook).
• Continuethisinstructionalstrategyforthenextthreewords.Askstudentsquestionstoseeiftheycanunderstandthewordthroughconnections.Ifnotprovidestudentswithmaterialssotheycanbuildunderstanding(descriptionofexperiences,referencepicturesonPowerPoint,andreferencebook).
3Minutes Closure/FormativeAssessment• Givestudentstimetolookattheirvocabularysheet.Tellthem
topickawordandwritetheirownsentenceusingthatword.Thenhavestudentssharetheirsentencealoudwiththegroupbeforetheyleave.
• Listenandchecktobesuretheirsentenceusesthewordappropriately.
• Redirectstudentsiftheyarestrugglingtoproduceasentence• Collectstudents’worksheets.Assessonowntimenotingifthey
showedanunderstandingofthematerial.
AppendixABookHousesbyHarleyChan
AppendixBInteractiveVocabularyChart
AppendixB
InteractiveVocabularyChart
AppendixC
VocabularyPicturePowerPoint
Lesson#2ReflectionTheoverallgoalofthislessonwastobuildstudents’vocabulary.Therefore,Isetspecificandmeasurableterminalobjectivestoinfluencemytechniquesandproceduresused.Firstofall,Ichosethebook,Houses,whichappealedtothelearners’priorknowledge.Thisallowedstudentstotransferexistingknowledgeabouthomesaroundtheworldtothelesson.Ialsousedavarietyofpicturestoteachtheselectedvocabulary.Ireferencedthepicturesinthebook,includedauthenticpicturesontheirworksheet,andshowedpicturesonapowerpointscreen.Usingthesetoolsandmyownexplanations,studentswereabletodefineclay,steep,stilts,androcky.Thepicturesalsoactivatedstudents’priorknowledgeastheysharedexperiencesaboutusingclayorwalkingupasteephill.Additionally,Iwasabletoassessstudentslearningastheyproducedtheirownsentenceusingtheselectedvocabularyattheendofthelesson.Asawhole,Ithinkthelessonhadbothstrengthsandweaknesses.Amainfocusforthesestudentsistocontinuetobuildtheirschema.TodothisMrs.Adamshasmeteachvocabularylessonswithabook.Iusedaspectsofthebookthestudentsalreadyknewofandbuiltofthatknowledgetoteachthemnewvocabulary.Iprovidedmultiplemeansofrepresentationforeachword.Ishowedpictures,referencedthetext,andwroteexamples.Studentsalsotookpartinmultiplelanguageaspects.TheyspokeandreadinEnglish.Theycouldlistenandrespondappropriatelytomyquestions.Theycouldwritedescriptionsandanswerthequestionscorrectlyontheworksheet.Idothinkthislessoncouldbeimprovedbyincludingatask.IfIhadmoretimeIcouldhavebroughtinmaterialsforstudentstobuildtheirownhouse.Studentswouldhavetothendescribethematerialtheychoseandexplainwhytheychosethatmaterial.Thisactivitywouldgivestudentsachancetointeractmorewiththegivenvocabulary.Thiswouldleadtoamoreauthenticinteractionwiththematerial.Studentswouldbeabletogrowtheirknowledgethroughanexperienceratherthanathroughascaffoldedexplicitvocabularylesson.