Learning from The English Roses -...

1

Learning from The English Roses:

A Unit Plan by Laura Martin

2

TABLE OF CONTENTS

Prologue

Unit Plan Introduction ....................................................................................................... 1

References ......................................................................................................................... 5

Learning from The English Roses, Part 1

Lesson Plan ....................................................................................................................... 6

Student Vocabulary Handout ............................................................................................. 12

Vocabulary Review Picture Cards ..................................................................................... 13

Character Chart ................................................................................................................. 19

Journal Prompt #1.............................................................................................................. 20


Lesson Plan ....................................................................................................................... 21

Vocabulary Cloze Passage ................................................................................................. 27

Student Vocabulary Handout #2 ........................................................................................ 28

Journal Prompt #2.............................................................................................................. 29


Lesson Plan ....................................................................................................................... 30

Sequence of Events Review Game Cards ........................................................................... 35

Story Reenactment Rubric ................................................................................................. 38

1

INTRODUCTION

The following three lessons comprise one unit centered on a popular children’s book

called The English Roses (Madonna, 2003). I choose this book as the focal point of my unit

because it shares an excellent moral for young teenagers and provides an abundance of

opportunities for students to enrich their vocabularies.

The intended setting for this unit plan is an EFL context. Specifically, I designed this

lesson for Senior 1 students (USA 10th-grade equivalent) in a Chinese high school. Having taught

in a school like this for three years, I have experience understanding the type of background

knowledge that these students may bring to the classroom and the extent (and limits) of their

capabilities.

In this unit, I will use a wide variety of activities to address the following Ohio State LEP

Standards:

1.2 Identify main ideas and supporting details of spoken English

1.5 Make inferences and predictions when listening to speakers

2.1 Speak fluently, using clear pronunciation and with appropriate intonation and stress

2.2 Speak using appropriate grammar and vocabulary

2.3 Speak for varied purposes, both formal and informal, with focus, relevance and

cohesion

3.2 Identify the meaning of written vocabulary

4.1 Write using appropriate conventions and grammar

4.2 Write for varied purposes and audiences, with appropriate tone and voice, using

various media

4.4 Write using a range of vocabulary, sentence structures and verb tenses

Each of these lessons builds upon the previous one in order to create one comprehensive

unit. In the first lesson, I will introduce students to the book through a few brainstorming

activities. Then, I will perform a read aloud by reading the first part of The English Roses to the

students. Throughout the read aloud, I will ask comprehension questions to assure that students

understand the content of the story. These questions are “leveled” (on three levels), so as to

include learners of all abilities in my class (Herrell & Jordan, 2012). At the end of the first lesson,

2

students will practice writing and speaking by making predictions about the future events of the

story and then sharing their thoughts with other classmates.

The second lesson builds upon the first one and, after a short review, continues with the

read aloud and leveled questions (Herrell & Jordan, 2012). In my opinion, this organization of

the lesson is helpful for students because it provides them with opportunities to practice several

different language competencies. As I read aloud, they are listening. When we discuss the story,

they are speaking. During the time allotted for their “journal prompts,” they are writing.

The third lesson builds upon knowledge learned in the first two lessons and allows

students to demonstrate their comprehension and evaluation of the story. By working in groups

to perform a story reenactment using their own words, students are able to review the key events

of the book, practice finding the main idea of a text, and speak with proper grammar, vocabulary,

and inflection (Herrell & Jordan, 2012).

Throughout the lesson, there are opportunities to delve into deeper levels of Bloom’s

Taxonomy, depending on the proficiency of the learner. In activities such as journal prompts,

discussion questions, character charts, character diaries, and story reenactments, students are able

to participate in activities that cause them to provide answers ranging from “Knowledge” all the

way to “Evaluation” on Bloom’s Taxonomy (Diáz-Rico, 2011). Activities such as the journal

prompts are extremely beneficial in the classroom, as they provide learners with the opportunity

to think critically about the text. Through these exercises, students must extrapolate meaning

from the story and apply it to their own lives, requiring them to think beyond the surface level of

the text.

These lessons also utilize group and partner work. Because most students learn best when

they are able to work with other individuals, I provide several opportunities throughout the

3

course of the unit for the students to interact with one another. My hope is that by working in

heterogeneous groups, students will be able to keep their affective filters low, increase their

motivation levels, and help one other with comprehension (Dulay & Burt, 1977, in Krashen,

1981).

I also designed these lessons to meet the needs of a wide variety of learners. Specifically,

I tried to do this by encouraging the use of multiple intelligences. Throughout the course of the

three lessons, I provide students with the opportunity to use several of Gardner’s Multiple

Intelligences, including: interpersonal, intrapersonal, bodily-kinesthetic, and linguistic

intelligences (Gardner, 1999).

Likewise, in this unit plan, I have tried to meet the needs of students with various

learning styles. For students who prefer visual learning, I present important information and

instructions via PowerPoint and provide additional copies of the book for those who find it

difficult to understand solely through listening. Additionally, for one homework assignment,

students have the option of choosing to create a comic strip in lieu of writing a diary. The use of

pictures will support visual learners. For audio-aural learners, I will read The English Roses

aloud to students in lessons one and two. For support beyond the classroom, I will provide access

to an oral copy of the book via a YouTube link posted on our class website (YOUTUBEVIDEO).

For kinesthetic learners, I allow for movement throughout the class in the third lesson through a

story reenactment and use of props to represent the characters in the story (Herrell & Jordan,

2012).

A few elements in this lesson are specifically related to the culture of a Chinese EFL

classroom. First, I designed this unit in such a way that it would be easily taught over the course

of three days or three weeks. Often times in an EFL setting, the teacher is limited to interaction

4

with each of his/her classes once a week. The lessons in this unit are easily adaptable to either

daily or weekly interaction. A second aspect of the school culture in Chinese schools that I

considered when creating these lessons was the knowledge of, and often preference for, the

British English manner of speaking. The setting of The English Roses is in England. Although

some of the words that the author uses in the text may be confusing for some ESL students in the

United States, I believe that most Chinese high school students will recognize them. The

familiarity that they have with British English will help them to interpret contextual clues in this

book.

Finally, my rationale for choosing this book is that I believe it shares a clear moral for

students that they should not “judge a book by its cover” and should be friendly to all individuals.

The English Roses speaks to the harm that can come from cliques and the detriment of making

judgments about others before really getting to know them. Although this is children’s literature,

I believe that its theme is something that will greatly benefit my students at the high school level.

5

REFERENCES

Diáz-Rico, L. T. (2011). Teaching English learners: Strategies and methods. Boston: Pearson.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New

York: Basic Books.

Herrell, A.L. & Jordan, M. (2012). 50 strategies for teaching English language learners. Boston:

Pearson.

Krashen, S.D. (1981). Second language acquisition and second language learning. New York:

Oxford University Press.

Madonna. (2003). The English roses. New York: Callaway.

https://en.wikipedia.org/wiki/Basic_Books

Name: Laura Martin School: Chinese Middle School

Target Language: EFL Context, 45-minute class Proficiency Level: Intermediate

Number of students: 21 (Senior 1 Students) Date: November 2012

Learning from The English Roses

Part 1

Ohio State Standards & Benchmarks Addressed in this Lesson:

1.5 Make inferences and predictions when listening to speakers

-Make predictions based familiar, brief spoken material, with support


-Produce most phrases and sentences with appropriate intonation and stress; produce

sustained speech with appropriate intonation and stress


-Use context clues to determine the meaning of new vocabulary, with support


-Write simple sentences independently, with correct capitalization, punctuation, spelling

and moderate control of grammar

-Write a variety of sentence structures independently, with correct capitalization,

punctuation, spelling and moderate control of grammar


-Express ideas using present, past, and future tenses

(*In this lesson, students will utilize future tense)

-Use basic vocabulary and common structures to communicate a range of ideas

Objectives:

Students will create definitions for key vocabulary words by using contextual clues in The

English Roses.

Students will make written predictions about the future events of The English Roses using

correct vocabulary, grammar, and spelling.

Students will correctly respond to “leveled questions” asked by the teacher about the content

of The English Roses.

Students will be able to look at a picture and tell which vocabulary word/phrase it represents.

Students will practice working in pairs by participating in a “Write, Pair, Share” activity.

Prerequisite Learning:

Students already are aware of and understand the various parts of a story (characters, conflict,

setting, moral).

Students know and are accustomed to following our classroom routines (including how we

listen to stories, write in journals, etc.)

Students have completed lessons on: Feelings, School, and Body Parts.

6

7

Resources:

Student vocabulary hand out

Vocabulary “picture cards” for closure activity

Teacher copy of The English Roses book (Madonna, 2003)

Student copies of The English Roses book, as need (Madonna, 2003)

Props: glue, a pair of shoes

Journal Prompts

Link to the “read aloud” of The English Roses must be added to class website

(http://www.youtube.com/watch?v=O6x7nBcH0Q0)

Chalkboard/chalkwith “hook” phrase written on it and the vocabulary words/phrases

already written on it when students walk into class

Instructional Activity

Hook: (2 minutes)

Before students enter the room, write the phrase, “Don’t judge someone until you’ve walked

a mile in their shoes” on the chalkboard. At the beginning of class, draw the students’

attention to the quote and ask students, “Have you ever heard of this phrase?” “What do you

think it means?” “Do you have a phrase like this in Chinese?” Teacher should show them a

pair of her shoes to contrast the meaning of the phrase with the literal meaning.

Tell students, “Today we are going to read part of a story that I think you will enjoy. The

message of the story relates to this phrase.”

Warm Up/Introduction to Unit: (5 minutes)

Teacher should pass out handout with vocabulary words on it.

Tell students, “I am giving you a vocabulary handout that has some important vocabulary

words for you to learn that I think you may not know already. When I begin the story, I want

you to listen carefully. Listen for details such as:

o Characters

o Setting

o Conflict

o Also try to find the vocabulary words; they appear in order on your handout”

Read the title and author aloud to students. Then…

o Ask students:

“Have you ever heard of Madonna?”

“What do you know about her?”

“Did you know that she also writes children’s books?”

http://www.youtube.com/watch?v=O6x7nBcH0Q0

8

o Ask students:

“Based on the cover and the title, who/what do you think “The English Roses”

are?”

Brainstorm ideas and write them on the chalkboard

o Ask students, “Can you make any other guesses about the story based on the title?”

Listen to students’ opinions/predictions. Then tell them, “Let’s see if your

thoughts are correct or not! Listen carefully as I read. Remember to be

listening for the same details as always (characters, setting, conflict,

vocabulary words).”

Direct Instruction: (15-20 minutes)

Teacher should read aloud each page and ask the corresponding “leveled questions” to check

for comprehension and determine the meanings of vocabulary words on student handout.

Lowest-level ELLs should be called on to answer “Level 1” questions, Mid-level ELLs

should be called on for “Level 2” questions and high-level ELLs should be called on for

“Level 3” questions. (Note: There are 11 “Level 1” questions, 14 “Level 2” questions, and 11

“Level 3” questions). The teacher will discern a student’s “level” based on prior performance

in class. Students are not aware of their assigned level; it is for instructional purposes only.

As we encounter the vocabulary words/phrases in the story, we will create a definition (as a

class) for each. Students should write the definition on their handout and the teacher will

write the definition on the chalkboard.

o Vocabulary Words/Phrases Used in Lesson #1

To be glued at the hip

To be green with envy

To fib

Mum

To think one is “God’s

gift to creation”

To be stuck up

To have a point

Page

Number Leveled Questions to Check for Comprehension Level

Page 6

Who are the English Roses? Level 2

Look at the pictures. Do you notice anything in the pictures that is different from what

I read? (Follow up: Explain that in English, “soccer” is called “football”; encourage

students to listen for other things that might be British words!)

Level 3

So, where are The English Roses? Follow up: Good. So, our setting is in England. Level 2

Page 7

Who are these girls? Level 1

Page 8

What do the English Roses like to do? (Point to picture) Level 2

It says that the English Roses are “glued at the hip.” _____, what is glue? (Show me) Level 1

9

What happens when I glue something together? Level 2

_____, can you show me your hip? Level 1

So, ______, what do you think it means when the author says that the English Roses

are “practically glued to each other at the hip?”

Level 3

_____,are you “glued at the hip” with anyone? Why? Level 3

Page 9-10

Show/Discuss Pictures

Page 12

Uh-oh. There’s a problem! _______, what does it mean to be jealous? Can you

remember from our “Feelings” lesson?

Level 2

______, what is Binah like? (Ask 2-3 students) Level 1

What is Binah’s problem? Level 2

Page 13

Show picture

Page 15

What didn’t the English Roses like Binah? Level 2

Which vocabulary word from the list did you hear on this page? (Ask 2 people) Level 1

Can you guess what it means to be “green with envy?” Level 3

Have you ever been green with envy? When/why? Level 2

What do you think a “fib” is? Level 3

Page 14

Why do you think page 14 is colored in green? Level 3

Page 16

Show pictures

Page 17

What did other people say about Binah? Level 1

Why didn’t the English Roses like it when people would talk about Binah? (Ask 2

people)

Level 2

What do the English Roses want to do to Binah? Level 2

Point to the picture. Which character is this? How do you know? Level 1

Page 18

Show picture

Page 19

Where are the girls in this picture? Level 1

Why are the girls at Nicole’s house? Level 2

Who is “Mum”? Follow up: Have you ever heard of this word before? It reemphasizes

our location (England)!

Level 3

After Nicole’s mother speaks to them, the author says “there was a very long pause.”

What does it mean to pause? Why would they pause?

Level 3

Page 20

Who was the first to speak? Level 1

Why don’t the English Roses want to play with Binah or invite her to their homes? Level 2

Which words from the vocabulary list did you hear on this page? Level 1

Can you guess what it means to say “She thinks she’s God’s gift to creation…”? Level 3

10

Can you guess what it means to say someone is “stuck up”? Level 3

What does Nicole’s mother think about the way the girls treat Binah? Level 2

Page 21

Show picture. Point to the mother and ask, “Who is this?” Level 1

Page 22

What do you think it means that the “girls knew she had a point”? Level 2

How do you think the English Roses feel right now? Follow up: How do you know? Level 3

Page 23

Show picture

Before continuing, ask if there are any questions about the story.

Independent Practice: (7-10 minutes)

After finishing the first 23 pages of The English Roses, the teacher should ask students to

make a prediction.

o Remind students that making a prediction means that they are going to guess what

will happen in the future.

o Tell students they are going to write (not say) their predictions.

o Give students “journal prompts” written on small pieces of paper. These should go

into their writing journals.

Journal Prompt Questions:

What will The English Roses dream about?

What will happen next in the story?

How will the story end?

o Give students about 7 minutes to write their responses and tell them that they will be

sharing their ideas with a partner later.

Group Activity: (5-7 minutes)

After about 7 minutes, have students pair up to complete the “Write, Pair, Share” activity.

They should share their predictions in words (not just passing their journal to their partner to

read) with their partner.

Teacher should circulate around the classroom, making sure that students are on task,

answering any questions that arise, and listening to the predictions.

After students have written their ideas and have shared them with a friend, the teacher should

ask a few students to share their ideas with the whole class. Depending on the level of

student, they can share one sentence or several.

11

Closure: (3-5 minutes)

Show pictures on cards that represent the different vocabulary words learned today.

Go around the class and have some students tell me which vocabulary word they represent.

They may look at their handout if they cannot remember.

Repeat and review as needed and as time permits.

Assessment:

In class: Write anecdotal assessment re: the students’ predictions

At home: HomeworkHave students complete the character chart up to this point in the

story. They can access an internet link to an oral reading of the story on our class website if

they need to remember details.

Differentiated Instruction:

Questions throughout the “read aloud” are leveled, to accommodate different levels of

learners.

For students with physical or learning disabilities, teacher will provide an extra copy of the

book for them to follow along with during the read aloud.

If students cannot answer a question from the “closure” activity, they may “phone a friend”

to get the correct answer. After their classmate tells them, they must tell me.

Follow-Up:

Students will be given homework to complete a character chart. This will serve as a way for

them to review the story before our lesson tomorrow. It will also give them practice

recognizing important characteristics of characters in a story. In the next lesson, we will

continue the story and see if the students’ predictions made in class today were accurate.

12

The English Roses

Vocabulary Words & Phrases

Day 1

To be glued to someone at the hip (verb; idiom) Use in The English Roses: They have picnics in summer and ice-skating parties in the winter. They are practically glued to each other at the hip. Definition: ______________________________________________________________

To be green with envy (verb; idiom)

Use in The English Roses: Haven’t you ever been green with envy? Or felt like you were about to explode if you didn’t get what somebody else had? Definition: ______________________________________________________________

To fib (verb)

Use in The English Roses: If you say no, you are telling a big, fat fib, and I am going to tell your mother. Definition: ______________________________________________________________

Mum (noun)

Use in The English Roses: “Don’t worry, Mum, we’re going to bed soon,” said Nicole. Definition: ______________________________________________________________

To think someone is “God’s gift to creation” (verb; slang)

Use in The English Roses: “She thinks she’s God’s gift to creation just because she’s beautiful.” Definition: ______________________________________________________________

To be stuck up (verb; slang)

Use in The English Roses: “It’s not that we don’t like her, “said Nicole. “It’s just that she’s probably stuck up. Pretty girls usually are.” Definition: ______________________________________________________________

To have a point (verb; idiom)

Use in The English Roses: Haven’t you ever been green with envy? Or felt like you were about to explode if you didn’t get what somebody else had? Definition: ______________________________________________________________


13

Vocabulary Review Picture Cards

17

He has a good idea.

19

Character Chart

Directions: Complete the “Character Chart” below by writing the most important details you know about each person in the story.

Nicole Amy Charlotte Grace Binah Fairy

Godmother

Nicole’s Mother

(“Mum”)

Binah’s Father

20

Writing Journal Prompt

The English Roses

Directions: Make a prediction about what will happen next in The English Roses.

You must write at least 5 sentences. Be sure to include things like:

-What the English Roses will dream about

-What will happen next

-How the story will end


The English Roses







The English Roses








Number of students: 21 (Senior 1Students) Date: November 2012


Part 2



-Identify the main idea and details of fiction read aloud, with support


-Produce most phrases and sentences with appropriate intonation and stress


-Use a range of familiar and newly-introduced vocabulary when speaking


-Use context clues to determine the meaning of new vocabulary, with support


-Write simple sentences independently, with correct capitalization, punctuation, spelling

and moderate control of grammar

-Write a variety of sentence structures independently, with correct capitalization,

punctuation, spelling and moderate control of grammar


-Express ideas using present, past, and future tenses (*future* in this lesson)

-Use basic vocabulary and common structures to communicate a range of ideas

4.2 Write for varied purposes and audiences, with appropriate tone and voice, using various

media

-Write personal and reflective journal entries, with support

-Write to demonstrate learning, with support

Performance Objectives:

Students will show evidence of comprehension of the previous lesson’s story by answering

some introductory leveled questions about The English Roses.

Students will practice using the vocabulary words from “Day 1” in context by completing a

vocabulary cloze activity.

Students will actively listen to the teacher as she finishes reading The English Roses and they

will correctly answer leveled questions about the content of the story throughout the reading.

Students will create definitions for key vocabulary words by using contextual clues in The

English Roses.

Students will reflect on the moral of The English Roses and consider how it is relevant to

their own lives.

Students will write a response about the moral of The English Roses.

Students will work in partners to discuss salient characteristics of the main characters.

21

22



setting, moral).


listen to stories, write in journals, etc.).


Students have participated in the Learning from The English Roses, pt. 1 lesson.

Resources:

A small pin

Writing journals



Vocabulary Cloze handout

PPT with Vocabulary cloze questions / answers

Journal Prompt (#2)


Warm Up/Review: (7 minutes)

When students walk into class, they should begin working on the handout that is on their

desk (vocabulary cloze).

After attendance is taken, review key events from yesterday’s story. Teacher will ask these

questions:

o Who are the English Roses? (Level 1)

o What are the English Roses like? (Level 2)

o Are the English Roses friendly to everyone? (Level 2)

o Who don’t the English Roses like? (Level 1)

o Why don’t they like Binah? (Level 2)

o At the end of the story yesterday, what had just happened? (Level 3)

Review the vocabulary words that we learned in the previous lesson.

o Students should have already begun working on the cloze passage, but give them

about 3 minutes to continue working on it individually.

o Go around the class and have some students read the sentences out loud with the

correct answer.

o To support visual learners, show the correct answer on the PPT as people read the

answers.

23

Direct Instruction: (25 minutes)

Get students ready to participate in the “read aloud.” Pass out extra copies of The English

Roses to any students who need it due to learning or hearing disabilities.

o Vocabulary Words/Phrases Used in Lesson #2

Fairy godmother

plump

invisible

speechless

jolly

to trade places

multitude

couldn’t believe their

eyes

You could hear a pin drop

In the blink of an eye

Finish reading the story aloud in the same format as was used in the previous lesson. Read

aloud, ask leveled questions for comprehension checks, and discuss vocabulary words that

appear as we read. There are 13 “Level 1” questions, 13 “Level 2” questions and 14 “Level

3” questions.

Page 24

What is one thing that happened in the English Roses’ dream? (ask a few people) Level 1

Which vocabulary words did you hear on this page? (3) Level 1

What is a fairy godmother? Level 3

What is the fairy godmother like? (short, plump, jolly) Level 2

Do you know/can you guess the meanings of “plump” and “jolly”? Level 3

Show picture / Discuss Fairy Godmother’s Appearance

Page 26

How do you think the English Roses felt when they saw the fairy godmother? How do

you know? (mouths wide open)

Level 3

What is the fairy godmother going to do for the English Roses? Level 2

What does it mean to “trade places” with someone? Level 3

Page 27

Show picture

Page 28-29

After the fairy godmother sprinkles magic dust on the English Roses, what will

happen to them?

Level 2

Before they trade places with Binah, what does the fairy godmother want them to do? Level 2

Will Binah see the English Roses when they go to her home? Why not? Level 3

What does the word “invisible” mean? Level 2

Which other vocabulary word did you hear on this page? Level 1

What does it mean to be “speechless”? Level 3

Show the pictures of the girls flying. Where are the girls going now? Level 1

Page 30-31

Where are the English Roses in this picture? Level 1

Who is “this”? (Point to Binah; and then to dad) Level 1

24

What was Binah doing when the English Roses arrived? Level 2

Page 32-33

How many chores/jobs does Binah have to do? Level 1

Which vocabulary word describes the many jobs that Binah has to do? (Multitude) Level 2

Is it normal for a young girl like Binah to do so many chores? Follow-up: So, why is

Binah doing so much work?

Level 3

Which vocabulary word did you hear? Level 1

Can you guess what it means that the English Roses “couldn’t believe their eyes.” Level 3

Page 34

What happened to Binah’s mother? Level 2

How do the English Roses feel right now? Level 3

Page 35

Show picture

Page 36

What is in Binah’s room? Level 1

Why was there a very long pause? Level 3

Recall: What does it mean to “trade places”? Level 2

Page 37

Show picture

Page 38

What did the English Roses learn from visiting Binah? Level 3

What do the English Roses want to do now? Level 2

Which vocabulary word/phrase did you hear? Level 1

Can you guess the meaning of “you could hear a pin drop”? (Demonstrate with pin

prop)

Level 3

What does it mean to blink? Can you show me? Level 1

So, what do you think it means that the English Roses were back asleep “in the blink

of an eye”?

Level 3

Page 39-40

Show pictures

Page 41

Is the dream over? How do you know? Level 2

How are the English Roses going to change? Level 2

Page 42

What is one thing that the English Roses did with Binah after their dream? (ask a few

people)

Level 1

Was the first impression that the English Roses had of Binah true? Level 3

Page 43-44

Show pictures

Page 45-46

Did the English Roses become friends with Binah? How do you know? Level 2

What did people say about the girls? Level 1

25

Discussion

o Have students discuss the story by answering these questions as a group:

Concluding Discussion Questions:

1. Have you ever felt like one of the characters in the story? Who? What

happened?

2. What makes someone beautiful? Is it only their appearance?

3. Do the things that happened in our story often happen in the world today?

In our school?

4. Have you ever thought something was true about a person and then later

learned that you were wrong? When?

5. Do you have any other thoughts about the book? Did you like it?

Why/why not?

Before continuing, ask if there are any questions about the story.

Partner Practice: (5 minutes)

Have students get with a partner and take our their “Character Charts” from the previous

lesson’s homework.

The students have 4-5 minutes to work with their partner and complete their “Character

Chart” with details from the rest of The English Roses. When they are finished, they should

hand in their chart to the teacher.

If students finish early, they can quiz each other on the vocabulary words/phrases from Day 1

or Day 2 of The English Roses.

Independent Practice: (5 minutes)

After about 5 minutes, be sure to collect all Character Charts from students. Then, quickly

review the meaning of the word “moral” as a whole class.

o Ask someone in class to provide me with a definition. Students should already know

this from previous units, but review just to be sure everyone understands.

Tell students that they are going to reflect on The English Roses’ moral. Ask them to take out

their writing journals. While they are doing that, pass out the journal prompts. Students must

choose one prompt to which they will respond. They should write the answer in their writing

journals.

Give students a few minutes to start writing.

Journal Prompt: (Choose 1)

A. What is the moral of the story The English Roses? Do you think it can relate to your

personal life? If so, how?

OR B. Tell me about a time when you learned something about someone that surprised you.

26


Ask 3-5 students to tell the class what they think the moral of The English Roses is, or how it

relates to their lives today. This should give everyone in the class a good idea about the types

of responses that they should have in their journal prompt response.

Inform students that they must take their writing journals home tonight and finish the writing

prompt for homework. Tomorrow, they will give me their writing journals and I will be

checking their predictions (from previous lesson) as well as their responses from today.

Assessment:

In Class: Anecdotal based on students responses’ to “leveled questions” throughout the story

and in discussion.; Character charts (classwork and previous homework)

After class: Homework is to finish journal prompt and bring it to the next class.


Questions throughout the “read aloud” are leveled, to accommodate different levels of

learners.

For students with learning or hearing disabilities, teacher will provide an extra copy of the

book for them to follow along with during the read aloud.

Two options are given in the journal prompt so as to reach learners of different levels.

Information is provided on the PPT for “visual learners” so that they can see the correct

answers to the vocabulary cloze passage (warm up activity).

Follow-Up:

Students will reflect on the message of The English Roses for homework. It is my desire that

they will think about the themes of this text and consider how it applies to their own lives. In

the next lesson, I will collect their writing journals to see what they have written for the last

two lessons. We will then conclude the unit on The English Roses with a story reenactment.

The English Roses

Vocabulary Cloze Passage

Once upon a time there was a boy named John. His best friend’s name was

Larry and they always spent their free time together. Anywhere Larry went, John

went, too. Some people said they were _____________________. They were

certainly the best of friends.

However, one day, Larry’s dad got a big raise at work. With the new

money he had, he bought Larry a new iPhone 5. Larry was so excited and showed

John the next day. John’s family was poor and his phone was very old. When he

saw Larry’s new iPhone 5, he was _______________. He wanted an iPhone like

that!

The next day, when Larry wasn’t looking, John took the iPhone and put it

in his own backpack. No one saw him and Larry thought he had lost it. He went

home very upset!

Later that night, John was eating dinner with his family when he mother

asked, “John, do you know what happened to Larry’s iPhone 5? His mother called

me tonight and said that Larry lost it at school today. ”

“No, I don’t know, ________. You know that Larry often loses things,”

John lied.

“Are you telling me a _______, John?” his mother replied.

“No, of course not…” John responded.

“Well, then, how do you explain the iPhone that I found in your backpack

today when I was looking for your lunchbox?”

“Okay, okay! I did it!” confessed John. “I just didn’t want Larry to have it.”

“Well, why not? He’s your friend. You should be happy for him,” said his

mother.

“I know. I just thought that if he became too rich, that he would become

___________ and think that he was __________________________________.

He’s my best friend and I didn’t want to lose him. I thought he might become like

all of those other rich, popular kids at school.”

John’s mother thought for a moment. “Hmmm….” she said. “Don’t you

think that you should act like a good friend and give Larry the chance to prove to

you that he will always be your friend….whether he is rich or poor? You didn’t

even give him a chance!”

“I guess you ______________________,” replied John. “I’ll go return it to

him right now.”

“That’s my boy!” said John’s mother as she smiled.

The English Roses

Vocabulary Words & Phrases

Day 2 1-3. Fairy godmother (noun) , Plump (adjective), Jolly (adjective)

Use in The English Roses: …suddenly, a fairy godmother appeared! She was short and plump and very jolly looking Definition (Fairy godmother): _______________________________________________ Definition (Plump): _______________________________________________________ Definition (Jolly): _________________________________________________________

4. To trade places (verb)

Use in The English Roses: In fact, perhaps one of you would even like to trade places with Binah. Definition: ______________________________________________________________

5. Invisible (adjective) Use in The English Roses: “When I sprinkle you with magic fairy dust, you will be invisible, and you can go wherever you want to go, and no one will ever see you.” Definition: ______________________________________________________________

6. Speechless (adjective)

Use in The English Roses: The girls just sat there speechless, which didn’t happen very often, I can assure you. Definition: ______________________________________________________________

7. Multitude (noun)

Use in The English Roses: Binah proceeded to do a multitude of tasks. Definition: ______________________________________________________________

8. “Couldn’t believe their eyes” (idiom)

Use in The English Roses: The English Roses couldn’t believe their eyes. They had never seen a girl work so hard in their lives. Definition: ______________________________________________________________

9. “You could hear a pin drop.” (idiom)

Use in The English Roses: It was so quiet, you could hear a pin drop. Definition: ______________________________________________________________

10. “In the blink of an eye” (idiom)

Use in The English Roses: In the blink of an eye, the English Roses were back in bed, fast asleep. Definition: ______________________________________________________________



The English Roses, Pt. 2

Directions: Choose one prompt to complete in your writing journal. Remember

that you must write at least five sentences in your response.



OR

B. Tell me about a time when you learned something about someone that surprised you.

.


The English Roses, Pt. 2

Directions: Choose one prompt to complete in your writing journal. Remember

that you must write at least five sentences in your response.



OR

B. Tell me about a time when you learned something about someone that surprised you.

29

30


Part 3



-Identify the main idea and details of fiction read aloud, with support


-Produce most phrases and sentences with appropriate intonation and stress


-Use a range of familiar and newly-introduced vocabulary when speaking

2.3 Speak for varied purposes, both formal and informal, with focus, relevance and cohesion

-Identify and use appropriate language styles, gestures and topics for different kinds of

interactions, with limited support

-Retell stories, using visual support

4.2 Write for varied purposes and audiences, with appropriate tone and voice, using various

media

-Write personal and reflective journal entries, with support

-Write to demonstrate learning, with support

Objectives:

Students will work in groups of 3-4 to arrange game cards in order based on the sequence of

events in The English Roses.

Students will work in groups of 7 to re-tell the main events of the story The English Roses.

Students will perform a role assigned by the teacher, modeling good pronunciation and using

inflection to ensure believability in their role.

Students will display evidence of reflection and creativity by writing a character diary for the

character in The English Roses of their choice OR Students will display evidence of

reflection and creativity by creating a comic strip that depicts main events and feelings

experienced by characters in The English Roses. (Homework)



setting, moral).


listen to stories, write in journals, etc.).



Number of students: 21 (Senior 1 Students) Date: November 2012

30

31

Prerequisite Learning (continued):


Students have participated in Learning from The English Roses, pt. 1 and pt. 2 lessons.

Students have basic knowledge of “plays” or “skits.” They understand the words “character”,

“act” and “narrator.”

Resources:



Candy prizes for group winners

Story Reenactment Rubric

Role assignments for each group

Puppet box (box full of puppets that teacher uses throughout the year; includes various

puppets)

Props for Skits

o Teacher should provide each group with the following props:

Four fake roses (to represent the English Roses)

A blonde wig OR broom/mop (to represent Binah)

A wand (to represent the fairy godmother)

A tie (to represent Binah’s father)

An apron (to represent Nicole’s mother)

A fake microphone (for the narrator)

The English Roses “sequence of events” game cards in envelopes

PPT with class assignment and homework description (Note: PPT used in class is to be made

accessible on class website after class)


Warm Up/Review: (5-7 minutes)

Collect writing journals from all students to review homework from the previous lesson and

the prediction exercise from “Learning from The English Roses, pt. 1” lesson.

Review game—

o Allow students to get into a group of 3-4 people. They can choose their partners, but

tell them that if they do not have their group formed within 30 seconds, the teacher

will choose for them.

o Once students are in small groups, distribute a set of game cards to each group. The

cards will be inside an envelope. On “GO!”, students will open the envelope and then

try to put the cards within in order, according to the sequence of events in the story.

o The first group finished, sitting in their seats, and silent with hands raised wins a

piece of candy for each group member!

32

Events (for game):

1. We learn that the English Roses enjoy doing everything together. They are

“glued at the hip.”

2. The English Roses are jealous of Binah because she is beautiful and everyone

likes her.

3. The English Roses decide to start ignoring Binah.

4. The English Roses go to Nicole’s house for a sleepover.

5. Nicole’s mother asks the English Roses why they don’t play with Binah.

6. Nicole’s mother tells the English Roses that they should treat Binah differently.

7. The English Roses go to sleep and have a dream.

8. The English Roses meet a fairy godmother.

9. The English Roses learn what Binah’s life is really like.

10. The English Roses wake up from their dream.

11. The English Roses promise that they will be kind to Binah in the future.

12. The English Roses become friends with Binah.

o After the first group has finished, allow up to 30 seconds for the remaining groups to try

to complete the activity. Then, review the answers as a class. Have the students from the

winning group alternate and read their answers aloud. Everyone else in class should

check their answers.

o Collect game cards.

Direct Instruction: (5-6 minutes)

Story Reenactment

o Before class, the teacher will have created groups of 7 students. The groups should be

heterogeneous based on ability. Teacher is responsible to assign a role to each student

based on his or her language level. Each group needs one person for each of the main

characters (Binah, Fairy Godmother, Mom/Father (played by the same person),

Nicole, Amy, Charlotte, Grace).

o Tell students that they are going to become actors today! They will work as a group to

retell the story The English Roses. Each person in the group represents someone from

the story.

o Assign groups and inform students of their “role.” Students are not to move until all

people in the class have been informed of their assignment.

o Explain to students what their task is. Put instructions on the PowerPoint so that they

can see and hear instructions. Leave the PowerPoint on while the students work so

they can reference the guidelines.

33

Direct Instruction (continued):

Assignment:

Work in your group to retell the story of The English Roses. Each

person is your group will play a different role.

As a group, choose which main events to include to accurately retell

the story.

Modeling good pronunciation and grammar, retell the story by

acting as the characters.

Each character must speak at least two times.

Use props to show which character you are.

Make sure that you are believable as the characters!

You must include at least 2 vocabulary words from this unit in

your play.

Your skit must be at least 3 minutes long (and not longer than 4).

You will have approximately 10 minutes to work as a group. Then,

you will perform your play for the rest of the class.

Option: Students may use puppets (provided by teacher) instead of acting

things out themselves.

Now that all students know their roles, groups, and the assignment, have them get together

with their group and begin working. Teacher should walk around class to make sure that all

groups understand their assignment and are on task.

Group Practice: (10-15 minutes)

Students should work in their groups to complete the story reenactment assignment. Teacher

will circulate around the classroom to assist as needed.

Group Practice, Part 2 (Performances): (15 minutes)

Students will present their plays to the class. Teacher should remind students in the

“audience” to be respectful and listen to their classmates.

Each group will perform their 3-minute skit. Teacher will assess each group using a rubric.


Ask students, “What can we learn from the story The English Roses?”

Explain homework to students and tell them that next class we will begin a new unit.

Assessment:

In Class: Students will be assessed using a rubric for their group presentations.

34

Assessment (continued):

After class: Homework is to either:

o Write a character diary for one of the English Roses or for Binah. You should write a

diary that includes reflections from more than one day (to show development of the

character). You must write at least 7 sentences.

OR

o Create a comic strip that depicts the main ideas of the story. Each main character

must be included and you must use both words and pictures. You must include a

description of the feelings that The English Roses have and that Binah has.

-For both assignments, you must include at least 2 words/phrases from “The English Roses

Vocabulary List”

-Complete the assignment on a separate sheet of paper and bring it to the next class.


Modifications to the lesson have been made to accommodate the needs of various learners.

For those with learning/hearing disabilities or for visual learners, the assignment is given

both orally and visually on the PPT screen. The same is done for the homework assignment.

To accommodate and encourage multiple intelligences, students are able to use creativity in

their story reenactments. Additionally, in the homework assignment, students can choose a

“diary” entry or may opt to create a comic strip instead.

The roles in each group vary in difficulty. The teacher will accommodate needs of lower-

level learners by assigning them a role that is less difficult linguistically, and will put them

with group members who can encourage their growth and performance.

Follow-Up:

At a later time, teacher will give an assessment to students to test them on the vocabulary

words for this unit.

Note: Teacher should print these pages on cardstock, cut out individual cards, shuffle them into a

random order and put them in an envelope for the game.

We learn that the

English Roses enjoy doing everything

together. They are “glued at the

hip.”

The English Roses

are jealous of Binah because she

is beautiful and everyone likes

her.

The English Roses

decide to start ignoring Binah.

The English Roses

go to Nicole’s house for a sleepover.

Sequence of Events Review Game Cards 35

36

Nicole’s mother asks the English Roses why they don’t play with

Binah.

Nicole’s mother tells the English Roses that they

should treat Binah differently.

The English Roses go to sleep and have a dream.

The English Roses meet a fairy godmother.

37

The English Roses learn what

Binah’s life is really like.

The English Roses wake up from their dream.

The English Roses promise that they

will be kind to Binah in the

future.

The English Roses become friends

with Binah.

The English Roses

Story Reenactment

Group # ________

Inclusion of Main Events 0 1 2 3 4 5

(Events included are “main events”; no key events are omitted)

Grammar & Pronunciation 0 1 2 3 4 5

(Group can be understood with ease; any errors do not inhibit understanding)

Believability as Characters 0 1 2 3 4 5

(Students use props and inflection to depict believable characters)

Vocabulary Usage 0 1 2 3 4 5

(At least 2 vocabulary words/phrases are included and are used correctly)

Time Limit 0 1 2 3 4 5

(Skit is at between 3 and 4 minutes long)

Group Involvement 0 1 2 3 4 5

(Everyone speaks in a meaningful manner at least 2 times)

Final Score: ______/ 30

Teacher Comments:

38

Learning from The English Roses -...

Documents

Transcript of Learning from The English Roses -...