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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Kenah Lofton Course: TCTX 6005:Critical Reading and Writing Instruction Assignment 3: Lesson Plan Using a Mentor Text & Use of Project
Based Learning
For this assignment, complete the assignment instructions below, then upload your lesson and any
supporting responses or materials as a PDF or Word document.
1.
Plan a writing lesson using a mentor text (4-8)
I am going to utilize this text for a
4th grade writing lesson. The book I will utilize is The Drum Dream Girl: How One Girl's Courage Changed Music by Margarita Engle (Biography).
2.
Explain your reasons for choosing the text There are a variety of reasons I choose this text. I believe in teaching methods that utilize multiple educational means to enlighten students. That means incorporating English Language Arts in every content learning area. This text allows you opportunities to incorporate Social Studies, Science, along with ELA. The text is filled with beautiful images to capture the attention of my students. The language is fascinating and informative. There are also loads of examples to examine word choice and meaning with my learners. I believe it is a great fit to examine story elements and features. This publication’s genre would
be classified as a biography. The two characteristics of biography that are found in this book is; it expresses a story about an actual person, and it gives an account of true-life events. “Drum Dream Girl: How One Girl’s Dream Changed Music (i), illustrated by Rafael López, is based on the true story of the first female drummer in Cuba.”(2012.
Galda, Liang, Cullinan
) This book was inspired by the childhood of Millo Castro Zaldarriaga. She was a Chinese-African-Cuban young female that destroyed barriers that hinder women musicians on her island. The book gives an account of events the young girl had to overcome to reach her dream of performing with drums despite the overwhelming obstacles. Images displayed throughout the book resemble the island and the young character in the story. In our civilization diversity is thriving across the board. Children are exposed to diversity throughout their communities, classrooms, and within their families at an alarming rate. As a child growing up in an ever-changing world, they will be faced with several challenges to determine who they are, or who they will become. Students are constantly evolving mentally, emotionally, and physically and it is evident that this process can be perplexing. There is a strong need for a child to develop a sense of self and acquire appreciation for others. There are countless publications for children
to explore diversity, and discover how it relates to themselves, and investigate how it relates to others. The biography, Drum Dream Girl: How One Girl's Courage Changed Music
by Margarita Engle expresses a progressive representation utilizing diversity because it depicts a youthful Chinese- African- Cuban girl exploring the world and its traditions through drums. The girl will have to overcome adversity, break tradition, and hold tight to her dreams of playing the drums. If we develop a strong sense of self,
despite challenges we can overcome. This publication of the Drum Dream Girl: How One Girl's Courage Changed Music
by Margarita Engle exhibits several literary themes, but the one that stands out
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
is the acceptance of self or others. Students are struggling to discover who they are, and whom they will become, through our ever-changing world. Students will face peer pressures, bullying, and adversity throughout their developing years as they stumble upon the version of self: they can be content with. As they focus on navigating through adolescents, it's crucial for children to familiarize themselves with the tools to
recognize how to accept themselves and others through diversity.
Through the exploration of the Drum Dream Girl the pupils can examine the traditions of the island that the young girl grew up on. They can draw inferences about men and women's roles during history. On the island it was an unspoken law that girls were not allowed to express themselves through playing the drums. The sisters of the young girl had a dancing group and invited their younger sister to join. The character Millo wanted to perform utilizing drums while the elder sisters danced, but this was against their traditions. The girl had a dream to play the drums, the father replied, “Only boys can play the drums.” (
2017.Engle, M., & Parisi, A.) Although she
was confronted numerous times with the challenges from her father and the island people to stop playing the drums. The little girl had a vision that one day she would be capable of performing with the drums, so she continued to practice on the drums in private. One day her father decided she was talented, and she should see a music specialist. The girl became so talented they felt like she should be heard publicly. Through her self-awareness, and determination she was able to break down barriers of unfair gender roles. Now women and men on the island can sing, dance, and play all kinds of music legally. 3.
What teaching points will you focus on? How will you use examples from the mentor text to model your teaching points?
Teaching Points
●
Author’s Craft
●
Strategies to begin a writing piece ●
Exploding a moment – using vivid language to describe ●
Word choice ●
peer conferences to improve our writing Mini-Lesson (10 minutes)
Materials: Text:
Book:
Drum Dream Girl: How One Girl's Courage Changed Music by Margarita Engle Chart paper
Markers
Writer’s Notebook
Pencils
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Objectives:
1. Students will be able to generate ideas related to a prompt with 80 percent accuracy.
2. Students are able to create an effective plan to organize their writing 3 out 4 possible points utilizing grading rubric. 3. Students will be able to develop an initial writing response with a score of 3 out 4. 4. Students will be able to identify the multiple elements of the story with 85 percent accuracy.
Using this writer’s craft in our own writing
The teacher will: Invite students to join me in a whole group discussion on the rug. I will instruct the students to bring their Writer’s Notebook and pencil.
Utilizing the Starboard and protector the teacher will display the front cover of the Drum Dream Girl on the whiteboard. The teacher will display objectives and guided questions on the board.
The teacher will: Utilize the familiar text Drum Dream Girl.
The teacher will:Select a section of the read aloud to share with the learners. The teacher will: Recite “Every time we read a piece of text, we should know that the author wrote the text for a reason. Every writer ,including you, has a reason for writing.” The teacher will: Review the Anchor Chart Entitled “Why Writers Write?” Essential Question: What are habits of good writers? How can these habits help us become better writers?
How can we use mentor text to practice writer’s craft? The teacher will: Chart the student’s responses on another chart paper titled Why We Write.
Students can refer back to this list later, when they begin brainstorming ideas for writing topics.
The teacher will: Share parts of the text that you find effective. As we
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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
re-read the text we will pay close attention to the
author’s word choice
, phrasing, varied sentence lengths, use of repetition, “
Today we are going to examine and practice using this writer’s craft in our own writing.”
Read: Text
● Invite your readers to read the text
together one more time. This time you will
want to have picked out a few places to stop
and prompt students, “Wait, Let's stop and check! What’s going on so far?”
» What details give information about a character?
» What details give information about a place?
» Which describing words help me use my senses to create a picture in my mind?
The teacher will narrate the Drum Dream Girl by Margarita Engle to the class. The teacher will model for students how to correctly identify supporting details within the story that supports meaning.
The teacher will display an illustration from the Drum Dream Girl on smartboard and
read “When she walked under wind-wavy palm trees in a flower- bright park she heard the whir of parrot wing, the clack of woodpecker beaks, and the dancing tap of her own footsteps and comforting pat of her own heartbeat.”( 2017. Engle, M., & Parisi, A.)
Flag the following places in text to stop and ask kids, “What’s going on so far?” p. 1 - end of first paragraph p. 2 - end of second full paragraph p. 4 - end of page p. 5 - end of third paragraph
As I read, I will provide pausing points for the students to occasionally check their understanding. Teacher will also focus readers’ attention on discovering the purpose for writing this text. The teacher will also review a few tricky words with highlighter tape. Students will utilize reading strategies to help them build on word knowledge and comprehension.
We will discover the meaning of the text as we review key elements of the story and key details on identified pages.
Think aloud as you model for how you would add that craft idea to one of your previous compositions. It is important to show them how you selected the piece to add that craft element in order to Model your thinking.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
The teacher will complete a shared writing with the students.
Students will understand that the author uses two words to describe the main character. As needed, clarify that drum and dream are frequently used
Have children look for clues in the words and pictures that tell where the
girl lives. On an island; The pictures show people wearing short sleeves, so it must be warm there. The buildings and houses are very colorful. There are palm trees and flowers. Tell children to look for evidence that helps them identify and explain the problem the setting causes for the girl. (The people love the music made by the sound of drumming. The girl wants to play the drums, but the people who live on the island say that only boys can play.)
Students will identify a character trait of the Dream Girl and then decide
on three things from the text that support it. Take that and form a paragraph with the children writing each sentence.
Key Idea pp. 84–87 A girl dreams of playing the drums. Key Idea pp. 88–99 Only boys on her island can play drums, so she can only play them in her dreams or in her house
Key Idea pp. 100–102 The girl’s father hires a music teacher to give his daughter lessons. Key Idea pp. 103–104 After much practice, the teacher says the girl is ready to play the drums at the café. Everyone thinks she plays well and decides girls should also be allowed to play drums.
Practice-Think-Pair-Share:
●
After Reading The students will: Spend a moment thinking about the text. Then the students will spend a few minutes discussing the text as writers. Students will: Look for pieces in their Writer’s Notebook, sit with their partner, and share what they are going to do.
In order to recap what was absorbed, the educator will have students complete a quick check in writing notebooks. I will have students write one
thing they learned during the lesson and one thing they liked or disliked about the story. The students will share thoughts with a peer.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Listen in as students are talking, give advice when needed. Identify a few students who may need more assistance with the task and send them to your small group table.
Dismiss other students to their seats to begin writing. Let them know you’ll give them a 5-minute warning before time to stop writing.
Independent Practice (7 minutes)
The teacher will:Review the writing process and the different strategies that were previously taught for prewriting.
“Now, we are ready for independent writing time. During this time, you might write in response to text we’ve read, brainstorm for new ideas to write about, plan, or work on a draft, or even meet with me or a partner for advice on writing. Today, you will write about the text we just read.
Essential Questions
Why do you think the author chose to write this book?
What was the meaning of the story?
●
You can write about the character, what the story made you think about, or anything that relates to the story.Please use evidence from the text to support your writing. Are there any questions?”
The teacher will: Instruct students to return to their desks and have students write independently.
The teacher will: Set the timer for 5 minute and inform students they will be given a 2-minute warning before it is time to stop writing.
The teacher will: Remind students to write quietly and freely without concern for spelling and grammar.
The teacher will: Circulate around the room to speak with students about their writing.
The teacher will: Offer praise or encouragement, and visit with students who might find it difficult to get started,
As I visit with students, I will select three students to share their writing with the class during the whole group meeting on the rug.
The teacher will: Ensure that all students are writing,and will work with
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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
the students at my small group table that are struggling to write about the
topic. If I have any concerts I may want to repeat the mini lesson, in order to go more in-depth, asking more guiding questions and modeling using
their writing. As students demonstrate understanding, dismiss them to write
on their own.
Sharing (5minutes)
Call students back to the whole group rug with notebooks and pencils and ask them to sit with the partner they were working earlier. Give each partner one to two minutes to share what they wrote.
Give students feedback on writing time. Share what you have observed students doing well. Practice any procedures that need to be addressed.
4.
Provide a learning target aligned to state standards for your grade level.
State Standards:
4.(7) The student is expected to:
(C) use text evidence to support an appropriate response;
(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
(E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate; and
(G) discuss specific ideas in the text that are important to the meaning.
Learning Objectives
●
Students will be able to generate ideas related to a prompt ●
Students are able to create an effective plan to organize their writing
●
Students will be able to develop an initial writing response ●
Students will be able to identify the multiple elements of the story This learning experience was designed to support the students with strengthening their knowledge utilizing literature to support growth in students’ content of the curriculum. Assimilating literature into the course of study allows the students to connect to the text and build on prior knowledge.
Researchers suggest that, “A transactional view of reading asserts that meaning does not reside in the text alone, waiting for a reader to unearth it, but rather is created in the transaction that occurs between a text and a reader. As a reader reads, many factors guide the selection and construction of meaning including personal experiences, abilities, knowledge, feelings, preferences, attitudes, cultural assumptions, and reasons for reading.” (Galda, Liang, Cullinan 2017). When students relate to text or understand literature, they can gain a better understanding of content. The students will be challenged to construct new ideas and implement learned ideas in a new way when merging literature in the given lesson.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
5.
Synthesize the textbook reading: How do you envision using project based learning in your classroom?
My Interpretation
After reading the textbook, “The Flexible ELA Classroom Practical Tools for Differentiated Instruction in Grades 4–8” by Amber Chandler it was very informative and enlightening. Chandler says,”
This chapter is a wide-angle view of Project Based Learning—my version of it—and it will provide you with a skeleton of your own that you can then flesh out to make it work for you, and you can call it whatever you’d like.” (Chandler,2017). The concept of project-based learning interests me on an array of levels. The content supports learner’s in cultivating essential writing and reading skills utilizing
English Language Arts foundational features.
The text gives a groundbreaking outline and an excellent example on how to create an authentic learning experience. This guide shows educators how to utilize project-based learning to impact the classroom learning environment. The scholars are slowly groomed to take responsibility for their learning and behavior which creates a culture for a genuine learning atmosphere. It teaches students that they don’t have to be friends, but we will respect our peers and work as a team. I plan
on utilizing concepts such as this in my scholar’s learning environment.
The author implements 21 century technology skills along with implementing mechanisms to ensure learning is cultivated, exciting, and engaging for all learners. Learning will look different for each scholar. I really found the chapter enriching. Upon my comprehension of Chapter four, it dives into explaining and giving examples of PBL- Project Based Learning through the methods of utilizing tailored learning through differentiating tasks. Project Based Learning will look different in every learning environment. The most important factor is ensuring all scholars receive an authentic learning experience. It lit a little fire in my heart, and I am in total agreement with her. I love when chambers stated, “It doesn’t matter what you call it either; rather, if you are creating an atmosphere of flexibility, where the learning of the individuals in your room matters more than the constraints of a label, then you know you are doing what is best for students.” (Chandler, 2017).
As an educator I often struggle to find a balanced tailoring instruction to meet each scholar's individual learning needs because of the wide range of learning needs. After reading the text I plan on utilizing concepts better such as ensuring learning is more differentiated based on learning abilities and to scaffold the learning to better meet the needs of each scholar in my learning environment. I want to create a culture of authentic learning just as Chandler did, through the implementation creating a learning environment enriched in engagement, excitement, and collaborative learning through utilizing teamwork. I would also like to begin becoming a facilitator of learning in my classroom to allow students to take responsibility for their learning and behaviors. I want to utilize aspects of BAM in my classroom, but it must be tailored because I work with Kindergarteners. If I ever teach students in upper grade-levels I would utilize all aspects of BAM in my teaching environment. Based on the text, “BAM is to do the best work that the students can do while answering the burning questions.” (Chandler, 2017). I believe the implementation of BAM will increase all scholar’s enthusiasm and engagement about their learning and their learning environment. I plan on utilizing burning questions to ensure the improvement of learning in our learning atmosphere and further their development of their learning capabilities. References:
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Chandler, Amber. The Flexible ELA Classroom (p. iii). Taylor and Francis. Kindle Edition.
Shared Reading
as an Instructional Practice
Texas Essential Knowledge and Skills for Grade 4 English Language Arts
Book:
Drum Dream Girl: How One Girl's Courage Changed Music by Margarita Engle 4.(7) The student is expected to:
(C) use text evidence to support an appropriate response;
(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
(E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate; and
(G) discuss specific ideas in the text that are important to the meaning.
(
Biography)
Objectives-
1.
Students will illustrate parts of a given picture and write a detailed paragraph about the character and how it validates the theme of self-acceptance with 80 percent accuracy.
2.
Students will demonstrate understanding of the story’s vocabulary with 75 percent accuracy. 3.
Students will identify the main character and character’s action using text details with 90 percent accuracy.
4.
Students will analyze story elements utilizing knowledge from text with 85 percent accuracy. 5.
Students will identify the setting of the story with 80 percent accuracy. Day 1 Focus: ●
Reading for comprehension ● Using our superpowers and new strategies to solve tricky words
Book Title: Drum Dream Girl: How One Girl's Courage Changed Music by Margarita Engle (
Biography)
Warm Up ● Quickly review rules and procedures for
listening and reading a story. Display cover of
the story and ask guided questions? T
o build
confidence, excitement, and fluency.
Have students read t
he “Story 4-Q”
.
WHO?
WHAT?
WHEN?
WHY?
Take time to think about what this story could be about?
What do you see?
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Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Book Introduction ● Tell why you chose the book
● Introduce unfamiliar vocabulary words Vocabulary Words:
•
secret
●
whir
•
reminding
•
dared
•
alone
•
deserved
•
starlit
•
allowed We are going to read a short story today about a little
girl and her dream to play the drums
. I picked this story because I think
my students
will be able to understand the character’s actions and feelings.
Utilizing the Starboard and protector the teacher will display the front cover of the Drum Dream Girl on the whiteboard. The teacher will display guided questions on the board and ask students to answer questions as a warm-
up before we engage in reading the book. The activity will be utilized to help students develop contextual data and anticipation through warm-up.
Student will: The students will look at the cover of the book and answer questions in their writing journal. The students will also be given a few minutes to discuss answers with peers. First Read ● Read cover to cover, with
fluency/expression ● Students will actively listen to the story. Teacher will pause when we identify a vocabulary word. Students will discuss meanings of words with a
partner. Then share their thoughts with teacher. The teacher will clarify any misconceptions. Review words or
parts of words to
practice world solving strategies (MSV) ● Cross-check: “Does it make sense,
sound right, and look right?”
Use these prompts. Encourage children to explain or justify their answers.
• Do you have a secret place you like to go? What is it like?
• What makes a whir at an airport?
• What am I always reminding you to do?
• When is it nice to be alone
?
• Why do people look up on a starlit night?
After Reading ● Retell
● Fluency
● Word Work Activity
Teacher will lead students to identify elements in the story.
Have the students participate through a whole
group discussion using guided questions.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
As we practice retelling
parts of the story as a tool to close this shared
reading. Teacher will help students retell the beginning, middle, and end of the story you have just read, working
to determine what’s important to retell. Teacher will create an anchor
chart as students discuss parts of the story. Teacher will write BME, Character, main details identified through the retelling activity on chart paper so that students can utilize it during the week.
1
Day 2 Focus: ●
Rereading to build comprehension ● Cross-checking meaning, syntax, and visual cues to self-monitor and self-
correct when
necessary. Warm Up ● Quickly review
a familiar
anchor charts and the word wall to
build confidence, excitement, and fluency.
Teacher will review story elements and have students recall details for the previous
day. Teachers
will utilize cueing methods
to probe students on familiarity of the story. Second Read: Cross-checking The teacher will reread the text again complimenting the hard work children did yesterday and reminding them that readers often reread for many reasons. Students will locate vocabulary words, along with tricky words. HIGH-FREQUENCY WORDS
air city friend hair
heard learn looked remember
stood street
Teacher will: The teacher will ask guided questions. The teacher will assist students with defining key words. The teacher will narrate the
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Drum Dream Girl by Margarita Engle to the class. The teacher will model for students how to correctly identify supporting details within the story that supports meaning.
The teacher will
display an illustration from the Drum Dream Girl on smartboard and read “When she walked under wind-wavy palm trees in a flower- bright park she heard the whir of parrot wing, the clack of woodpecker beaks, and the dancing tap of her own footsteps and comforting pat of her own heartbeat.”( 2017. Engle, M., & Parisi, A.)
As I read, I will provide pausing points for the students to occasionally check
their understanding. Teacher will also focus readers’ attention on a few tricky words with highlighter tape. Students will utilize reading strategies to help them build on word knowledge and comprehension. After Reading In order to recap what was absorbed, the educator will have students complete a quick
check in writing notebooks. I will have students write one thing they learned during the lesson and one thing they liked or disliked about the story. The students will share thoughts with a peer, then students will meet back in whole group formation for quick review of literary terms.
The students will participate in a turn and talk group activity. Students will discuss with their partners about the vocabulary words identified in the story. They will complete a group activity to track tricky words found in their story. Students will return to their seats and choose
a word from the story and utilize it in a sentence.
2
Day 3 Focus: ● Reinforce phonics, high frequency word recognition and vocabulary.
Warm Up ● Quickly reread a familiar anchor chart and the word wall to build confidence, excitement, and fluency.
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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Third Read: Word Study ● On your third read of this story, you
can focus on bringing your word study work into shared reading. When Readers
are learning foundational skills in word study; it is important that they learn to integrate that knowledge while reading whole texts. Shared
reading is a great opportunity for just that sort of integration. You will likely want to highlight a small range of skills that y
ou are teaching during word study time. You can plan for skills that stretch across the foundational skills, such as phonics, vocabulary, and fluency with high frequency words.
Phonics: Identify beginning and ending sounds in vocabulary words. •
secret
●
whir
•
reminding
•
dared
•
alone
•
deserved
•
starlit
•
allowed
VOCABULARY • Compound Words: drum beats, everyone, drumbeat, outdoor, woodpecker, footsteps, heartbeat, fingertips, outdoors, starlit FOUNDATIONAL SKILLS • High-Frequency Words: city, looked, heard • Vowel Team oo: boom, moon • Multisyllabic Words: oo: booming, moon-bright, looked, woodpecker, footsteps
Vocabulary ● understand meanings ● prefixes and suffixes (re:er,est,ed)
Ask students to review the prefix “re” meaning to do again.
• What am I always reminding you to do?
Ask the students to identify suffixes. Discuss the meaning” ed” means past tense.
1.
Name a time when you dared to do something difficult.
2.
Who deserved praise this week? Why?
3.
Who is allowed to drive a car?
After Reading ● The students will choose
a new vocabulary word and do a quick sketch illustrating what the word means or do some interactive writing using the new vocabulary words.
Teacher will divide students into groups. The students will take a vocabulary word and do a quick sketch illustrating what the word means. The students will complete an interactive writing activity utilizing charts displayed in the classroom.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
3
Day 4 Focus: ● Read with good expression, rate, and phrasing
Warm Up ● Reread an anchor chart and play a
quick word study game.
ACT IT OUT Have two volunteers whisper to each
other. They share a secret.
MAKE A CONNECTION
Connect to activities. When I ride my bike, I hear the whir of
the wheels on the pavement.
Fourth Read: Fluency ● The fourth day’s focus in shared
reading
will revolve around fluency, helping students to work on parsing, pacing, and using prosodic cues. This fluency work will also help students read with increased comprehension. Before jumping into the text with your students, you’ll want to let students know what the work of this shared reading will be. The teacher will utilize parsing
to breaking up sentences and paragraphs into meaningful parts, will help readers to smooth out their reading and to make their voices fluid, when you want
students to focus on parsing, I will point to each line as you read together prosodic cues - meaning cues such as punctuation, font characteristics, and tone of the text, to read with increased expression
You might say, “Today as we read, we are going to focus on connecting words into meaningful phrases/groups, and we’ll work on our reading pace, so we aren’t reading too quickly, nor too slowly.”
Reviewing the Drum Dream Girl story, students will point
to words that help them create a picture in their minds
The teacher will supply these speaking frames: The girl dreams about ____. The words
that help me picture it are ____, ____, and ____.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
After Reading
● The teacher will close this lesson by giving the students a
chance to practice parsing with partners. The students will focus on one page that lends itself to the parsing work that we practiced today. The students will practice together, the students will utilize Wikki Stix. They will display page to show where one meaningful phrase ends and a new one begins, so that together as a class, you can practice reading the page in the way that students think it should be read.
Day 5
● Orchestrating strategies learned across the week
● Extending comprehension
Warm Up ● Review
anchor charts on story elements
, review what a good writ
er looks like,
and review the word wall to build confidence, excitement, and fluency.
Read the word wall with kids.
Read: Text
● Invite your readers to read the text
together one more time. This time you will want to
have picked out a few places to stop and prompt
students, “Wait, Let's
stop and check! What’s going on so far?”
» What details give information about a character?
» What details give information about a place?
» Which describing words help me use my senses to create a picture in my mind?
Flag the following places in text to stop and ask kids, “What’s going on so far?” p. 1 - end of first paragraph p. 2 - end of second full paragraph p. 4 - end of page p. 5 - end of third paragraph The teacher will complete a shared writing with the students.
Students will understand that the author uses two words to describe the main character. As needed, clarify that drum and dream are frequently used
Have children look for clues in the words and pictures that
tell where the girl lives. On an island; The pictures show people wearing short sleeves, so it must be warm there. The buildings and houses
are very colorful. There are palm trees and flowers. Tell children to look for evidence that helps them identify and explain the problem the setting causes for the girl. (The people love the music made by the sound of
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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
drumming. The girl wants to play the drums, but the people who live on the island say that only boys can play.)
Students will identify a character trait of the Dream Girl and then decide on three things from the text that support it. Take that and form a paragraph with the children writing each sentence.
Key Idea pp. 84–87 A girl dreams of playing the drums. Key Idea pp. 88–99 Only boys on her island can play drums, so she can only play them in her dreams or in her house.
Key Idea pp. 100–102 The girl’s father hires a music teacher to give his daughter lessons. Key Idea pp. 103–104 After much practice, the teacher says the girl is ready to play the drums at the café. Everyone thinks she plays well and decides girls should also be allowed to play drums.
After Reading: Extending the Text Whole class discussion
● Interactive Writing
● Shared Writing
Assessment
Then the students will participate in a turn and talk activity to decide on the character trait. The students will discuss details to support their thinking. Students will also turn and talk about three places in the text that support that character trait. Students will once again be ready to defend their choice. (This is preparing them for argumentative work/persuasion)
Exit Ticket: Students will return to their desk and illustrate the character and her traits. Then the students will write about the character and her traits. 5
I am pursuing my licensure in Early Childhood Education thru the Sixth grade. I am currently teaching Kindergarten English Language Arts including knowledge and skill components.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Any staff or technology resources you will need to implement accommodations
The use of 21st century technology was implemented all through the lecture by incorporating the Smartboard and projector. These devices enable the educator to display the book on the Smartboard and highlight clues that are crucial to identifying the theme. The teacher can also magnify text and illustrations for all students to get a better
view of details displayed. As an option teacher will provide electronic dictionary and Thesaurus device that translate native language into English for ELLs. The theoretical approach(es) that underlie your chosen accommodations
B6. Instructional Strategy (or Strategies):
The instructional strategies utilized in this lecture were direct instruction and collaborative groups. During the modeling portion of the lecture the teacher read the Drum Dream Girl book and modeled an analysis of linking text to theme. In the guided practice portion students worked in cooperative groups to learn and work as a team to share strengths. Students can have a positive interaction with peers while learning and communicating ideas. B7a-ai. Differentiated Instruction Accommodation - ELL:
Accommodation in the lesson for
English Language Learners will be the displaying of images that correlate to lesson and literary terms. They will have writing journals and dictionaries with images for extra support. This will allow them to connect pictures with text and provide them with sustenance to better understand lessons. The English language Learner will also be provided with partner assistance if any questions arise. Mountains of research have shown that visuals aid comprehension and promote recall. “When we show vibrant pictures, sketches, and real items (realia) to students learning new vocabulary, they are more apt to comprehend, store, and recall it when they need it.” (2017. Secrets) A plan to assess learning for the ELL that is fair and equivalent while responding to the specific needs of ELL learners.
B9. Student Assessment/Rubrics: Prior to assessment teacher will review academic vocabulary and point to images to support language proficiency with content presented. As an assessment the students will illustrate parts of a given picture and write a detailed
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
paragraph about the character and how it validates the theme of self-acceptance with 80
percent accuracy. ELLs will be able to utilize visuals posted around the classroom and allow to utilize electronic language device to combat language barriers. SELECTED BOOK
Drum Dream Girl: How One Girls Courage Changed Music by Margarita Engle (
Biography)
B1. GENERAL INFORMATION
Lesson Title & Subject(s): Drum Dream Girl by Margarita Engle (
Biography)- English Language Arts
Instructional Setting:
In the classroom the instructional setting will consist of 24 students with a variety of abilities. There will be 14 boys and 10 girls present during this lesson. There are 4 students labeled gifted and talented,12 students labeled on grade level, 4 students labeled below grade level, 2 scholars are English Language Learners, and 2 scholars are labeled special needs. There will be objectives, assignment, and cooperative groups posted and whiteboard. B2-B2a. STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s) code and corresponding description:
State Standards:
4.(7) The student is expected to:
(C) use text evidence to support an appropriate response;
(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
(E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate; and
(G) discuss specific ideas in the text that are important to the meaning.
Lesson Objective(s):
●
Students will be able to generate ideas related to a prompt with 80 percent accuracy.
●
Students are able to create an effective plan to organize their writing 3 out 4 possible points utilizing grading rubric.
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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
●
Students will be able to develop an initial writing response with a score of 3 out 4. ●
Students will be able to identify the multiple elements of the story with 85 percent accuracy.
●
Students will illustrate parts of a given picture and write a detailed paragraph about the character and how it validates the theme of self-acceptance with 80 percent accuracy. B3. MATERIALS AND RESOURCES
Instructional Materials:
1.
Drum Dream Girl Book
2.
Smartboard
3.
Pencil 4.
Color pencils
5.
Markers
6.
Writing Journal
7.
Graphic organizers 8.
Literature Terms Resources:
http://margaritaengle.com/images/DDGirlTeach.pdf
https://www.mergeforequality.org/wp-content/uploads/2018/08/Drum-Dream-Girl-discussion-
guide.pdf
https://www.brainpop.com/english/writing/theme/
https://www.brainpop.com/english/writing/theme/activity/#=graphicOrganizer
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
B4. Student Prerequisite Skills/Connections to Previous Learning:
⮚
Students should be able to distinguish between letters and written words. ⮚
Students should utilize phonics to read and comprehend assigned text. Presentation Procedures for New Information
: The purpose of the lesson is to help students make real world connections with the literary elements in the story. The students should be able to discuss significant elements about the character and how it relates to diversity. The students should be able to identify the theme of self- awareness and recognize supporting details within the story Drum Dream Girl. B5a. Anticipatory Set
https://www.mergeforequality.org/wp-content/uploads/2018/08/Drum-Dream-Girl-discussion-guide.pdf
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
What do you think the book is
about? Why? What are a few activities you enjoy doing? Do you think activities should be gender specific? Why or Why Not? Teacher will:
Utilizing the Starboard and protector the teacher will display the front cover of the Drum Dream Girl on whiteboard. The teacher will display guided questions on the board and ask students to
answer questions as a warm-up before we engage in reading the book. The activity will be utilized to help students develop contextual data and anticipation through warm-up.
Student will: The students will look at the cover of the book and answer questions in their writing journal. The students will also be given a few minutes to discuss answers with peers. B5b. Modeling: (
Direct Instruction)
https://www.brainpop.com/english/writing/theme/
Guided Questions?
What is a theme? A theme is a central, unifying idea, a thread that stitches the story together. (
2012.
Galda, Liang, Cullinan
)
What is self-acceptance? The act or
state of accepting oneself.
To exhibit understanding of your abilities.
What is accepting of others? Capable or prepared to accept something or someone. Teacher will: The teacher will play the BrainPOP video and ask guided questions displayed above. The teacher will assist students with defining key words. The teacher will narrate the Drum Dream Girl
by Margarita Engle to the class. The teacher will model for students how to correctly identify supporting details within the story that supports the theme. The teacher will display an illustration form the Drum Dream Girl on smartboard and read “When she walked under wind-wavy palm trees in a flower- bright park she heard the whir of parrot wing, the clack of woodpecker
beaks, and the dancing tap of her own footsteps and comforting pat of her own heartbeat.”( 2017. Engle, M., & Parisi, A.)
Teacher will begin analysis of the text to link it to the self-acceptance theme. Text
Picture
“the dancing tap of her own footsteps and comforting pat of her own heartbeat.” (
2017. Engle, M., & Parisi, A.)
The text is explaining that Millo is embracing music with her heart and her feet. Millo’s body language is dancing and floating.
Millo’s face is smiling. This shows the character is content or enjoying the moment.
The teacher will explain by examining the text and the illustrations we can utilize these clues to better understand how the character is feeling. Then we can build on these clues to discover the theme. The
theme is the central idea of the story. By bundling the clues, we can tell that the character is embracing herself and that she accepts herself.
Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
Student will: The students will watch video and actively engage in defining key terms with teacher’s assistance. The students will ask questions about story, theme, or details. The students will follow along as the teacher begins to analyze the story. The students will also actively engage in discussion about the theme and self- acceptance. B5c. Guided Practice: (Cooperative Groups)
Teacher will: The teacher will display another page from the Drum Dream Girl on the Smartboard utilizing the projector. The educator will have the student break into cooperative groups. The teacher will read the text “until finally her father offered to find a music teacher who could decide if her drums deserved to be heard.” (
2017. Engle, M., & Parisi, A
)
The teacher will have the students create a chart to analyze the text and illustration. The educator will stroll around the schoolroom and monitor groups. The teacher will drop subtle hints and ask probing questions like: “What clues in the pictures relays information supporting the theme self- accepting?” The teacher will have students present final analysis and explain the final work as a group.
Student will: The students will break into groups and create a chart like the teacher’s model. Text
Picture
What words in the text relate to theme?
What clues in the picture support the theme?
The students will discuss ideas with group members. Each member will contribute to the final presentation. The students will utilize writing journals and the Drum Dream Girl book to complete the final assignment. The student will present the final assignment. B5d. Independent Student Practice:
Teacher will: The teacher will review literary terms and quickly review teachers’ model of text and illustration analysis. The teacher will ask students if they have any questions or concerns before we proceed. Then the teacher will inform students of independent practice assignments.
Student will: The students will ask questions and make comments before we proceed. The student will return to assign seats and begin to work on independent practice assignments. The students will utilize notes from writing journals and refer to teachers’ examples as an aid. B5e. Culminating or Closing Procedures/Activities/Events:
In order to recap what was absorbed, the educator will have students complete a quick check in writing notebooks. I will have students write one thing they learned during the lesson and one thing Independent Practice:
Student will illustrate parts of the picture that supports the theme. Then students will write a detailed paragraph about
the character and elaborate on how it validates the theme of self-acceptance with 80 percent accuracy.
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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
they liked or disliked about the story. The students will share thoughts with a peer, then students will meet back in whole group formation for quick review of literary terms. To support the application of learning to the future, I will have scholars utilize these skills in the next English Language Arts book analysis. B6. Instructional Strategy (or Strategies):
The instructional strategies utilized in this lecture were direct instruction and collaborative groups. During the modeling portion of the lecture the teacher read the Drum Dream Girl book and modeled an analysis of linking text to theme. In the guided practice portion students worked in cooperative groups to learn and work as a team to share strengths. Students can have a positive interaction with peers while learning and communicating ideas. B7a-ai. Differentiated Instruction Accommodation - ELL:
Accommodation in the lesson for English Language Learners will be the displaying of images that correlate to lesson and literary terms. They will have writing journals and dictionaries with images for extra support. This will allow them to connect pictures with text and provide them with sustenance to better understand lessons. The English language Learner will also be provided with partner assistance if any questions arise. Mountains of research have shown that visuals aid comprehension and promote recall. “When we show vibrant pictures, sketches, and real items (realia) to students learning new vocabulary, they are more apt to comprehend, store, and recall it when they need it.” (2017. Secrets) B7b-bi. Differentiated Instruction Accommodations - Exceptional Learner Sub-Group (Student
Choice):
“Gifted students benefit from opportunities to pursue topics on their own. This can take the form of an independent study project, but it also can be short-term assignments in a unit, such as anchor activities or ongoing interest-based assignments.” (2012.Smutny, J. F., & Danley, G.)
After assignment GT scholars will be given the challenge to create an illustration and text about a time, they exhibited self- accepting behavior or a time they demonstrated accepting others behavior. B8. Use of Technology:
The use of 21st century technology was implemented all through the lecture by incorporating the Smartboard and projector. These devices enable the educator to display the book on the Smartboard and highlight clues that are crucial to identifying the theme. The teacher can also magnify text and illustrations for all students to get a better view of details displayed. As an option, the teacher will provide an electronic dictionary and Thesaurus device that translate native language into English for ELLs. B9. Student Assessment/Rubrics:
As an assessment the students will illustrate parts of a given picture and write a detailed paragraph about the character and how it validates the theme of self-acceptance with 80 percent accuracy. Checklist/Rubrics/Scoring Tool:
The teacher will use a scoring rubric to grade the student's final assignment. There are five grading criteria described below. Each portion is worth twenty possible points. The students will need to score 80 out of 100 possible points. Develops one or more accurate themes.
Able to explain personal feelings about the
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Name: Kenah Lofton
Course: TCTX 6005: Critical Reading and Writing Instruction Assignment 3
book or characters.
Explains thinking using schema that
supports the theme(s).
Explains how examples from the text help
support the theme(s).
https://docs.google.com/viewer?
a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnwzdGVhY2hlcmNoaWNrc3xneDoyYzJjZjlmNWVmYTJlYj
M
C. References
Engle, M., & Parisi, A. (2017). Drum dream girl: How one girls courage changed music. Oshkosh, WI: OSCI Braille Program.
Galda, Liang, Cullinan. Literature and the Child, 9th Edition. [Western Governors University]. Retrieved from
https://wgu.vitalsource.com/#/books/9781305642362/
Children's literature in the reading program: Engaging young readers in the 21st Century (4). (2015). Newark, US: International Literacy Association. Retrieved from http://www.ebrary.com
(2017). SECRETS for ELL SUCCESS. School Library Journal, 63(8), 30–34. Retrieved from: http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=llf&AN=1
Smutny, J. F., & Danley, G. (2012). Unmasking Potential. Principal Leadership, 12(6), 53–57. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=ofm&AN=71525759&site=eds-
live&scope=site
Drum Dream Girls Discussion questions. Retrieved from: http://margaritaengle.com/images/DDGirlTeach.pdf
Drum Dream Girls Discussion questions. Retrieved from: https://www.mergeforequality.org/wp-content/uploads/2018/08/Drum-Dream-Girl-discussion-guide.pdf
BrainPOP video retrieved from: https://www.brainpop.com/english/writing/theme/
Graphic Organizer retrieved from: https://www.brainpop.com/english/writing/theme/activity/#=graphicOrganizer
Grading Rubric retrieved from: https://docs.google.com/viewer?
a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnwzdGVhY2hlcmNoaWNrc3xneDoyYzJjZjlmNWVmYTJlYjM
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