Lesson Plan Title: Open-Minded Portraits

Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Open-Minded Portraits
Name: Kaylyn Sedzmak Date: March 23, 2015 Grade Level: 4 ELD Objectives: The students will create an Open-­‐Mind Portrait of Helen Keller. The students will use details from the biography describing Helen Keller’s attitude prior to Annie Sullivan and after. ELD Language Objective: The students will be able to describe using the vocabulary Helen Keller’s attitude prior to Annie Sullivan and after. ELD Content Objective: The students will create an Open-­‐Minded Portrait of Helen Keller’s character traits. Cog. Taxonomy/DOK Levels: The students will remember prior knowledge of Helen Keller from the KWL chart that they created previously. The students will analyze information on the KWL chart. They will create a journal to organize their thoughts while reading through Helen Keller. ELA Language Standards for Grade Level CCSS.ELA-­‐LITERACY.L.4.6 Acquire and use accurately grade-­‐appropriate general academic and domain-­‐specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). ELA Content Standards for Grade Level CCSS.ELA-­‐LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CSS.ELA-­‐Literacy. RL.4.3-­‐ Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CCSS.ELA-­‐Literacy.W.4.9-­‐ Draw evidence from literary or informational texts to support analysis, reflection, and research CCSS.ELA-­‐LITERACY.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-­‐5 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELD Standards (2014) that apply Reading/ Viewing Closely: Expanding: Describe ideas, phenomenon, and text elements (main idea, central message, etc.) in greater detail based on close reading of a variety of grade level texts with moderate support. Bridging: Describe ideas, phenomenon, and text elements (main idea, character traits, event sequence, etc.) in detail based on close reading of a variety of grade level texts with light support. Materials Students ELA journals Open-­‐Minded Portraits The Biography of: Helen Keller Key Academic Vocabulary wild, self-­‐ proclaimed Phantom, cruel, temper, Research Based Learning Strategies Motivation Strategy: Review with the students what they have read in the Biography of: Helen Keller. Ask the students to compare how Helen Keller felt before Annie Sullivan came to work for the Keller’s and after Helen learned how to finger spell. Show the students an example of an Open-­‐ Mind Portrait that was completed for Bud, Not Buddy. This will show the students an example of the expectation that I have for them and what they are working towards. Real World Connection: This is relevant to the student’s lives because they are reading about a real person. They enjoy reading about people that lived in the past or the present. There are videos that I can use during the lesson. This will allow the students to hear her voice and see her movements. This will relate to them and their lives. 50 Strategies for Teaching English Language Learners by Adrienne L. Herrell and Michael Jordan (Chapter 25, pg. 150). Pre-­‐Assessment: I will asses the students’ prior knowledge of Helen Keller informally. I previously assessed their knowledge during the class discussion and filling in the KWL chart. All strategies will be research based and from one of the texts. Please provide reference for each. Students: Practice and Application Procedures: Students will draw and color a large portrait of the head and neck of Helen Keller. Students will then cut out the portrait. On the back of the portrait the students will draw a line down the middle of the portrait. On the left side of the portrait the students will draw and write what Helen Keller was feeling before her teacher Annie Sullivan came to work for the Keller’s (wild, self-­‐ proclaimed Phantom, cruel, temper, etc.). The students may draw pictures/symbols, but there must be a description for each picture/symbol. There must be at least four pictures and four descriptions on the left side of the portrait. On the right side of the portrait the students will draw and write what Helen Keller was feeling after she learned how to connect words with objects (caring, happy, etc.). There must be at least four pictures and four descriptions on the right side. This will help the students to connect and think more in depth about Helen Keller. They will be comparing and contrasting her attitude prior to Sullivan and after. Procedures: Students will draw and color a large portrait of the head and neck of Helen Keller. Students will then cut out the portrait. On the back of the portrait the students will draw a line down the middle of the portrait. On the left side of the portrait the students will draw and write what Helen Keller was feeling before her teacher Annie Sullivan came to work for the Keller’s (wild, self-­‐ proclaimed Phantom, cruel, temper, etc.). The students may draw pictures/symbols, but there must be a description for each picture/symbol. There must be at least four pictures and four descriptions on the left side of the portrait. On the right side of the portrait the students will draw and write what Helen Keller was feeling after she learned how to connect words with objects (caring, happy, etc.). There must be at least four pictures and four descriptions on the right side. This will help the students to connect and think more in depth about Helen Keller. They will be comparing and contrasting her attitude prior to Sullivan and after. Collaborative (engagement with others) Collaborative (engagement with others) (1) Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. The students will discuss what they know about Helen Keller. They will exchange information with their peers to learn more information. The students will begin thinking about Helen Keller and what they want to know. (2) Offering and supporting opinions and negotiating with others in communicative exchanges. The teacher will be having the students practice listening to other students’ opinions. The students will collaborate on what they already know about Helen Keller. The teacher will also prompt the students into thinking about what they want to know about Helen Keller (1) Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. The teacher will focus on this step when the students are discussing the KWL chart. The teacher will use the KWL chart as a platform for students to start thinking about Helen Keller. (2) Offering and supporting opinions and negotiating with others in communicative exchanges. The teacher will be having the students practice listening to other students’ opinions. The students will collaborate on what they already know about Helen Keller. The teacher will also prompt the students into thinking about what they want to know about Helen Keller. Interpretative (comprehension and analysis of written and spoken texts) 1. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. The students will create an open-­‐minded portrait of Helen Keller. The students will analyze the text and determine the characteristics of the character. 2. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area. This will be many of the students first time reading Biographies. The teacher will discuss with the students the text type and the author’s purpose. The teacher will assist the students in reading this text to help build the students fluency. Interpretative (comprehension and analysis of written and spoken texts) 1. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. The students will create an open-­‐minded portrait of Helen Keller. The students will analyze the text and determine the characteristics of the character. 2. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area. This will be many of the students first time reading Biographies. The teacher will discuss with the students the text type and the author’s purpose. The teacher will assist the students in reading this text to help build the students fluency. Productive (creation of oral presentations and written texts) Productive (creation of oral presentations and written texts) 1.
Expressing information and ideas in formal oral presentations on academic topics. The teacher will guide the students in how to discuss literature. The teacher will help the students in expressing their opinions orally and how to take in their peers’ opinions. 1.
Expressing information and ideas in formal oral presentations on academic topics. The teacher will guide the students in how to discuss literature. The teacher will help the students in expressing their opinions orally and how to take in their peers’ opinions. Student Reflection:The students will reflect on their learning in their ELA journals. The students will write in their journals after each chapter and class discussion. This will allow the students to process what they have read and discussed with their peers. This will improve their comprehension of the book. This reflection will also be helpful when the class discusses previous chapters. Review and Assessment: For the assessment portion of this assignment the Open-­‐ Mind Portrait will be collected and used for a grade. The assignment will show how well they are following along while the teacher is reading. It will also show how well they comprehend the story. In addition, their final product will demonstrate their development of connecting to Helen Keller as they progress through the biography. The assignment will be graded using a rubric on a scale of 1-­‐3, three being the highest and one being the lowest. Teacher Reflection What do you anticipate to be a problem for specific students? A problem that I am anticipating the students having is using the correct academic language. The students are in a habit of giving brief answers and not expanding on their thoughts. The students may struggle with the concept of characteristic traits. I am hoping by completing the example together the students will understand my expectations. What would likely go well? Why? I am expecting the students to collaborate well. The students work well together and I am expecting their discussions to go well. The teacher might have to prompt the students in some areas or keep the students on task. However, I believe that the students will collaborate well and listen to other students’ opinions. The students are also enjoying graphic organizers. They know how to fill them in and how to look for the details in a story. In what area(s) would you like to develop more proficiency? The area that I would to develop more proficiency in is deeper level thinking. The students are used to surface questions so I would like them to develop deeper level thinking and understanding of a text. Knowing how to listen to a text properly the first time will benefit the students. It will give them a deeper level of proficiency in listening and how it will benefit them. What theory or theorists would most strongly support use of this strategy? This lesson supports the theories of input hypothesis. This lesson gives the students direct experience with the target language. The students will present in English, and students are practicing their communication skills. Stephen Krashen led the theory of input hypothesis. Extension: As an extension of this lesson the students will present their portraits. The students will have a literary discussion about Helen Keller. The students will have to give details from the text to support their reasoning. This will help the students to develop the skills to discuss literature.