Halloween

Lauren HaskinsKyra Kelley

Karen O’Brien

InstructionalPresentationEDUC 565BProf. Moore

Fall 2016

Reading Lesson

Learning Outcomes

The students will be able to:

Describe the main elements of the story (including main idea, characters, setting, problem, and solution)

Share a summary report of the story in pairs using relevant vocabulary and appropriate story structure.

CA-ELD State StandardsEmergingDescribe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters, setting) based on understanding of a select set of grade‐level texts and viewing of multimedia with substantial support.

6. Connecting ideas: Combine clauses in a few basic ways to make connectionsbetween and join ideas (e.g., creating compound sentences using and, but, so).

7. Condensing ideas: Condense clauses in simple ways (e.g., changing: It’s green. It’s red. It’s green and red) to create precise and detailed sentences.

Literary text types included but are not limited to: Stories (e.g., fantasy, legends, fables),drama (e.g., readers’ theater), poetry, retelling a story, and so on.

Audiences include but are not limited to: Peers (one to one), Small group (one to a group), Whole group (one to many)

Interpretive - Section 6 Reading/Viewing Closely

Learning Outcomes:

Connecting and

Condensing Ideas (p.63)

Part II, strands 6–7, corresponding to the CA CCSS for ELA/Literacy 6. W.3.1-3,5; SL.3.4,6; L.3.1, 3, 6, & 7. W.3.1-3,5; SL.3.4,6; L.3.1, 3, 63

ELD Standards Publication –

Title III (CA D

ept. of Education).pdf

ENGAGEMENTActivity #1 Warm-up: Time: 5 minutes

T will write “Story Elements” on the board using a concept map.

T will ask the Ss about what parts make up a story, such as, setting, characters, problem, solution, etc…

Ss working as a whole class will volunteer details about story elements.

T will ask follow up questions to have Ss expand their answers.

T may ask questions such as, “Who was the main character in last week’s book?”.

T may also incite adjectives from Ss to describe characters.

Motivational Activity/Building Prior Knowledge

For example, connecting their answers to a prior book read as a class.

INSTRUCTIONAL SEQUENCE

T brings out a partially finished graphic organizer/story map based off last week’s book.

T will put this on the overhead or other technology used in the classroom.

T will have Ss work in table groups to complete the story map. Assigning each table group one topic. For example, one group is responsible for characters, another group is responsible for setting/genre.

Ss will work in their groups to discuss and write down what they think the answer is for their topic.

T will have class come together and report on their answers. Together as a whole class they will help the T complete the story map on the board.

T will then introduce the story skeleton “Someone/Wants/But/So” ( Peregoy & Boyle, 2013, p. 340) As a class they will fill out the story skeleton together.

Teaching Methodology With Student Activities

Activity #2 Story Maps/Skeletons(Small Groups and Whole Class): Time: 15 minutes

APPLICATION ACTIVITYActivity #3 Story Maps/Story Skeletons (Pairs): Time:15 minutes

Ss will be broken up into pairs. These pairs have already chosen a Halloween themed book together and read it. Each pair will have a different book.

Ss will then work in their pairs to fill in their own story maps and skeletons about their books. Pairs need to support and help each other while the T provides light to moderate assistance when needed.

T will also give each group a story sentence stem handout to aid them in preparation for their pair story presentation. Ss will work together to make some sentences they will use for their report.

Application ActivityActivity #4 Story Presentations: Time: 10 minutes

Ss will present their story maps and summaries in pairs to other pairs. They can also include personal details like, why they picked the story, what they liked about the story, who their favorite character is, etc…

T will circulate to observe presentations and give assistance when needed.

Reflection: Time: 5 minutes

T will asked the students about the process of working in pairs. What was difficult/helpful?T will have table groups share about why they think story maps are helpful or not.T will review why we use story maps when preparing to write or present about a story.

Communicative Approach/Strategy: CLT• Modeling and Deconstructing Text

• Task Completion Activities: Story Maps

• Group and Pair work

• Student Centered/Teacher supported

• Information Transfer Activity: Taking information in one form and represent in another ( Book Story Map Retell Summary)

• Joint Construction of Text /Teacher Scaffolding

• Independent Construction of Text/Pair workRichards, J. C. (2006). Communicative Language Teaching Today. (pp. 2-45) New York, NY: Cambridge University Press.

Assessment Strategies

How will you determine whether students have made progress toward applying the concepts and skills they've learned in new and novel situations?

An informal assessment will be given of the retell performance using a small checklist. Students will not be informed of their graded performance nor the checklist, in order to ensure that the affective filters remain low while presenting to the whole class.

Application of concepts learned can be demonstrated in the appropriate usage of the new vocabulary terms and story sequencing in conjunction with descriptive adjectives while talking about a story.

How will you determine whether students have made progress toward applying the concepts and skills they've learned in new and novel situations?

An informal assessment will be given of the retell performance using a small checklist. Students will not be informed of their graded performance nor the checklist, in order to ensure that the affective filters remain low while presenting to the whole class.

Application of concepts learned can be demonstrated in the appropriate usage of the new vocabulary terms and story sequencing in conjunction with descriptive adjectives while talking about a story.

Assessment ChecklistActive Participation of team members:

• Are both students engaged in the performance?

• Did both students contribute to the activities?

Story Elements:

Are students able to describe….?

Plot /Main Characters/ Problem/ Solution/ Setting

Is the story retold in proper order with correct and sufficient detail?

Extra Elements/Student opinions:

Did Ss provided at least one reason for why X is their favorite character/why they like the story?

Student ParticipationHow does the present learning plan support equitable student participation?

• Meaningful Context

• Variety of Activities

• Group/Pair work

• Teacher/Peer Support

• Differentiated Scaffolding

• Strategic Parings

• Bloom’s Taxonomy

Tittle: The First Spell of WinnefredBroomstock

Author: Peter G. Blank

Illustrations: Thomas Sperling

Edition:

Publisher: Checkerboard Press, 1992

Length: 32 Pages

Reading Material

https://openlibrary.org/books/OL1749301M/The_first_spell_of_Winnefred_Broomstock

Framing Questions

What is Winnefred’s problem?

Where does Winnefred find the ingredients she needs?

Do you think Winnefred’s costume was scary? Why or Why not?

http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

How would you make it scarier?

What kinds of animals are in Dr. Frankenpaw’s Pet Shoppe?

Will Winnefred have enough time?

Which spell was the most exciting?

Bloom’s Taxonomy

ConflictWinnefred has been invited to her first Witches’ Ball, but she needs a costume which, she hopes will be the scariest, winning her the coveted Coven Prize. To accomplish this task, she must conjure a spell.

Winnefred spent hours at the Halloween Hallow Library researching her spell. Once she had her list of ingredients, she set off throughout the town to acquire the necessary components.

Solution

What ingredients does Winnefred need to conjure her spell?

Winnefred is excited to attend her very first witches’ ball.

Winnefred hopes to win the coven’s prize for scariest costume.

Winnefred is determined that her outfit will be outstanding.

Dr. Frankenpaw’s Pet Shoppe, Halloween Hallow Library, and Wolfen Hall are in her witchy settlement.

Winnefred researched the recipe for her spell at the Halloween Hallow Library.

Winnefred spent hours drafting her spell.

Wolfen Hall is palatial because there are________ and __________.

Adjectives

Nouns

Adverbs

Verbs

Grammar

Graphic Organizer

Someone Wants But So

Story Map

WW

Perogoy, S. and Boyle, O. (2013). Ch. 8: Reading and Literature Instruction for English Learners.In Reading, Writing, and Learning in ESL. Pg. 340

ReferencesBlank, P. G. (1992). The First Spell of Winnefred Broomstock. Checkerboard Press.

ELD Standards Publication – Title III (CA Dept. of Education).pdf

Richards, Jack, C., 2006, Communicative Language Teaching Today.(pp2-45) New York, NY: Cambridge University Press.

Lightbown, P. & Spada, N. (2013). How languages are learned (4th edition). Oxford, UK: Oxford University Press.

Peregoy, S., & Boyle, O. (2013). Chs. 7 & 8: English Learners and Process Writing & Reading and Literature

Instruction for English Learners. In Reading, Writing, & Learning in ESL.

http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

http://www.cde.ca.gov/

http://estandards.scoecurriculum.net/index.php?fa=resultsELA

https://openlibrary.org/books/OL1749301M/The_first_spell_of_Winnefred_Broomstock

https://www.teachingenglish.org.uk/article/communicative-approach