Subject Area:

English Language Arts

Title of Lesson:

Marisol McDonald Doesn’t Match- ELL

Grade Level(s):

2-3

Duration:

60-75 minutes

Content Area:

English Language Arts

-This lesson explores students’ reading comprehension, summarizing skills, literacy

circles, and exploration into the meaning of text and author purpose.

Social Studies

- This book focuses on multi-cultural and multi-racial children. A social studies

connection can be made from the different cultures and places students are from,

the different foods that are in those countries, and different clothing.

Purposes/Goals:

The purpose of this lesson is to have students make personal connections to text while

understanding the character’s and their own cultural experiences and characteristics.

A goal is to engage Spanish speaking ELLs to engage with the text.

Objectives:

- The students will be make predictions about the story based on the title.

- The students will find and define new vocabulary from the text.

- The students will discuss the important themes of the text and relate them to

personal experiences.

- The students will demonstrate comprehension through summarizations and group

discussions.

State and National Standards:

Common Core State Standard 1: Students read a wide range of print and non-print texts to

build an understanding of texts, of themselves, and of the cultures of the United States and the

world; to acquire new information; to respond to the needs and demands of society and the

workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic

and contemporary works.

- This standard is fulfilled by having students read the text Marisol McDonald Doesn’t

Match, which illustrates an understanding of the United States diverse culture including

multicultural families.

Common Core State Standard 2: Students apply a wide range of strategies to comprehend,

interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions

with other readers and writers, their knowledge of word meaning and of other texts, their word

identification strategies, and their understanding of textual features (e.g., sound-letter

correspondence, sentence structure, context, graphics)

- This standard is fulfilled by having students discuss the text, summarize the story in their

own words, make charts to understand vocabulary, plot, and themes, and have them

discuss the importance of the text in relation to their own multicultural experiences.

Common Core State Standard 9: Students develop an understanding of and respect for diversity

in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and

social roles.

- This standard is fulfilled by having students read a text that incorporates two different

languages and discussing the importance of this and the purpose.

Common Core State Standard 10: Students whose first language is not English make use of their

first language to develop competency in the English language arts and to develop

understanding of content across the curriculum.

- This standard is fulfilled by allowing Spanish ELL students to read the text in their own

language along with the English so that they can work on reading comprehension along

with English language acquisition.

Community Knowledge:

The text being used is about a multiethnic little girl who embraces all of her unique qualities.

Students can connect to and bring their own experiences of being different/unique, come from

a multiethnic background, are multilingual, or like to express themselves. The main character

has family members in different countries such as Peru and Scotland, many ELL students could

relate because they might have family members still in their home countries.

Materials:

Marisol McDonald Doesn’t Match

Poster Paper

Post-its

Procedure:

Anticipatory Set:

Ask students what it means to match. Get a classroom definition for “matching” and write it on

the board. Discuss different things that can match or not match.

Introduction:

Introduce the book Marisol McDonald Doesn’t Match as a book about a girl who does not

match. Have students predict in what ways they guess that Marisol will not match.

Show the students that the title on the book is in both English and Spanish. Explain to students

that the story is written in both English and Spanish.

Practice:

Divide students into pairs or small groups so that there is a stronger English reader with a

struggling English reader or ELL. Hand out a set of post-its for each group.

Have the students read the story Marisol McDonald with the stronger English reader reading

aloud. Encourage the ELL students to follow along with either the Spanish version of the text or

the English, whichever they feel more comfortable. As they read, have students write on the

post-its questions that they have about the text, vocabulary words they do not understand,

answers to speculations and questions they had before reading the text, and interesting

understandings that they find. Tell students that they can have as many post-its as needed to

convey their ideas but there needs to be at least one on every page (groups may have the same

comments). Give the students a purpose for reading the text- Have students read to find out

who Marisol McDonald is and what it means when the title says she “doesn’t match.” Have

students also read to determine why the story is written in more than one language other than

the fact that there are Spanish speaking ELLs in the classroom.

After reading through the story have the students go back through the story, those who did not

read aloud the first time will summarize the story, in English, aloud page by page. This will help

the students to find the meaning of the text and demonstrate comprehension.

After reading the story have each group discuss their post-its on each page with each other.

They will then compile all of the post-its onto a single poster chart for each group with columns

for Vocabulary, Questions, and Findings.

Teacher will walk amongst the groups while they read and discuss the piece. An informal

assessment will be made of each student through observation to see if they are participating in

the reading, writing post-its, and then if the groups have multiple notes for each column in their

chart.

As groups finish they can then take their post-its and stick them to the whiteboard which will be

set up into columns like their charts to have a class set of notes for the text.

Once finished with their post-its students will work on a Spanish/English vocabulary worksheet

based on the text. They can use their books and dictionaries to help with the worksheet but

they must answer themselves.

Matching English and Spanish Words From the StoryMatch the Spanish words in the word box below with the descriptions of events in the story. Write the English word on the line spaces; fill in the letter boxes with the corresponding Spanish word from the word box. Use the Spanish and English versions of the story on each page of the book to help you.

EXAMPLE: A four-legged animal that meows and purrs:

CAT

Marisol’s friend says that Marisol’s hair is the color of this vegetable.__ __ __ __ __ __ __

Marisol thinks her hair is the color of this.

__ __ __ __

The ingredient that Marisol eats with her peanut butter and tortillas.

__ __ __ __ __

The type of pet Marisol wants.

__ __ __

Marisol’s favorite subject in school. __ __ __

The color of one of her new pet’s eyes. __ __ __ __

The color of the other eye. __ __ __ __ __

The name Marisol gave her new pet.__ __ __ __ __

Perrito, jalea, zanahorias, fuego, arte, mininoazul, café G A T O

*If groups finish early they can dress Marisol in different clothing to see which combinations

match and which don’t with a worksheet/ cut outs.

Once all the groups have put their post-its on the board. Go through each one with the class.

For the vocabulary have students respond with their own definitions for the words that were

more difficult and put them into their own context. For questions, ask the students their views

on their classmates’ questions and have them respond or give their understanding of the text.

For the findings, discuss the findings of the class, except the ones which were already brought

up by the questions column. Have students discuss why the point is interesting and what it does

for the story. Does it make the story more meaningful, or connect with your own experiences,

does it make the story funny, does it give you and understanding of different cultures, does it

emphasize what makes a community?

Conclusion:

Read aloud the author’s note at the back of the book to the entire class. Have students discuss

why the author wrote the book, how it relates to herself, and how it relates to their own

classroom.

Resources:

Brown, Monica, and Sara Palacios. Marisol McDonald Doesn't Match. San Francisco: Children's

Book, 2011. Print.

Courtney, Leigh. Marisol McDonald Doesn't Match- “Activity Kit”. San Francisco: Children's Book,

2011. Print.

“Classroom Guide to Marisol McDonald Doesn't Match / Marisol McDonald No Combina.". New

York: Lee and Low Books, 2011

"Marisol McDonald Doesn't Match / Marisol McDonald No Combina." TeachingBooks.net. N.p., n.d.

Web. 30 May 2014.Assessment:

Students will be informally assessed for participation in group reading and discussion.

A formal assessment will be made for each student based on their worksheet answers and will

be graded by this rubric.

CATEGORY 2 1 0 CommentsEnglish All of the correct

English answers are given

All of the correct English answers are given.

Not all correct English answers are given.

Spanish All of the correct Spanish answers are given.

All of the correct Spanish answers are given.

Not all correct Spanish answers are given.

Spelling All English and Spanish Vocabulary words are spelled correctly.

Most English and Spanish Vocabulary words are spelled correctly.

No English and Spanish Vocabulary words are spelled correctly.

Applications, Connections, Extensions:

Social Studies/Writing

1. Marisol’s ancestors come from Scotland and Peru, Have students find these two countries on

a globe or world map. Then ask students to work in small groups to find out more about life in

each country. Students could also make a list of the countries that all of the students’ own

ancestors are from and find information on those countries. This can emphasis to the class the

amount of diversity and unique cultures that are part of their classroom community.

2. Ask students to interview family members to determine their own heritage, and encourage

students to think about how their heritage is reflected in their daily lives. How does it affect the

language(s) they speak? The foods they eat? The holidays they celebrate? and so on. Have

students write a short essay about what they found out and how their family background

makes them special and unique.

Inclusive Instruction:

This lesson includes a lot of group work. It caters to students of varying skill level in English

proficiency and reading skills. Those with higher reading ability and English vocabulary are

challenged as the “leaders” during the read aloud. They also provide support to ELL peers by

explaining vocabulary that they know in their own words, challenging their own

comprehension. This lesson also provides support for students with a lower ability by providing

peers to help guide them in understanding, class discussion, and the open invitation to ask

questions and make connections. ELL students are highly inclusive in this multicultural text

because they can pull from a lot of personal experience.

NAME: Jackie Frey

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Emerging

3 5 Score

S I

Lesson Components

Basic Proficiency Outstanding Performance

Purpose/Goals You have described what the students will learn from the lesson by articulating its goals and why they are important.

These goals are not articulated in relation to other areas of study, or these connections are unclear or confusing.

You have identified the “big idea”, but it is not clear how you will use it to engage students in meaningful learning.

You have described what the students will learn from the lesson by describing its goals and why they are important.

Other areas of study have been briefly mentioned and there is a brief articulation of their relationship to the goals of the lesson.

You have identified the “big idea”, but have not explained how the lesson will engage students in meaningful learning.

You have clearly explained what the students will learn from the lesson by describing its goals and why they are important.

These goals have also been articulated in relation other areas of study.

You have explained how the “big idea” of the lesson will engage students in meaningful learning.

5

Objectives Objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson.

There is a weak relationship between the objectives and the learning standards, and/or some, but not all, are appropriate for the intended grade level.

It is unlikely that students can accomplish objectives in the time allotted.

Objectives provide a sense of what students will know and be able to do as a result of the lesson.

There is some relationship between the objectives and the learning standards.

Most of the objectives are appropriate for the intended grade level.

Objectives are likely to be accomplished by most of the students in the time allotted

Objectives provide a clear sense of what students will achieve as a result of the lesson.

This section also clearly describes how students will demonstrate what they have learned.

There is a strong relationship between the objectives and the learning standards.

All of the objectives and activities are appropriate for the intended grade level.

Objectives are likely to be accomplished by almost all students in the time allotted.

5

National & MI Standards

The national and/or MI Common Core Standards or performance indicators to be addressed in the lesson are mentioned in general terms.

There is no explanation of the relationship between the standards and the objectives, or these connections have

The specific national and/or MI Common Core Standards or performance indicators to be addressed in the lesson are mentioned, but the explanation of their relationship to the objectives does not have a

The specific national and/or MI Common Core Standards or performance indicators to be addressed in the lesson are clearly identified, and their relationship to the objectives has been written as a narrative.

5

been written as a list. narrative quality.

Community Knowledge & Experience

The ways in which you will account for, or incorporate, students’ knowledge and experiences in the lesson have been described.

It is not evident that you understand what it means to be “a member of the learning community” in the classroom.

The ways in which you will account for, or incorporate, students’ knowledge and experiences in the lesson have been described.

It is possible that you understand what it means to be “a member of the learning community” in the classroom.

The ways in which you will account for, or incorporate, students’ knowledge and experiences in the lesson have been clearly explained.

It is evident that you understand what it means to be “a member of the learning community” in the classroom and you have clearly articulated the ways in which both your knowledge and experience and that of your students will be shared and included in your classroom.

5

Procedure You have described all of the activities of the lesson, but it is not clear how the lesson will begin, end and/or how you will transition between major components of the lesson.

Some of the activities described in the lesson are not likely to help students achieve the objectives of the lesson.

You have described how the lesson will begin and end, and how you will transition between major components of the lesson.

The activities described in the lesson begin to provide an explanation of how the students will achieve the objectives of the lesson.

You have clearly articulated how the lesson will begin and end, and how you will transition between major components of the lesson.

The activities described in the lesson provide an explanation of how the students will achieve the objectives of the lesson.

5

Resources Supporting human and material resources have been identified, but their relevance to the lesson is unclear.

You have not described how the resources will be used or, when applicable, how they will be distributed.

The resources do not appear to be critical to the lesson or are unnecessary and not likely to enhance learning.

Supporting human and material resources have been identified.

You have briefly described how these will be used to enhance learning and, when applicable, how they will be distributed.

The resources are likely to enhance learning.

Supporting human and material resources have been identified.

You have clearly articulated how these will be used to enhance learning and, when applicable, how they will be distributed.

The resources are likely to enhance learning significantly.

5

Assessment The methods and strategies to be used to measure student learning are only provided for the conclusion of the lesson.

You have made poor choices of examples of “evidence” of student learning.

You have not provided ideas about how the assessment in the lesson will inform instruction on an ongoing basis or these connections are not well developed.

The methods and strategies for measuring student learning throughout the lesson and at its conclusion are clearly explained.

You have provided several examples of what you will consider as “evidence” of student learning.

You have provided a few ideas about how the assessment in the lesson will inform instruction on an ongoing basis.

The methods and strategies for measuring student learning throughout the lesson and at its conclusion are clearly explained.

You have explained what you will consider as “evidence” of learning.

You have provided ideas about how the assessment in the lesson will inform instruction on an ongoing basis.

5

Applications Connections &

Extensions

You have described how you will help students apply what they have learned in the lesson, however, your suggestions do not make connections between the lesson and other topics, concepts or ideas, and are not likely to extend student learning beyond the classroom.

You have described how you will help students apply what they have learned in the lesson.

At least one of your ideas is designed to help students make connections between the lesson and other topics, concepts or ideas.

At least one of your ideas is designed to help students extend their learning beyond the classroom.

You have described creative and thoughtful ideas for how you will help students apply what they have learned in the lesson.

Some of these ideas will help students make connections between the lesson and other topics, concepts or ideas.

Several of these ideas have been designed to help students extend their learning beyond the classroom.

5

Inclusive Instruction

You have described how the lesson will be inclusive of all students, but there is no explanation of how activities will be differentiated.

You understand, and can describe the ways in which diversity can be addressed in the lesson, but ideas or strategies to support inclusion are not apparent in the lesson.

You have described how the lesson will be inclusive of all students. Some of the differentiated activities are interesting, and they have been integrated throughout the lesson.

It is evident that you have thought about how to address student diversity, but you are only able to recognize/account for a few characteristics in general ways.

You have articulated how the lesson will be inclusive of all the students by describing strategies or activities that are creative and thoughtful.

Differentiated activities are well integrated throughout the lesson, and likely to be interesting and challenging to students with special needs and abilities.

It is evident that you have thought about how to address student diversity,

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and the lesson includes an explanation of how the procedure will recognize or account for characteristics most apparent in the student population.

Total /45 45

Combined Score:

Grade:

Comments (over and above those on your paper):