NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT EDRL 471 CINDI SOLOMON LESSON TOPIC:

NEIGHBORHOOD ODES 3 DAY LESSON PLAN

Description of Classroom:
This lesson is appropriate for 30- 5th to 6th grade students (boys and girls.) The room is set up for collaborative learning with 7 tables of 4/5 students each. The students have access to the computer lab with 15 computers. There are four ELL students: two are able to understand main idea of concrete, and practical oral language, and two have adequate command of functional and concrete vocabulary.

Background:
This lesson is a continuation of a unit on reading and writing non-fiction memoirs. Students have been exposed to organizing their information using a story map. Students have used their story maps to compose written work on previous writing assignments. Teacher allows for guided practice when interpreting more complex relationships between presented ideas.

Content Objective(s):
SWBAT: Organize information using a story map Pinpoint problems the characters experience Interview their parents to see if they too may have once faced a similar problem Interview family members by either recording or creating a written transcript

* Language Objective(s):
SWBAT Listen in order to respond to how and why questions Speak as they retell their stories Speak to predict the outcome of common situations or stories of other students' narratives Read short descriptive narratives, journal entries, or directions Write complete sentences as they compose a descriptive narrative or informative writing

Nevada Standards:
Nevada Benchmark H3.5.1 Compare and/or contrast the daily lives of children throughout the United States, both past and present. H3.5.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to the United States. NCSS Themes Culture Individual Development and Identity

Key Vocabulary:
Neighborhood- the people living near each other Theme- a specific and distinctive quality Ordinary- of a common quality Unique- being the only one Communities- a unified body of individuals Odes- a lyric poem usually marked by exaltation of feeling and style, varying length of line Rhyme- a composition in verse that rhymes

Best Practices: (put an X next to those that you address in your lesson)
X X X X X X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement X X Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

X X X

X X X

Teaching Strategies:
Scaffolding, Think-a-loud Whole and small group discussion Integration of technology Kagan cooperative learning

Warm Up Activity:
To engage students' prior knowledge about neighborhoods, teacher will start a discussion about where you, the teacher, come from. Ask the students to close their eyes and picture their neighborhood memories. Teacher will use comparing/contrasting words: is...like....because...is different from...... also sue classifying words: are....., but....are For students who are ready, introduce the book Neighborhood Odes.

Lesson Sequence: Pre-reading Activity

1) Review vocabulary words by: showing pictures that relate to the words; use words in sentences that connect to the pictures; use the words during the class discussion; and encourage students to use the vocabulary words in their oral responses. 2) Show the students a variety of neighborhood photos and/or videos that include: animals,

structures, landscape, families, food, clothing, and friends. What are some of the students' personal experiences and memories? What are some of their personal experiences and memories that seem ordinary or unique? How many different communities have they lived in? What does it mean to rhyme?

During Reading Activity

1) Have the students think-a-loud while you read a couple of pre-selected odes to the entire Class. Develop focus questions to help students center on the big ideas in the selection and the selection's connection to the theme of the ode. For example; in the Ode to Pablo's Tennis Shoes, the main character lay in bed reminiscing about the day's activities him and his shoes experienced that day. Why does Pablo want to be like his shoes? What is meant by his shoes, twin pets that snuggle his toes? Cloth like a sail, rubber like a lifeboat on rough sea? What is meant by the tongues hanging out, exhausted? 2) Divide the students into small collaborative groups. Have the students reflect on the odes following the think-a-loud. Encourage them to speak about the characters, favorite parts, problematic words, and ideas. This activity will help them to connect what they've learned to what they already know.

Post/Integrated Activity

Students will be assigned the following task: "You are a reporter writing about a particular neighborhood. Interview neighbors in the neighborhood to find out about their lives there." Teacher will model how to interview another person by asking them questions in order to find out about their lives. Using a story map, start with the culture of the neighborhood. Add subcategories such as buildings, foods, colors, sounds, language, climate, etc. Students will be given the format of news telling: who, what, where, when and why. Students will work in small collaborative groups of 2-3 students. Each group will choose three odes to read and then discuss within their group. Students will pick one member to interview. Students will write a descriptive narrative on that group members life. For beginning students, give examples of questions to ask. Where is your neighborhood? What does the community look like? How is your family unique or ordinary? For more proficient students, group could research a person they'd like to write about. Rubric: Each of the seven (7) vocabulary words must be used in the correct context of the sentence. Each group is required to include at least four (4) photographs or pictures in the writing. Group may Use their choice of creative expression in presenting their writing. Examples, PowerPoint, Prezi, poster board, or Photo story.

Accommodations:
I will meet all required accommodations for my students. For example, if the student usually has trouble with assignments, I will follow up after I am done giving instructions to check for understanding. I will seat my ELL students near peer mentors or academically strong students to assure they stay on task and ask questions as needed.

Supplementary Materials:
Copies of the book: Soto, G. (1992). Neighborhood Odes. Harcourt, Inc. Schedule class time in the computer lab. Students will need access to technology students will use for creating their written assignments for class presentation

Rubric for assignment's grading checklist

Review/Assessment:
Each group will orally present their interview and the information they gathered to the entire class using technology or creative expression.

Reflection:
I met my objectives in my lesson by using these selected best practices: Links to background- during warm-up activity, engaged students' prior knowledge about neighborhoods Links to past learning- incorporated the use of story maps, which students have used to compose written work on previous writing assignments Strategies incorporated- (see list for detailed descriptions and selected practices) Listening, speaking, reading, and writing- see *language objectives for what the students will be able to do following this lesson Model- Teacher will model how to interview another person by asking them questions in order to find out about their lives. Using a story map, start with the culture of the neighborhood. Add sub-categories such as buildings, foods, colors, sounds, language, climate, etc. Verbal scaffolds- verbal scaffolding took place throughout the warm-up, pre-reading, during reading, and post/integrated activities Linked to objective- all activities directly link to the content and language objectives Promotes engagement- warm-up activity and the neighborhood odes engage students' interest, because everyone wants to know how their personal experiences relate/connect to those around them Authentic- the subject of this lesson is one that all students can connect to deeper meaning, because they all live in some type of a community or neighborhood. Whole class- warm-up activity engaged the entire class in a discussion to access their background knowledge Small groups- students worked in small cooperative groups to conduct the interview, complete the writing assignment, and orally present their findings Written- rubric outlined the requirements for the written work Oral- groups are required to orally present their written and technology or creatively prepared findings

Form: 005 JDC 4/22/08