Name:LizCunninghamGrade/SubjectArea:Second/EnglishLanguageArts

TypeofSetting:Urbansetting.Thisclasshasnineteenstudents.Thestudentsareadiversegroupof learnerscomprisedalmostentirelyofEnglishLanguageLearners.Therearetwelveboysandsevengirls.

DateofLesson:6March2013

1. Purpose:Forthestudentstobeableciteevidencetosupportaclaimwhenaskedwho,what, when,why,howquestionsaboutChapterthreeofTheChalkBoxKid. 2. VocabularyandKeyTerms: guard:apersonwhoguardsoragroupofpersonswhoguard brag:overlyproudtalk peaceful:quiet,calm poster 3. Skills: Summarize Cause/Effect Predict CiteEvidence 4. Objective(s):Studentswillbeableto Summarizepreviouslyreadchaptersofthetext. Makepredictionsaboutthestorybasedonpictures,andthechaptertitle. IdentifyCause/Effectrelationshipsinchapter3. Citeevidencefromchaptertosupportaclaim. 5. CommonCoreLearningStandards: ReadingStandardsforLiteratureK5 1.Askandanswersuchquestionsaswho,what,where,when,why,andhow todemonstrateunderstandingofkeydetailsinatext.

 3.Describehowcharactersinastoryrespondtomajoreventsandchallenges. ReadingStandards:FoundationalSkills(K5) 4.Readwithsufficientaccuracyandfluencytosupportcomprehension. a.Readgradeleveltextwithpurposeandunderstanding. b.Readgradeleveltextorallywithaccuracy,appropriaterate,and expressiononsuccessivereadings. SpeakingandListeningStandardsK5 1.Participateincollaborativeconversationswithdiversepartnersaboutgrade2 topicsandtextswithpeersandadultsinsmallandlargergroups. a.Followagreeduponrulesfordiscussions(e.g.,gainingthefloorin respectfulways,listeningtootherswithcare,speakingoneatatime aboutthetopicsandtextsunderdiscussion). 6. PreAssessment:StudentshavebeenreadingTheChalkBoxKidforthepasttwodays.During thesetinductiontheteacherwillasktheclasstosummarizewhathashappenedinthebookso far,inordertogaugethestudentspriorknowledge. 7. LessonPresentation: a.SetInduction:Theteacherwillcallthestudentstothemeetingareabytable.Theteacherwill thenstartadiscussionwithafewquestionstoreviewwhatthestudentshavealreadyread.Whocan tellusthemaincharacterofourstory?Whocanretellwhathashappenedinthestorysofar?Once thestudentshavedemonstratedpriorknowledgeofthefirsttwochaptertheteacherwillintroducethe newvocabularyforchapter3.Theteacherwillpostthenewvocabularywordsonebyoneonthe whiteboard.Theteacherwillthenaskthestudentstocomeupwithsentencesforthesevocabulary words.Theprocedurewillberepeatedforallofthevocabulary.Ifthestudentsdonotknowa vocabularywordtheteacherwillprovideasentence.Theteacherwillthentellthestudentstoraisea quietthumbsupduringthereadingwhentheyfindanewvocabularyword. b.Procedure:Theteacherwillthenreadaloudthetitleofchapter3TheNewSchool.The teacherwillasktheclasstomakepredictionsaboutwhatwillhappeninthischapter.Theteacherwill asktheclassWhataresomethingsyouhavedoneforournewclassmateWaelinordertomakehim

feelwelcome?Theteacherwillhavetheclassreadchapterthreeusingtheroundrobinreading technique.Theteacherwillstopatcertainpointsduringthestorytoaskquestions.pg19Whatdid Gregorytelltheclassabouthisoldschool?WhydidVancestarttoarguewithGregory?pg.20 WhatdidGregorywanttodowithUncleMaxsposters?WhatkindofapersondoyouthinkUncle Maxis?Afterfinishingthechapterthestudentswillchecktheirpredictions. c.Closure:Theteacherwillaskthestudentstomakepredictionsforhtenextchapterbasedon thechaptertitle:TheBurnedBuilding. 8. MaterialsandResources: TheChalkBoxKidclasssetofbooks. Indexcardswithnewvocabularywordswrittenonthem. Worksheets 9. FollowUpActivityorAssignment:Thestudentswillbesentbacktotheirtablesandgiventhe worksheetonChapter3. 10. Evaluation/Assessment:Thestudentswillbeevaluatedbasedontheirparticipationintheclass discussionwhilesittinginthemeetingarea.Thefollowupworksheetwillalsoserveasan assessment. 11. Differentiated:Theteacherhassuppliedthestudentwhospeaksandreadsonlyarabicacopyof thechapterinarabic.Thestudentswhohavedifficultywiththislevelreadingwillbenefitfrom listeningtothestrongerreadersintheclass. 12. Resources: http://gardenofpraise.com/chalk3.htm http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning _standards_ela.pdf