Lesson Plan (Day 1): Introduction to Reading: Celebrating Food & Cultures (Leveled Reader N from www.readinga-z.

com) & World Holidays (Leveled Reader L from www.readinga-z.com) Language Objectives: WIDA Standard 5: ELs will be able to distinguish among cultures using visual or graphic support and find patterns associated with cultures using visual or graphic support. Speaking: SWBAT use key vocabulary to discuss the characteristics of the cultures around the world. Listening: SWBAT listen to different types of discourses. Reading: SWBAT compare and contrast other cultures with U.S. cultures or their native cultures. Writing: SWBAT write and journal about cultural learning from the literature, texts, and discussions. Content Standards: SS7G8: The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East) SS7G5: The student will locate selected features in Southwestern Asia (Middle East) Visuals/Resources/Supplementary Materials: Scanned copy of Couch Potato in Eat Your Words by Jonas Obrien, Vocabulary Print out, KWL Chart, Celebrating Food & Cultures, World Holidays Key Vocabulary:

Culture, traditions, traditional, attire, celebrations, celebrate, holidays, season, decorate, decorations, remember, feast, dessert Lesson Vocabulary: Middle East, Israel, Sukkoth, Mediterranean Sea, Hanukkah, dreidel, menorah Class: 7th & 8th Grade Social Studies Number of Pupils: 12 Date: Tuesday, February 16, 2012 Time: 50 minutes

Teacher Preparation: Teacher will have the scanned copy of Couch Potato projected on the Smart Board. Time/Part of Lesson Objectives/ Rationale Opening SWBAT listen to teacher read 5 Minutes aloud/Activate Background Knowledge Body SWBAT identify key vocabulary / Activate Prior 10 Minutes Knowledge / Visually identify the location Teacher Activities T will introduce the Eat Your Words text and ask students about the title. T will then read Couch Potato from the book. T will introduce the unit with the KWL chart and ask the students to write the words they know and can use in the K in a sentence and the rest in the W. T will identify the Middle East, key locations, & Israel to the S and ask Ss to share what they know about the area to the class. T will introduce Celebrating Food & Cultures to the class. Learner Activities Ss will discuss the title of book and follow along with the teacher Ss will fill out the KWL according to the words they currently know and want to learn. Discourse Pattern T-Ss, S-T, S-S Assessment T will gage Ss for connections to text and discussion. T will verify vocabulary most unfamiliar from KWL. T will gage Ss cultural knowledge from discussion. T will check comprehension

T-Ss, S-T, S-S

Ss will discuss their current knowledge of the vocabulary and the Middle East. Ss will listen quietly.\ T-Ss, S-T, S-S

Body

SWBAT compare and

15 Minutes

contrast Israeli cultures with U.S. cultures or their native cultures. / SWBAT use key vocabulary to discuss the characteristics of the cultures around the world.

T will ask Ss what they celebrate in their culture. T will ask Ss if they celebrate Thanksgiving, and if so, what is it? T will connect Thanksgiving to Sukkot and read introduction of Celebrating T will ask each group of 4 students to come up with one similarity and one difference between Thanksgiving/their native harvest festivals and Sukkot. Which desserts or cakes are served? T will form 4 homogenous groups of 3, and each group will read World Holidays together. T will ask each group to find and define 3 unknown words. T will circulate and provide support for the text and will focus support to the group struggling the most.

Ss will respond with their own native celebrations. Ss will respond to questions about Thanksgiving, Ss will volunteer to read each part of the text. Ss will work in small groups to compare and contrast from the text. Ss will answer which desserts and cakes are served. Ss will move to their new groups, read the text, and discuss the meanings. Ss will identify and define unknown words. T-S, S-S

of the students throughout the lesson. T will provide any additional support to any student in need. T will listen as students read and provide input when requested or miscomprehens ion. T will also gage comprehension by discussion. T will observe students reading and gage their comprehension through the discussion. T will check for student comprehension with the unknown

Body 15 Minutes

SWBAT compare and contrast Israeli cultures with U.S. cultures or their native cultures. / SWBAT use key vocabulary to discuss the characteristics of the cultures T will move the Ss back to

Ss will share new words with

5 Minutes

around the world. SWBAT write and journal about cultural learning from the literature, texts, and discussions.

the original groups and share learned words. T will ask the Ss to write what they have just learned in paragraph form until the bell rings.

their original group. Ss write any details about the T-S Israeli culture they have just learned about.

words selected. T will gage the students learning by their writing and use of new vocabulary.

Accommodations: All students will receive scaffolding support. Teacher will circulate for additional support. Students are grouped at their reading level to help negotiate meaning from text. Homework & Extended Activities: The students are asked to pick three of their Key Vocabulary words and use them in a sentence. References: Alvermann, D.E., Phelps, S.F., & Ridgeway, V.G. (2007). Content area reading and literacy: Succeeding in todays diverse classrooms. Boston, MA: Pearson Education, Inc. Diaz-Rico, L.T. (2008). Strategies for teaching English learners. Boston, MA: Pearson Education, Inc. Notes:

For this lesson, it is important to continue modeling reading strategies for comprehension. Asking the students about the title and to make predictions will help engage the students in the reading (Diaz Rico, p. 161). The first text we read together was at a higher level. I read the first introduction to the students, and the rest was a volunteer read. This was to help scaffold the new vocabulary and new information. Each student was then expected to be able to read on their own and reach their ZPD (Diaz Rico, p. 115). I am curious which words the students will already know from the key vocabulary, and it is important to continue providing support for the words they lack familiarity. Lesson Plan (Day 2): Introduction to Reading: Celebrating Food & Cultures (Leveled Reader N from www.readinga-z.com) & World Holidays (Leveled Reader L from www.readinga-z.com) Language Objectives: WIDA Standard 5: ELs will be able to distinguish among cultures using visual or graphic support and find patterns associated with cultures using visual or graphic support. Speaking: SWBAT use key vocabulary to discuss the characteristics of the cultures around the world. Listening: SWBAT listen to different types of discourses. Reading: SWBAT compare and contrast Israeli cultures with U.S. cultures or their native cultures. Writing: SWBAT write and journal about cultural learning from the literature, texts, and discussions. Content Standards: SS7G8: The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East) SS7G5: The student will locate selected features in Southwestern Asia (Middle East)

Visuals/Resources/Supplementary Materials: Scanned copy of Give the Cold Shoulder in Eat Your Words by Jonas Obrien, Israel slide show, Maccabeats C.D., Cookbook Key Vocabulary: Culture, traditions, traditional, attire, symbolic, celebrations, celebrate, holidays, season, decorate, decorations, remember, feast, dessert Lesson Vocabulary: Passover, Flourless, Egypt, Israelites, Seder, Class: 7th & 8th Grade Social Studies Number of Pupils: 12 Date: Tuesday, February 17, 2012 Time: 50 minutes

Teacher Preparation: Teacher will have the scanned copy of Couch Potato projected on the Smart Board. Time/Part of Lesson Objectives/ Rationale Opening SWBAT listen to teacher read 5 Minutes aloud/Activate Background Knowledge Body SWBAT write and journal about cultural 10 Minutes learning from the literature, texts, and Teacher Activities T will introduce read Give the Cold Shoulder ask the Ss to discuss the title. T then reads the passage. T will begin the slideshow of Israel and play Maccabeats C.D. T will pass out yesterdays writing with feedback. Learner Activities Ss will discuss the title of the passage and follow along with the teacher. Ss will respond in their journals to the questions on the board. Discourse Pattern T-Ss, S-T, S-S Assessment T will gage Ss for connections to text and discussion. T monitor Ss progress through their writing.

T-Ss

discussions. Body 15 Minutes SWBAT compare and contrast Israeli cultures with U.S. cultures or their native cultures. / Cooperative Learning T will introduce the cookbook to the students and ask the students what they do with a cookbook. T will explain to the Ss that they will be cooking a flourless chocolate cake, but first they have to read when it is eaten. T splits the group in their homogenous group and hands students the Passover readings based on their level. T will ask each student to move back to their groups and discuss their new knowledge. T will ask for a volunteer to read about Flourless Chocolate Cakes from the cookbook. T will divide the students in 4 groups of 3. Each group is assigned one of the 4 steps to Ss will discuss the uses of the cookbook and make predictions what the activity will be. S will listen quietly as the T explains the directions. T-Ss, S-T, S-S T will check comprehension of the students throughout the lesson. T will provide any additional support to any student in need. T will listen as students read and provide input when requested or miscomprehens ion. T will also gage comprehension by discussion. T will observe students reading and gage their comprehension through the discussion. T will check for

Ss will move in their small groups read and discuss the passages as a group. Ss will return to their original groups and share their new knowledge. A S volunteer reads the passage, and Ss listen and follow along. Ss form a group of 3, and each group takes out a piece of paper. Ss read the T-S, S-S

Body 15 Minutes

SWBAT compare and contrast Israeli cultures with U.S. cultures or their native cultures. / Taskbased Learning

the recipe, and they are asked instructions given and to summarize or rephrase the rewrite and illustrate the direction and draw a simple directions. illustration. T projects students new directions on the projector. T makes the cake. T brings out pre-cooked cakes and gives each student a bite. T asks the students about the importance flourless cakes and Passover. S volunteer reads the summary and tells the T what the directions are. Ss eat the cakes and discuss the concepts.

student comprehension with the unknown words selected.

5 Minutes

SWBAT write and journal about cultural learning from the literature, texts, and discussions.

T-S

T will gage the students learning by their discussion.

Accommodations: As an ESOL pull-out class, all students will receive scaffolded support for vocabulary instruction with visual aids. Students will have access to reading journals and dictionaries, as needed. Homework & Extended Activities: The students are asked to write 3-5 sentences about when they gave the could shoulder. References: Alvermann, D.E., Phelps, S.F., & Ridgeway, V.G. (2007). Content area reading and literacy: Succeeding in todays diverse classrooms. Boston, MA: Pearson Education, Inc.

Diaz-Rico, L.T. (2008). Strategies for teaching English learners. Boston, MA: Pearson Education, Inc. Notes: The purpose of this lesson is to encourage the students to produce oral language with the new vocabulary. It is a task-based approach, and it rehearses communicative events that take place in the real world (Diaz Rico 94). It is important to introduce the lesson with an end goal of making the cookies. However, it is most important to encourage the students to write the directions in a way they can explain, and once it comes time for the teacher to make the cakes, the students will be able to articulate the directions. To encourage the students independence, this lesson also uses cooperative learning and collaborative learning. The students separate in groups for readings according to their level, and they reconvene to share their new knowledge with their groups. With that being said, it is important to rotate the reading groups as well to expose the students to more language.