Date: 11/4/13 Objective(s) for todays lesson: 1.

Students will be able to assess the meaning of unknown words through discussing the meaning of the word in the context of the story using reasoning and previous knowledge. 2. Students will be able to identify the meaning of a word by determining the root word through explicit instruction and discussion and be able to produce writing using vocabulary involving root words. Rationale The weekly concept revolves the question, What are the rewards in helping others?

Students need to understand both the risks and rewards of helping others and this will allow them to understand why people respond to situations when people are in need. Developing oral vocabulary is important for students as they can become better readers and better writers as they expand their personal vocabulary. Materials & supplies needed: Reading Street book, concept flow chart, spelling preassessment, action and linking verbs transparency, vowel sounds worksheet.
Procedures and approximate time allocated for each event Introduction to the lesson Academic, Social and/or Linguistic Support during each event ELL students will complete several fill in the blank sentences comparing items. ELL students will be given a definition and examples of action and linking verbs in sentences.

(5-10 min)To begin, I will ask the students, When was the last time you helped someone? Students will be given a moment to think about this and then I will call on students to share. I will then follow up on their responses by asking, How did you feel when you helped? Students should respond with answers of a generally good feeling. Then I will introduce our question of the week and have students think, pair, and share their answers. This will then lead into the anchored talk as students analyze pictures of people helping people. Questions I will ask to prompt student thinking will involve, How is this person helping? What other jobs let you help people? How do you think they felt before and after being helped? I will finish the intro by telling students our readings for the week will focus on the rewards of helping other people.
OUTLINE of key events during the lesson

(10-15 min) We will begin our reading of The Call of the Sea from the Reading Street book. I will introduce this passage by showing the students where the story takes place (the English Channel) to help them gain perspective of the story. I will simply use Google earth to accomplish this. Then, we will briefly discuss the meaning of some key vocabulary: stranded, favor, panic, and distress. After the vocab is introduced, we will read the short story using popcorn reading. After finishing, we will reflect as a whole class what the benefit of helping the mermaid was. (10-15 min) We will then transition into studying about comparing and contrasting and story structure. To review what comparing and contrasting is, I will have a T-chart created and ask the students to fill in the chart for me as we use the sun

and moon for this activity. From here, I will ask the students to actively compare and contrast the short story of Ah Tchas Leaves. We will then read this story using popcorn reading. As we read, we will also focus on reading expressively. I will model this with the students by reading the second paragraph before the second popcorn reader begins. They will then try and match my expression. Upon finishing, we will compare and contrast the characters in the story. (5-10 min) After the reading, students will be given a vocabulary pre-assessment and fill out the corresponding vocabulary sheet. (5-10 min) The last activity will involve working through the action and linking verbs sheet as a whole class.
Closing summary for the lesson

(5 min) As a whole class, I will ask them to recall our discussions about the concept question and comparison and contrast activity.
Transition to next learning activity Assessment Academic, Social, and/or Linguistic Support during assessment

The vocabulary pre-assessment will display students levels of skill will the words. I can also use a checklist to help determine whether students are participating in the discussions on the concept question and comparison/contrast activity.