appendix b - weebly · 2018. 9. 5. · vocabulary intervention appendix b (vocabulary...
TRANSCRIPT
SaraFrankEDUC388Lesson#1
TeachingVocabularythroughFiction
OverviewTargetAudienceandContext:SixthgradeESLstudentsatHollandEastSchoolLearnerLevel:Readingata2ndgradelevelClassSize:12students(teachingtoasmallgroupofthreestudents)ClassLength:54minutes(teachingforonly30minutes)Terminalobjectives:Studentswillbeableto:
• Usethewordthewordcrazyinaconversationwithanotherstudent.• Comprehendthestory“TwoCrazyPigs”byansweringquestionsaboutthe
text.Enablingobjectives:Studentswillbeableto:
• ReadthetextTwoCrazyPigsaloud• Summarizeorretellthestory• Buildtheirvocabularyknowledgebydefiningthewordcrazybyusingitina
sentence,givingexamples,andsharingantonyms(completingthe“FourSquareMap”
• Practicetellingastoryusingthewordcrazy.• Takeareadingcomprehensionquiz(SRC)
Materials• TwoCrazyPigsbyKarenBermanNagel,IllustratedbyBrianSchatell• “Four-SquareMap”worksheet• ChromebooktotakeSRCquiz
TimeandMaterials
Procedures
3-5min.
TwoCrazyPigsbook.
IntroductionandPriorKnowledgeActivation• Welcomestudents,checkinwithlearnersandseehowtheyare
doing.• Introducestudentstothebookwearegoingtoread.• Askstudentsiftheyhavebeentoafarmbefore,oriftheyhave
seenapig(totriggerpriorknowledge).10-12mins.
AppendixA(TwoCrazyPigsbook.)
ReadAloud• Passoutbookstostudents• Tellthestudentstheywillrotatebetweenreadingtwopages
aloud.• Readthestoryallthewaythrough• Pauseatthepointwherethefarmerkicksthepigsout.
• Askstudentswhythefarmerkickedoutthepigs.• Askhowtheotheranimalsfeelaboutthetwopigsleaving.
15mins
AppendixB(Vocabulary“Four-SquareMap”)
AppendixC(Vocab.“Four-SquareMap”
completed)
PostReadingRetell(Check/ConfirmComprehension)• Leadaquickretellofthestoryaskingquestionslike…
“Whatkindofpigpendidtheotherfarmersgivethepigs?”“Whocametovisitthepigsattheirnewhomefarm?”
VocabularyIntervention• Explainvocabularyactivitytostudentsusingthe“Four-Square
Map”• Choosethevocabularywordcrazyandwritethatinthecenterof
theworksheet.Tellstudentstodothesameontheirownsheet.• ThenfillinthefoursquareslabelingthemasDefinition,
Examples/Synonyms,Sentence,andAntonyms.• Askstudentsiftheycouldtrytodefinethewordcrazyifthey
knowit.Basedontheiranswergivethedefinitionassayingitmeans“verysilly.”
• Giveafewexamplesandsynonymsofcrazylikewacky,silly,goofy,funny.Seeifstudentsknowanyotherexamples.
• Usethewordinasentencethenhavethestudentscomeupwithasentenceontheirown.
• Describewhatanantonymisandgiveexampleslikecalm,still,peaceful.Seeifstudentsknowofanyotherexamples.
Closure/FormativeAssessment• Havestudentstalktoapartnerandusetheworkcrazyinastory.
Theycandescribesomethingcrazythathappenedtothem,orsharesomethingtheythinkiscrazy.Forexample:“Iwokeupwithcrazyhairthismorning.”
7mins TeacherLedStudentswilltakeanSRCquizonthebooktotestthestudents’comprehensionofthestory.
AppendixA
BookTwoCrazyPigs
AppendixB
AppendixC
TwoCrazyPigsLessonReflection AtmyESLplacementIworkwithasmallgroupofstudentstobuildtheirvocabularytoimprovetheirreadingcomprehension.Therefore,mylesson’stwoterminalobjectiveswereforstudentstocomprehendthetext,TwoCrazyPigs,andforstudentstodemonstratetheirunderstandingoftheword“crazy”byappropriatelyusingitinasentencesharedverbally.ToreachtheobjectivesIintroducedthevocabularywordcrazyinthecontextofastory.Ibeganbyactivatingandassessingtheirpriorknowledgebyaskingstudentsiftheyhadbeentoafarm1.Thisactivationbuiltafoundationfortheircomprehensionofthestory.Afterreading,Iledaquickretellbypagingthroughthebookreferencingpictures.Ipausedtoaskquestionstobuildcomprehensionandpossiblydrawattentiontonewvocabulary.Targetingthevocabularyobjective,wecompletedthe“Four-SquareMap”tobuildthestudent’sknowledgeofaword.Objectivewise,thislessonwassuccessfulbecausestudentsusedcrazycorrectlyinanauthenticsentenceandtheyallpassedthecomprehensionquiz.
Thislessonwasalsosuccessfulbasedonmyselectedtechniquesandattentivenesstolanguagelearningprinciples.Thislessonfocusedbothonmeaningandformduetohavingacomprehensionandvocabularyobjective.Iintentionallypickedthebookandvocabularytobeatthelearners’instructionallevel.AsIexpected,learnerswerechallengedenoughwheretheyonlyencounteredafewunfamiliarwordswhilereading,buttheydidn’tfeeltoodiscouragedbybeinggivenanoverloadofinputtheydidn’tunderstand.Ifearedthattoomuchinputofunfamiliar/unknownlanguagewouldoverwhelmthestudentsimpactingtheirlanguageanxietyandmotivation.Ithelpedthatlearnerswereabletotransferexistingknowledgetheyhadaboutfarms,becausethataidedtheircomprehension.Knowledgetransferalsocontributedtotheirvocabularygrowthastheythoughtofpersonalcrazyexperiencesanddescribeditusingtheadjectivecrazy.
1ThethreestudentsIpulledforthissmallgrouplessonhaverecentlymovedtotheUSfromallovertheworld(thePhilippians,asmallislandoffofJapan,andAzerbaijan).Theirhomelifeandup-bringingexperiencesarealldifferent;thereforenotallstudentscanrelyonthesamepriorknowledgeforunderstanding.Alongwithbuildingthesestudents’vocabularies,wearestillhelpingformanddeveloptheirpersonalschema.