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Date: 9/21/15
Lesson Length:
1 Week Overall
[55 Minute Portion]
Content Area /Grade level:
Lesson Topic:
9th-10th Grade English
Who do you KNOW?
Exploring Greed and Knowledge in
Button, Button
Focus Language Domain(s) (R, W, L, S): Reading, Speaking,
CURRICULUM FRAMEWORK:
CCSS.ELA-LITERACY.L.9-10.4
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.4.C
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
Content Objective:
All students will be able to express and
discuss their opinions about what it means
to really know another person as it relates
to the short story, Button, Button.
Set 1
Immoral [2]
Intrigue [2]
Eccentric [3]
Proposition [2]
Set 2
Genuine [1]
Incredulous [3]
Authentic [1]
Peasant [1]
Materials/Equipment:
Whiteboard
Markers
Pens/Pencils
Notebooks (Journals)
Dictionaries/Online access
Copies of Button, Button
repeat each word orally as a group. Students will next identify the number of
syllables in each word; teacher will syllabicate the word on the board
(Ec/cen/tric).
After each word has been syllabicated, students will read the word round robin
style; each student will read one syllable, the student to their right will read the
next syllable, and so forth until all words have been read completely.
Next, the teacher will then read the word in a contextual sentence (and project it
onto the board): The strangely dressed man was thought to be eccentric
because he always wore a cowboy outfit. Students will have to verbally explain
why this man is eccentric. The teacher will next provide the part of speech
(adj), and indicate to students that eccentric is used to describe other nouns
(people, places, or things).
Students will review the definitions on their vocabulary worksheets or look up
the word independently, and select the appropriate definition to write down.
After each word has been defined, students will get into pairs and using their
vocab sheets, verbally explain to each other what each word means.
Students will be asked to complete the remaining exercises for H/W:
writing/using the words in sentences (Level 3 is fill in the blank while Level 5 is
independent sentences).
20 min
10 min
the most (Norma). Students will be asked to respond to the prompt If I won
$50,000, I would{do, buy, go, build} in 3-5 sentences.
Students will also be instructed to examine the key vocabulary in the context of
the story and verbally explain the meaning.
Homework/Extension Activities:
Vocabulary Homework:
Complete the vocabulary sentence prompts either independent or fill in the blank format (level
depending).
Content Homework:
Complete the companion worksheet questions if not completed in class. Make a prediction
about what will happen in the story.
Reflection
What do you consider to be the most effective elements of this lesson to be for English
learners?
I think the vocabulary section would be the most effective for ELL leaners because
of the level of repetition, scaffolding, and thoroughness. The opportunity to be
exposed to the vocabulary in terms of syllables, definitions, and context will allow
ELLs (and all learners) to gain more control and ownership of the vocabulary. The
think pair share activity at the beginning will be a benefit for ELL students in that it
will allow them an opportunity to discuss ideas with native English speakers and
hear their explanations/connections. It will create an opportunity for speech
patterns to be developed in an, informal, or conversational setting. I also believe
that ELLs will benefit from tying the previous discussions of Greed and Knowing
into the text.
What feedback did you get from others (or determine for yourself) regarding the
PLANNING of this lesson?
I definitely became aware of how much time it takes to compile a lesson plan as
outlined above. In many respects, I create the materials and generate concepts for
my students to discuss, but I may neglect to analyze and organize them in a more
comprehensive fashion.