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ESOL Lesson Adaptation

“Scanning Races” Lesson Plan

(Adapted from New Ways in Teaching Reading Ed. Richard R. Day, p.127)

Objectives:

-       To utilize different reading strategies in order to ascertain specific information

-       To increase Ss interest in the topic

-       To infer the meaning of unfamiliar vocabulary from context clues 

-       To read an authentic text aloud with moderate fluency and natural prosody

SWBATs:

1.  Discuss different traditions from different cultures

  1. Describe any special traditions unique to their family
  2. Recognize and understand vocabulary associated with the Russian culture
  3. Effectively skim and scan a text for specific information
  4. Read The Keeping Quilt by Patricia Polacco aloud with their peers

 

Time available: 10:00am – 10:55am (one class meeting)

 

Materials: Four copies of The Keeping Quilt by Patricia Polacco

 

Step 1 10:00-10:10 (10 min)

T gives each S a copy of The Keeping Quilt by Patricia Polacco. T asks students to look at the title of the text and the artwork illustrating the cover of the text. T asks Ss to skim the illustrations in the text. T asks students, “What do you think this story is going to be about?” Ss work with a partner—for two to three minutes—to generate some plausible ideas. Ss are encouraged to write these ideas on a piece of scrap paper. After students have had enough time to generate some ideas, T asks Ss to share their responses with the group. T anticipates that Ss will provide responses indicating that the book is about quilts, family, food, etc. T tells Ss, “The book we will be reading today is about traditions in the Russian culture.”

 

Step 2 10:06-10:14 (8 min)

 

T asks students, “What is a tradition?” If students do not know the answer, T will briefly explain what a tradition entails. T will briefly explain one or two traditions, such as the Chinese New Year and the 4th of July. T will ask Ss to think about traditions that their families have. T will ask Ss to discuss these traditions aloud with their peers.

 

 

Step 3 10:14-10:39 (20-25 min)

 

T tells Ss that they will now read the text aloud. Ss will read the text in a “round robin” manner—that is, each S will take a turn reading. T will cue each S as to when reading should begin and end. T tells Ss that some new vocabulary will be available on an overhead; they can refer to the overhead for definitions, if necessary. Any other vocabulary that is unfamiliar or cannot be defined from context clues should be circled in pencil. T will address these vocabulary words in a later lesson.

 

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Step 4 10:39-10:49 (10-15 min)

 

T tells Ss that they will now play a game. T tells Ss that they will be scanning the text to find the answer to several questions. Ss will record their answers on a piece of paper. For each question, Ss will have no more than 2 minutes to find and to record their answer. T will collect answer sheets at the conclusion of the game. The S with the most correct answers at the end of the game will receive a prize during their next class meeting. *If Ss finish reading the text before 10:39am, T will ask more questions during the game to utilize time.

 

 

­­­­­­Step 5 10:49-10:55 (8 min)

 

T will ask Ss to explain why skimming and scanning are important reading strategies—this will be a topic extended further in a later class meeting. If Ss are unable to think of reasons, T will provide one or two plausible reasons and then ask Ss, again, to respond. T will explain that skimming and scanning allow a reader to find facts quickly and efficiently. T asks Ss if they would have been able to play the game as well, if T had asked them to read the book all over again. T will assign homework. Dismissal.

 

Homework:

 

-       Ss will respond to five post-reading questions (attached).

-       Ss will write a brief constructed response (BCR) to respond to the following question: “What is a tradition? What tradition(s) are apart of your family? Which is your favorite? Why? If you cannot think of a tradition for your own family, ask a neighbor or a friend about their traditions. Which is their favorite? Why?

-       If Ss encountered vocabulary that they could not decipher from context clues (they should have been circled), Ss will write these words on a piece of paper and will bring them to the next class meeting.

 

Assessment:

 

-       T will evaluate written answers from scanning activity

-       T will grade the post-reading questions and BCR assigned for homework

 

 

 

 

 

 

 

 

 

 

 

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