Sarsawati Chhetri

Dr. Evans
Reading and Decoding

5th March 2016

Final Lesson Plan

Part 1

Text you will read: If You Lived in WILLIAMSBURG in COLONIAL DAYS

Grade: 4th

Context: Small group (approximately 8-10 students) and the lesson will take place either in

community area in front of the fieldwork classroom or the little room inside the classroom. Small

group (4 students) and it took place in the community area, in front of the classroom.

Duration: 15-20 minutes (Before reading: 1-1 minutes, during reading: 12-15 minutes, after

reading: 4-5 minutes)

Source: Before choosing the book, I asked my fieldwork teacher about the book that she thinks

will help the students and also connects with her classroom. She said since they only learn about

science and social studies through reading, choosing a book within those two subjects will be

better. Therefore, I collected few social studies books and asked her for her ideas about which

book would be the best for her students because she knows her students more than I do. Then,

she bookmarked few pages from this book and I will be reading those pages to students in a

small group.

Materials: Yes, I will print out a map of Williamsburg. Did not print out a map to use because I

put the word Williamsburg aside knowing they might not know so much about it and it might

confuse them. However, if I was doing this in my future classroom for more than 15/20 minutes,

I would have played a short video of how Williamsburg used to be in colonial days so that they
can understand the story better. Also, ESL classrooms are very diverse so I would have a week of

exploring cultures when each student would bring something that represents their cultures and

traditions and we would have booth for each for a week.

Vocabularies

1. Petticoat: it is like a long skirt but is worn under a dress or skirt. It is somehow like

underpants for a woman.

2. Trundle: when you move slowly.
3. Schoolmaster: a male teacher in school (Mr.)
4. Schoolmistress: a female teacher in school (Miss)
5. Gentry: in that age, they were the people who were rich and were respected by everyone

because of their position in the community.

6. Canopies: like a blanket that is decorated which they used to cover the bed.

Objectives: And children will listen to the text read aloud and discuss its meaning

1. Students will be able to identify and understand how different life was back in the

days/decades.
2. Students will be able to explain the definition of these words (schoolmasters,

schoolmistress, and petticoat) as they relate to the text.

Specific Connection: The sections that I selected to read such as were there schools in

Williamsburg? What did children do for fun? and What kind of clothes did men and

boys/women and girls wear? demonstrate very different lifestyle than theirs. Some students

might have heard stories from their parents or grandparents about their educational opportunities

or lifestyles and they might have been similar or different to the ones we will read in this book. It

also helps students to see how things have changed or the things that are still the same.

Part 2

Procedure of the lesson:

1. Introduction (Before reading): I will tell them the title I made If You Lived in Old

Days and ask them how they think old days used to be. I will show them the picture on

the cover of the book by covering the real title which is If You Lived in Williamsburg in

Colonial Days, to help them make predictions. I might also ask, What do you think this

book is about? What are the questions you have about this book after looking at the

cover? Then, we will set our purpose for reading which is to gain knowledge about our

history/government. I will also tell them about our objectives.

2. Body of the lesson (During reading): As I read, I will try to stop no more than once or

twice per page to discuss about the vocabulary from that page. I have only highlighted

maximum of 2 vocabulary words per page (hoops and petticoats). This is because I have

heard students say that they get bored and distracted if a reader keeps on stopping to ask

questions or explain something. They like continuously reading better than stopping.

However, I also want the students to clearly understand the story by understanding the

vocabulary words that are necessary to understand to be able to understand the story.

Therefore I will make my first stop to explain the vocabulary word after reading 2 pages,

to explain one word from one page and one word from another. Then, when I will reach a

section where they talk about bedrooms, I will ask a question like how would you feel to

share your bed with three more people every day? because in reading, 4-5 people sleep

together in on bed and I want them to make that connection, if possible. Then, I will stop

to explain 2 vocabulary words from one page (trundle and canopies). Then, I will explain

schoolmaster and schoolmistress from one page and gentry from another. I will read one

more page where I will not stop to explain vocabulary words. I will also encourage

students to ask relatable questions in between. When I read the text, I will be sure to not
 go fast or not speak unclearly but in appropriate speed and understandable

pronunciations.
3. Conclusion (After reading): I will repeat the predictions we as a group made and

together we will figure out which of our predictions were right, close to being right.

Then, we will also discussion about the questions they came up with before reading.

Then, I will encourage them to compare and contrast by asking what is something that

you can relate to or something that is different from your life? Would you want to be a

child in old days? Why and why not? and what are the things that were shocking and

surprising to you? I will also have few students give me definition of the 3 vocabulary

words. I will close the lesson by asking what are things that you like from old days and

what are somethings that you wish were different? I will send the students back to the

classroom where my fieldwork teacher will work with them in another small reading

group or some will self-read.

Evaluation: A specific learning and understanding that I will be listening for are their thoughts

about how different things were back in the days. This will show me that I am helping them to

realize the differences and maybe some similarities between old days and now. I will also listen

for whether or not the definition of the vocabulary words are being understood by them.

Second Language Strategies: Most of the students in my fieldwork classroom are very good

readers since they are not ELLs. However, we do have 2 ELLs and few reclassified ELLs and it

is possible that my group will include each from these categories. Therefore, I will have to be

careful with my tone, speed, expressions, and wording. I will be sure to not read too fast for

those current and reclassified ELLs and not too slow for non-ELLs. I will have to find the level

in between which will work for all three students.