Beatriz Larios CI 403 Lesson Plan A Tittle: Introducing The Hundred Secret Senses and American Born Chinese

Time: 50 min class periods. Setting: Refer to student population Theory Into Practice/Background: One of the main component in this lesson plan is to have students obtain an understanding on how to be active readers. One of the most effective ways to demonstrate what effective active reading is to a class, is be modeling it. According to Burke for there to be a successful writing program one needs to do, modeling (e.g., teachers write with students) to provide subsequent examples of the assignment if they are needed to help students see what was expected (153). I am the type of student who will look at an assignment sheet and if it starts sounding complicated Ill stop trying to keep up; Im going to need an example. Some examples of background information that the students need to know are: Amy Tan was born in February 19, 1952 in Oakland, California, She is the second of three children born to Chinese immigrants, When Tan was 15 years old she learned about her mothers former marriage to an abusive man in china, and the four children she had with him. In 1987 Amy traveled with [her mother] to China. There, Amy met her three half-sisters. Basically, I am going to provide the students with information about Amy Tan that is relevant and that in ways can be connected to the characters within the main text. Additional content information that is need is how to use the Active reading chart. Know how to pull out quotes form the text and explicate them. Have effective modeling strategies, provide a strong example of active reading. This lesson connects to lesson that are going to follow because this lesson is introducing information that they are going to need to understand the text they are going to start reading in a couple of days. It provides them with example of how to complete the active reading chart, which they will be completing multiple times during the unit. Objectives: Students will produce writing examples that are grammatically correct that are written to a specific audience Materials: Students will need paper, pen, and copy of syllabus as well as Active Reading worksheet. Preparation: The room is going to be arranged in five groups of five. The room is going to be set up this way so that in the last activity they can do a sample active reading sheet as a group. There is going to be a power point that gives an overview into the text/author. There is also going to be the following handouts distributed during class: calendar/mini syllabus of the unit, an intro into the unit project and a sample sheet of the active reading chart that I will provide a model for. Procedure: First Im going to do a quick background into the text (date of publication, timeline the story takes place in etc.) as well information about Amy Tans life (Born February 19, 1952 in Oakland, California). (8 mins). Next, I will hand out the syllabus/calender for the entire unit, which highlights the activities that are going to be done, major projects/assignments as well as the readings for the entire unit. At that point, I will also take the time and outline the expectations that I have for the class. Such as I expect everyone to keep up with the reading and participate in class, but also to able to work in a group and contribute and respect everyones opinions. (10 mins). Then I will proceed to introduce the projects that we have lined up (Hefinen project as well as the final presentation). Its not going to be an in depth talk of the projects just giving a

quick run down of the work that they will be working on. (5 mins) I will then pass out a sample sheet of the active reading chart. I will go in depth explanation of what each component means. The chart consists of drawing conclusions of family dynamics and social implications, they have to pick out quotes to support the inferences that they make and right down the pages that they obtain the quote from. I will model a short story for them and go through the type of inferences I would make and prompt ideas from them. (12 mins). Then they will proceed in groups to complete an active reading chart based on a short story by Edgar Allan Poe (15 mins) Discussion Ideas: This is more of an introductory lesson and the first day of the unit, so I do not have huge critical thinking discussion questions. But when go over the expectations of the class, a question that is essential to ask them is what they expect to learn and get out of the unit. Then when dealing with the active reading chart model, I would like to ask them weather they agree with the inferences I am making and if so why. Why are these details so important? Withing their groups they can discuss the importance of the active reading chart and writing down quotes. Bilingual/ESL and Englishes Accommodations: Some of the accommodations that I can do for the two bilingual students that are in the class (1 female who is bilingual (Spanish/English) high fluency and literacy, and 1 male whose primary language is Spanish he has medium literacy and fluency) is to give the students the books ahead of time. Let them glance over it see if they have an immediate questions that I can help with. I can provide additional vocabulary that I feel they might have trouble with translating. I can also look for s Spanish version of the book and do translations of sections that they might find particularly tricky. One of the good things is that I can help the students before of after school with some of the reading and since I am fluent in Spanish, I can provide additional support. Particularly for this lesson, I could give them the worksheet/syllabus in both English and Spanish. Special Education Accommodations: As I mentioned before in the class there is a student with ADHD and another student with Autism. Some of the accommodations that I would provide for the student with ADHD is creating activities were he is moving around a lot, I dont want him to lose attention in the lesson. Asking him questions, having him work in groups which he wont get easily distracted. With the student with Autism, one of the accommodations I can make is having him work on a short story that instills his curiosity. Assessment: The main assessment for this lesson is the practice active reading chart that they will complete as a group in which they demonstrate weather or not the model was clear/effective. Ill also at the very end of the class collect an exit slip in which they give a thumbs up, down or in the middle for their understanding of the active reading chart. This way I can gauge which students reaction to the material. Extension Ideas: One of the ways I could extend this lesson is to have each student individually work on a short story and complete the active reading chart. Source of Activity: As a group we came up with the concept that we wanted students to have a background knowledge of the text and the author. We also felt that it would be beneficial for students to have a guideline to go along with the reading that they will be doing. The co-op teacher of Kim Summers provided the active reading chart sample. Resources and References: The active reading chart. Burke, Jim. The English Teachers Companion. Portsmouth: Heinemann, 2008. http://xroads.virginia.edu/~hyper/poe/telltale.html Illinois State English Language Arts Goals: Writing:3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences.

This goal and standard relate to this lesson plan because as a group they are completing their own active reading chart. Part of what goes into this active reading chart is creating inference and finding evidence in order to produce the last component in the chart, which is a mini to complete a writing assignment. At the level that the students are in they have to be conscientious of their grammar and they need to be aware of how to cater their writing to a specific audience.

Name: ______________________________________

Date: ______________________

Active Reading Chart Assessment-Column Notes

For this unit, we'll track the shifts in personal perception and identity of our protagonists in response to both internal and external conflict, stemming from but not limited to family choices and interactions. Changes in family dynamics and relationships will help us identifythose shifts. -First column: annotations & conclusion(s); things to make inferences on: Family dynamics (roles and expectations) The protagonists outlook on life and her parents Conflict provided by family Experiences in contrast to the family values and experiences -Middle column: quote(s) or paraphrasing (evidence) that helped you come to that conclusion. -Last column: the page number of the quote(s) that helped you frame your conclusion(s). Annotations Quotes / Paraphrases Page #

Rubric: Active Reading Chart

Student Name: CATEGORY Identifies important information ________________________________________ 4 Student lists all the main points of the readingwhile reading the text. Student recalls 3 details for each main point. 3 The student lists most of the main points of the readingwhile reading the text. Student recalls 2 details for each main point. 2 The student lists only 1 or 2 main points of the readingwhile reading the text. Student recalls 1detail for each main point. 1 The student does not list any main points of the readingwhile reading the text. Student does not recall any details for the main points.

Identifies details