Beatriz Larios CI 403 Lesson Plan #5 Tittle: Building Active Reading Skills Time: 50 mins Setting: Refer to student

population tab Theory Into Practice/Background: Its crucial for students to be introduced to new words and to know how to apply them. Burke says, knowing a wide range of words and how to use them effectively helps students in several important ways, by: providing a helpful foundation that allows them to read and understand difficult texts. Expanding their ability to communicate through writing by using more precise words (116). The students will have a vocabulary list that will help them with reading the text and allow them to decipher the meaning behind the text. A tool in their arsenal. Some of the content that will be covered is from the active reading chart. So they are going to be making inferences from the specific portion of the text they are reading and supporting it with quotes. Another thing that will be covered is the vocabulary, for example reincarnation and more can be seen in the assessment sheet. The content material that students will use are once again the active reading sheet which will help them build a good summary and will help them put together an analytical reading response. This lesson to link to lessons that follow because students are going to be work on these active reading skills throughout the semester and how to use the chart to create an effective argument. The sheet is designed to get students to automatically look for topics they can argue and how to pull quotes out to support their argument. Objectives: Students will demonstrate improvement in reading skills, fluency, and accuracy Materials: A handout of the active reading chart, copy of The Hundred Secret Senses. Preparation: The room is set up differently today, instead of having five groups of five; I am going to have five rows of five. I want the students to be sitting separately as to ensure minimum distraction since they will be silently reading. Procedure: First, I am going to collect the students compare and contrast essays. I will then ask for one student to do a quick recap of what the active reading chart is and what are the key things that they should be looking for and documenting. (5 mins). Next students will silent read chapter two in the Tan novel while at the same time working on completing the active reading chart and summary. (35 mins). Lastly, students will have a quick vocabulary assessment in which they have to match vocabulary with the definition. (10 mins). In addition, for homework students will have to read pages 169-185 in the Tan book since it will be relevant to the Heifer project. Discussion Ideas: What are the expectations for silent reading? What is the active reading chart? What should you be looking to document? Bilingual/ESL and Englishes Accommodations: An accommodation that I can make is to allow them to write their short story in Spanish as long as they use all the vocabulary words correctly. I could also have them write the story in English but give them additional time or even a word bank so that they know the words they need to use. As far as accommodations with the reading, I could give them a translation of the chapter, or I could even work one on one with them and have them read the chapter and give me summaries as they go along. I could also record the chapter and have them listen to it as they read the book at the same time.

Special Education Accommodations: The accommodations that I would make for both students is that I would have a comfortable space for them to silently read, a place for them have a comfortable environment. I would probably give them a handout containing the expectations for this activity as well as a quick recap sheet for active reading with concise directions. Assessment: The assessment is going to be the vocabulary quick; I am going to have them match the correct definition to the vocabulary word. It is a quick assessment that if they have reviewed the words they should do just fine. Extension Ideas: One of the ways to expand the lesson is to have students present their short stories before submitting them. Source of Activity: The group came up with the idea of having a silent reading day. I thought it would be creative to have the students write a short story but at the same time demonstrate weather or not they have learned the words. Resources and References: Burke, Jim. The English Teachers Companion. Portsmouth: Heinemann, 2008. Illinois State English Language Arts Goals: Reading: 1.B.5d Read age appropriate material with fluency and accuracy. This goal and standard relate to this specific lesson because, the class period is going to be used on reading a good portion of the text and improving their skills with the active reading chart. There also going to have the vocabulary at hand and that should help with the fluidity of reading.

Vocabulary Check
Directions: Match the correct definition with its corresponding vocabulary word. Write the letter next to the vocabulary word. ______Yin eyes ______Reincarnation ______Qing Dynasty ______Confucius ______Liberal ______Pictorial ______Ecstatic ______Meager ______Waif ______Frothy a. The last dynasty of China, ruling from 1644 to 1912, proceeded by the Ming Dynasty and followed by the Republic of China. b. People who can see those who have died and now dwell in the World of Yin. c. The belief that when one enters the physical realm it will take numerous lifetimes, maybe millions, to progress back to the source and understand who they really are. d. Full of or covered with a mass of small bubbles. e. Lacking in quantity or quality f. A newspaper or periodical with pictures as a main feature g. A homeless and helpless person, esp. a neglected or abandoned child h. Chinese philosopher; ideas about the importance of practical moral values i. Feeling or expressing overwhelming happiness or joyful excitement j. A person open to new behavior or opinions and willing to discard traditional values