3423 Lesson Framework # _____2_____ Name __Erin Stanley______________ 9_________ Lesson Compo nents* Opening First name of Student ____Hannah____ Lesson Objectives/TEKS Rationale 110.6 (1) C understand the major ideas and supporting evidence in spoken messages Our opening will consist of normal conversation, and will serve as an introduction into our book, and as an ice breaker for the day. Grade __6___ Strategies and Procedures for Instruction I will tell Hannah about our book for the day, and explain that I picked it for her because she was telling me about her friends from different cultures last week. Books and Materials Used Remember…The Journey to School Integration By Toni Morrison Date ___April Teacher ReadAloud 110.6 (3)A listen to proficient, fluent models of oral reading, including selections from classic and contemporary works 110.6 (4) A connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening 110.6 (10). B establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems. 110.6 (12) B recognize that authors organize information in specific ways. This activity will provide Hannah with a model of fluent reading, so that she can hear how expert readers read. Having her make a prediction, support it, and confirm/revise it helps her experience something that good readers do. Telling her this explicitly makes the purpose clear to her. Discussing the text and images in the will help Hannah to better understand the story. Sharing something we learned and what we liked about the book will promote a personal response to the reading and help build rapport. Letting Hannah share in the reading makes her feel important to the process. Hannah and I will look at the book, and look through the pictures. I will ask her questions about things that she notices just from looking at the pictures. I will point out that the book is a seminonfiction book. We will talk about how all of the events are real, but Toni Morrison made up what the people were saying to bring the reader into the minds of the characters. Hannah and I will take turns reading the book…each of us will read a few pages. I will point out the difficult words, like segregation, and integration and ask her if she has any idea what the words mean. We will work with definitions so she will be able to understand the text better. Remember…The Journey to School Integration by Toni Morrison Assess ment 110.6 (4) A connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening 110.6 (10) A use his/her own knowledge and experience to comprehend Hannah will be creating two open minded portraits. One will be from the white student’s perspective, the other will be from the black student’s perspective. This activity will help Hannah put herself in the story from two different sides. Hannah will write five sentences for each perspective. This will help me assess her writing abilities. I will show Hannah my example of an open minded portrait. We will read my sentences, and I will explain to her where I found my ideas. I will then give Hannah the book so she can look through and get extra ideas. I will then give Hannah time to work on her portraits. I will also be there helping Hannah while she works. Remember…the Journey to School Integration Blank paper Markers Pencils Assessme nt/ Closure 110.6 (4) A connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening. This will bring closure to our practicum time. I will ask Hannah what she liked about today. I will let Hannah know how well she did with her portraits, and thank her for participating. We will finish up our portraits. Asking Hannah what she liked the most about our lesson will help me to learn what to put in for next week.