English Is Important! AU Regional ARI Team 2011

in the Language Arts Strategic Teaching English Lesson: 1:45-2:45 “This lesson is designed to illustrate the way in which a graphic organizer can be used to teach, not just to assess comprehension.” AU Regional ARI Team 2011

The Short Story Lesson Thank You, M’am by Langston Hughes AU Regional ARI Team 2011

English Lesson Plan 8th Grade Course of Study Standard 1: Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials. AU Regional ARI Team 2011

Spiraling the Standards 7th Grade Course of Study Standard 3 Distinguish among the major genres, including poetry, short stories, novels, plays, biographies, and autobiographies, and subgenres such as folktales, myths, parables, fables, and science fiction, based on their characteristics. 9th Grade Course of Study Standard 1 Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend ninth-grade recreational reading materials.   AU Regional ARI Team 2011

Short Story Lesson Agenda Outcomes: Students will read, comprehend, and summarize the short story “Thank You, M’am.” Before: Interview Response During: Modified Reciprocal Teaching After: Magnet Summary Key points concerning the strategies: Two other instructional practices that are used in this lesson: Equity sticks (or equity cards) will be used to solicit responses from participants. The purpose for this strategy is to randomly select students for responses and participation. The Left Brain-Right Brain graphic organizer provides a procedure for partner or group collaboration. AU Regional ARI Team 2011

Before: Interview Response Question: Material possessions are very important to us. Think of a time when you wanted an item so badly that you would do almost anything for that item. What did you want and what did you do (or think about doing) to get it? Directions: 1. Interview three people - ask the question, record the response, then move to another person. 2. Summarize findings on the back of the note card. Allow time for students to think. AU Regional ARI Team 2011

Predictor(1) Predictor Chunk One Chunk Two Chunk Three Chunk Four Students should be assigned to a group of four. If you must have a groups of three or five the following modification may be used: Group with three: One person is assigned two job tasks (Questioner and Clarifier). Group with five: Assign two students the same job task (Summarizer). Model to participants folding and labeling quad cards. Assign a job task or let them select a task (everyone will rotate tasks so it really does not matter which task students select first.) Students write the name of the job task at the top of the paper. Summarizer is modeled above.

Questioner (2) Chunk One Chunk Two Chunk Three Chunk Four Questioner

Connector (3) Chunk One Chunk Two Chunk Three Chunk Four Connector

Summarizer (4) Chunk One Chunk Two Chunk Three Chunk Four Summarizer

During: Modified Reciprocal Teaching Tasks Predictor - guesses about what the author will tell the group next or what the next events in the story will be. Questioner - poses questions about the selection: unclear parts, puzzling information, confusing words or expressions Connector – connects text to personal experiences, to other concepts already learned, etc. Summarizer - highlights the key ideas up to this point in the reading. Explain the task for each role. Pass out sheets of paper. (You can make these ahead of time or have participants write the name of the task on front and back of paper) . Participants follow reciprocal teaching directions with each chunk. Suggestion: each task can be taught separately before combining all in one lesson. AU Regional ARI Team 2011 12

I Do Listen as I model the exposition of the short story. (Chunk One) Next slide models job tasks. AU Regional ARI Team 2011

Job Examples for Modeled Chunk “Thank You, M’am” Questioner – How old is this boy? Why was the women walking alone so late at night? Did the boy know that the woman had a lot of money in her purse? Will she call the police? Summarizer – A big woman is walking home alone when a boy runs up and tries to steal her purse. He loses his balance and falls. The woman kicks him in his behind, grabs him by his shirt, and shakes him. Have participants copy the examples for their assigned job task. Show next slide with remaining modeled tasks. AU Regional ARI Team 2011

Job Examples (cont.) Connector – Predictor- Predictor - My grandmother’s “pocketbook” seemed to have everything in it. I bet she could have had everything in it except a hammer and nails. Last Christmas a relative’s purse was snatched at the mall. She still will not go shopping alone. His teeth did not really “rattle.” This reminds me of our vocab. word exaggeration. Predictor- I believe she will call the police. The boy seems small since trying to snatch the purse caused him to lose his balance. I bet he was stealing the purse because he was hungry. Predictor - Progress through each job by reading each example. Direct participants in the following: Read Chunk 2, complete jobs, discuss, pass sheet to the right. Read Chunk 3, complete jobs, discuss, pass sheet to the right. AU Regional ARI Team 2011

After: Magnet Summary Pick five words that you were drawn to in the story. Write a summary of the story using those words. Underline each word as you use it. AU Regional ARI Team 2011

Short Story Lesson Agenda Outcomes: Students will read, comprehend, and summarize the short story “Thank You, M’am.” Before: Interview Response Purposes: establish a purpose for reading During: Modified Reciprocal Teaching Purposes: engage with the text, practice note taking; summarize text; and self-monitor comprehension After: Magnet Summary Purposes: reflect on the content of the lesson, summarize ; and respond to text through writing AU Regional ARI Team 2011

Did We Design A Strategic Lesson? Did we have 1 Outcome? What was it? Did we have 2 Instructional Practices? What were they and when did we use them? Did we have 3 Parts to our Lesson? Did we have 4 Steps of Explicit Instruction? (or some combination?) Did we include 5 Components of Active Literacy? - What are the five components? Pull out the “yellow” sheet… Ask: Did we have 1 Outcome? What was it? (Partner Talk…Share out or Recap) Ask: Did we use 2 Instructional Practices? What were they and when did we use them? (Partner Talk…Share out or Recap) Remember – two highly effective practices are chunking and discussion. Did we chunk the text? Did we have discussion? Also remember that the chunks can be larger than this, depending on your purpose. If you are working with a difficult skill like cause and effect you may want to make small chunks so that you can scaffold that learning carefully and give students small bits of text to process on their own. As they become more able you can make the chunks larger to build endurance and stamina and give more practice in a shorter amount of time. Ask: Did we have 3 Parts to our Lesson? Say: we have already talked about this…they were the before, during and after activities that we just list on the previous slide. Ask: Did we have 4 Steps to Explicit Instruction? (or some combination?) (Partner Talk…Share out or Recap) Ask: Did we include 5 Components of Active Literacy? What are the 5 components? (Partner Talk…Share out or Recap) AU Regional ARI Team 2011