Non-Fiction+Lesson+Plan+Set

Kelly Nolan ELD 308 Lesson Set #2 Pink and Say Mentor Text

**Interactive Read Aloud** Grade 4 1st stop after “Look at the mornin’ that’s comin” “Boys and girls, what is happening here, where do you think they are?” 2nd stop after “If you hear marauders comin’” Does anyone know what a marauder is? Let’s look for clues in the text (finds clues in the text but they are not specific enough) If no one knows we can look it up in the dictionary.” 3rd stop after “my vittles didn’t have and mealy worms in it” Does anyone know what vittles are? If not we can look it up, it’s ok to look up words we do not know. 4th stop after “showed him how paper talks” What does she mean when she says “how paper talks.” What do you think is going to happen next in the story? 5th stop after “don’t come out ‘til I tell you” What do you think is going to happen to the characters? Turn and talk to your neighbor. >
 * Time: ** 30 minutes
 * Standard: ** Reading Standards for Informational Texts: Key Ideas and Details - 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 * Objective: ** Students will be able to listen to the teacher, ask and answer questions and make predictions and connections.
 * Materials: ** Dictionary, Pink and Say Text, Post-it Flags
 * Lesson Sequence: **
 * 1) ** Pre-Reading ** – “Boys and girls, recently we have begun talking about the Civil War. Today I am going to read you a book about two young men who were fighting in the Civil War. Later we will compare this book to what we already know but for now we are just going to listen and enjoy the story. The book I am going to read to you today is called //Pink and Say// by Patricia Polacco. Let’s look at the cover of the book and see what kinds of predictions we can make about this story. (Allows students time to make predictions). Those are some very interesting predictions; let’s start reading to see if the author was thinking the same way we were.”
 * 2) ** During-Reading – **
 * 1) ** After Reading ** – “Boys and girls who can tell me what happened in this story? Did you like it? Why or why not? Did you notice some of the funny language used in that book? The author wrote in dialect to enhance our understanding of the characters. We are going to learn to write like that some time soon. Any other thoughts about this book and how it relates to what we have been reading about the civil war? Finally, because this book is a non-fiction book, is there anything that you learned about the civil war? Ok good, now go back to you seats and write the title and the author and a brief summary of what the book was about.”
 * Assessment ** - I will know students are successful if they are listening to the teacher, asking and answering questions and making predictions and connections.


 * Reading Minilesson **
 * Grade: ** 4
 * Time: ** 20 minutes
 * Standard: ** Reading Standards for Informational Texts – Key Ideas and Details: 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
 * Objective: ** Students will be able to use the information in the text Pink and Say and previous background knowledge to create a KWL chart about the Civil War.
 * Materials: ** //Pink and Say// Text, Chart Paper, Easel, Easel Markers
 * Lesson Sequence: **
 * 1) ** Anticipatory Set ** – “Boys and girls, do you remember that book I read to you the other day about the civil war? Yes, //Pink and Say.// Who can tell me what happened in that book? (Call on a few students to summarize what happened in the story in order to refresh the memories of the students.) Today we are going to take another look at that book and we are going to use it to talk about a new comprehension strategy that you can use while reading. Let’s think about reading for a second. What do we do when we read?
 * 2) ** State Objective and Purpose ** – “When we read we do things before, during and after reading. When I read Pink and Say do remember what I did before I began reading? What did I do during? What did I do after? Today we are going to talk about this and I am going to introduce to you a graphic organizer that will help you to keep all of this information organized. We will use this as a comprehension strategy.”
 * 3) ** Teach and Model ** – “So who can tell me what I did before I read Pink and Say aloud to you? You are correct, I asked you to predict. What did you use to predict? That’s right, your background knowledge. What did I do during reading? Right, I asked questions about what was going on in the story and what you thought might happen or what you wanted to happen next. What did I do after? I asked more questions. I asked you to remember what you had learned and I asked you what else you might want to learn about this topic since it was a non-fiction book. Good readers think about all of these things while they are reading, sometimes they do not even know it.”
 * 4) ** Guided Practice ** – “Let’s think back to before we read this book. What did you know about the Civil War that helped you to make predictions about what would happen in the story? (Student responds with background knowledge.) Let’s put these things on the easel. I’m going to make a chart with three columns. This would go in the first column because it is what we thought of before reading. What did you think of when you were reading? What did you want to happen? (Student response.) This goes in the second because it is what you did during reading. Now remember when I asked you what else you wanted to learn about the Civil War? (Student response.) Well that is what you thought of after reading. This chart that I made is called a KWL chart. The headings to the columns would be “What do I know?” “What do I want to know?” and “What did I learn?” Some readers do this without even thinking about it but if this is not something you already do it is a great tool to have. This chart will help you with your comprehension. I will hang this chart on the wall for you to look at anytime you would like.”
 * 5) ** Independent Practice ** – “Boys and girls, when you go back to your seats and begin reading your independent reading books I want you to create a KWL chart in your reading notebook. Use this chart to help organize your thoughts before, during and after your reading.”
 * 6) ** Closure ** – “Who can tell me what a KWL chart is? What are the parts? Why do we create KWL charts? Do you think this is a good reading strategy for you to try?”
 * 7) ** Assessment ** – I will know students are successful if they are able to use a KWL chart to help increase their comprehension.


 * Writing Minilesson **
 * Grade ** : 4
 * Time ** : 45 minutes
 * Standard ** : Writing Standards: Text types and Purposes - 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * Objective ** : Students will be able to effectively use different dialects within the dialogue of their narratives to better develop their characters.
 * Materials ** : Copy of Pink and Say, Transparencies of different sections of the book where dialect was used, markers, overhead projector
 * Lesson Sequence ** :
 * 1) ** Anticipatory Set ** – “Boys and girls, remember when we read Pink and Say the other day? Did you like that book? Did you notice anything different about the way the characters spoke? What did you notice? Moe Moe Bay didn’t speak quite like we do right? Was she speaking English or another language? Yes, it was English but it was not Standard English the way we know it. When people speak a language differently than the standard way we call that dialect. Why do you think writers use dialect in their writing? Today we are going to learn about dialect and how and why authors use it.”
 * 2) ** State objective and Purpose ** – “Writers use dialect to tell us something about the character. Today we are going to look at dialect in a few different contexts to see how the author uses it to develop the character. We will then talk about how you could use this in your own writing to develop your characters.”
 * 3) ** Teach and Model ** - “I am going to put a definition of dialect on the board then we are going to talk about it (dialect - a regional variety of a language, with differences in vocabulary, grammar, and pronunciation). This means that it is the same language but some on the vocabulary, grammar and punctuation may vary from what we are used to. Do any of you speak any other languages besides English? Are there different dialects within that language too? Together we are going to take a look at some passages from Pink and Say and Amazing and we are going to see why the author uses dialect and what it tells us about the character.”
 * 4) ** Guided Practice ** –“Let’s look at the passages. This one is from //Pink and Say// (Passage 1). What do you think the author is trying to tell us about Moe Moe Bay? What did she do? Do you think she could have been a slave? Could you tell me what ethnicity she was without seeing her? Do you think that she is educated? The way she is speaking suggests that she is probably an uneducated southern slave. Now, let’s translate this passage into Standard English. (Students will help me to translate the passage.) Do you think that if the author had used this language rather than the dialect you would understand who the character was? Ok, how about we look at another passage from a book called //Amazing Grace// (Passage 2). Does this sound like Standard English? What do you think about this character? Who do you think she is? Well I’ll tell you that she is a woman who came here from Jamaica. Do you think that if she spoke in Standard English this would make sense? Let’s try it. Think about your experiences with people who are from that same area. Would this give you the same understanding of the character? This is why authors use dialect within their writing.
 * 5) ** Independent Practice – ** “Now I would like you to take out your personal narratives and go through the dialogue and think about this question “Is that how my speaker really said it or is that how I wrote it because I thought I had too. Remember why we use dialect, to tell the reader something about the speaker. Is there any dialogue you can change that will help the reader to understand the character?
 * 6) ** Closure ** – “What did you learn today? Sometimes in real like people use language that is not really Standard English. When we are writing about these events we need to make sure we use this language so that the reader can get a clearer understanding of the character.”
 * 7) ** Assessment ** – I will know students are successful if they are about to understand what dialect is and why they should use it in their writing.