text based evidence lesson

Here is a lesson I have used in my own classroom experience for text based evidence. I have blogged this lesson for a previous literacy course but I feel it fits so well with what we are discussing this week. This lesson had positive feedback from the students as well as being able to understand the story and vocabulary more.

Candidate’s Name: Karla Robles       

Grade Level: 4

Title of the lesson: "Because of Winn-Dixie" Chapter 2 Comp

Length of the lesson: 40 Minutes

For this lesson students will be focusing on vocabulary and word comprehension of chapter two of "Because of Winn- Dixie". Using these vocabulary words we would be able to understand whom a character is, why they behave the way they do and also how it affects others around them. Today we will focus on the words "suffering" and "unfortunate". These words describe a character. What do those words mean? What image do they invoke in the readers mind? What are some other words that we can use to describe the same type of feeling?

Students should be familiar with the chapter as we had read it before. We have stopped and discussed some of the word before and have had a class discussion on what they think the word means and how it relates to Winn-Dixie

NY- New York State Core Curriculum (updated)
Subject : English Language Arts (May 2005)
Grade Range : Grades 5–6
Strand : Writing
Core Performance Indicator : Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings
Core Performance Indicator : Use prewriting activities (e.g., brainstorming, note taking, free writing, outlining, and paragraphing)

Students will interpret what the word Suffering and unfortunate means. They will understand how these words are used to describe the state that Winn-Dixie is in and how it effects the other characters around him.

Learning objectives:

 Understand vocabulary words

Accurately use the words to describe the character

Write a paragraph (4-5 sentences) describing Winn-Dixie as a character.

Assessment: 

The informal assessment will show me how students are able to use context clues to understand words in a story. I will also be looking for whether or not the student can relate the terms to the character. I want them to see that adjectives can define a character, which can set off a domino effect and play a part with other characters.

Procedure:

Hand out novels and worksheets

Re-Read Chapter 2 of Winn-Dixie. Stop to write vocabulary words down. Discuss how it relates to the character and how might it effect others in the story.

Have students in their own words write a paragraph of how they would describe Winn-Dixie and how it may effect others around them.

Other instructional needs:

Students who need help during this lesson will be pulled into small group. Students in the small group would first recall events from the chapter. After refreshing memory we will head into the lesson. Students will have support for vocabulary words. Students should be asked:

Have you heard this word before?

Where and how was it used?

What do you think the word means?

How do you think this applies to Winn-dixie? What does this tell you about the character?

Materials:

Win-Dixie novel, Writers notebook

Reflection:

Do students understand how the words relate to the character

Will students understand that how a character is will affect how they will be in the story?

Can students use more complex words to describe a character?

Can students identify that words can create an image for a character.