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Appendix B Name: Ayse Oral Lesson # ___2__ Appendix B Student’s Name: P.T. Grade: 7 Age: 12 Reading Level: Narrative - H.S. level 9th Grade/Expository - Level 5 Objective: Students will read nonfiction articles to build background knowledge prior to reading a short story titled “The Lottery” by Shirley Jackson, and use a coding system to identify concepts or facts that are familiar and unfamiliar. Note: (QRI-5: Finishing up QRI-5 for student – expository text on level 5) Rationale: The amount of background knowledge students have on a topic can create higher levels of comfort for readers. Nonfiction articles that discuss the major issues in the fictional short story “The Lottery” by Shirley Jackson, will build background knowledge on the history of the lottery and the history of stoning. Students will read each article and use a coding system while reading the nonfiction articles to identify concepts or facts that are familiar, those that are confusing, and those that are new, unusual, or surprising. The coding system will help to clarify misconceptions and misunderstandings about the short story. Finally, a discussion between the students and I will be held to engage students in predicting what the fictional piece will be about based on the two nonfiction articles they have read. In addition, I will be using a gift box that resembles a house and call it the “House of Knowledge.” The students will write down two new pieces of information they have learned on index cards, initial on the back of the card, and place it in the box. This activity will help students recognize the rewards of continuously learning and it will also help to motivate the students. Towards the end of the practicum, students will receive a blank picture of a brain and write down the information they will most likely remember forever from the index cards and explain their reasons. Students will also use highlighters to highlight unfamiliar words in either blue or orange and write it in their notebooks to start a collection of new words to add to their lexicon. Materials: Short story: “The Lottery” by Shirley Jackson (Grade levels: 9-12) 2 Nonfiction Articles: “Death by Stoning” and “The History of the Lottery” (Grade levels: 9-12) Four Highlighters: 1 Orange, 2 yellow, 1 blue Notebooks: 2 Marble Notebooks (Students will use for all sessions) Gift Box: This is a gift box that resembles a house and it will be used for all sessions. Students will write two types of information they have learned on an index card and place it in the box. Index Cards: 4 (2 per student) Procedure: 1. QRI-5 – H.S. Expository text for Preeti 2. Pre-reading: I ask students questions to discuss what they know about the lottery and stoning. They write (unedited) answers in the notebook. 3. Highlighters + Code Key: Give students highlighters and explain/model coding method. Code Key: (√) = Concept or fact already known/(?) = Confusing/(!) = New, unusual, or surprising that they understand/(*) = Replaces (?) after discussion

Appendix B


4. Nonfiction Articles: Students choose the first nonfiction article they want to read and begin reading. 5. Coding Discussion: All (?) are addressed and if clarified all (?) are replaced with a (*) or star. 6. Group discussion: Predicting what the fictional short story will be about. 7. Index Cards: Write two new interesting facts they have learned and place in “House of Knowledge” 8. If time allotted, begin reading “The Lottery” by Shirley Jackson. Reflection: Promised student that I would share my answers to the 3 page Interest Survey consumed a lot of time - be cautious in what you promise in the future. Completed expository text portion of QRI-5 = Level 5 Expository Text. Student highly motivated to see what will become of the "House of Knowledge" box (documenting on note cards what she has learned per lesson). Read aloud with student as opposed to silent reading as per student request. Modeled coding, and coded with student to ensure comprehension of task. Student chose nonfiction article on "The History of the Lottery" to read first. Noticed body language changed approaching bottom of article - slumped down in chair, yawned often. All technical information was making her lose interest. Did not finish lesson, coding consumed too much time. Future - teach article/lesson by modeling a strategy to eliminate unimportant details. Narrative texts - H.S. level Expository texts - level 5

Appendix B


Appendix B - L2