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The purpose of this assignment is to assess content lesson planning techniques to include all necessary components including applicable state reading and ESOL competencies. All lessons must be aligned with state-adopted standards at the appropriate level of rigor to attain full credit. The use of appropriate technology must be evidenced at least once for each component of the lesson. CONTENT AREA UNIT – Develop a standards-based content area unit consisting of 4 lessons plans based on the Florida Standards. The content will be appropriately sequenced to ensure coherence and required prior knowledge. Each lesson will contain: A clear objective Appropriate content and literacy instructional strategies to aid in student comprehension (and expression of comprehension (3.b) Relevant materials to include technology. Instruction will be designed for students to achieve mastery, and to demonstrate a variety of applicable skills and competencies. Students will demonstrate use of included subject area strategy application in class, including verbalization of thought (3.b), and will demonstrate how they adapt the learning environment to accommodate the differing needs of diverse students (2.h) (including ESOL adaptations based on theories of second language literacy and best practices at each of three levels of English language proficiency and strategies for ESE learners). Activities which will increase vocabulary for English language learners will be included. Text Who takes the Train? Mabel Mnensa Summary of Text (5-7 complete sentence) The text Who takes the Train? Is about a little girl named Naledi and here mom riding the train on Beach day. Throughout the day Naledi grows curious about the people she may encounter on the train. She saw an old woman with a puppy, a person selling chocolate, people who participate in karate, a woman from the Navy, and musicians. This book goes through a festive journey a child goes through when traveling to their destination and the many intriguing things that will amaze them along the way. Standard (https://www.cpalms.org/public) LAFS.1.RL.1.3- Describe characters, settings, and major events in a story, using key details. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Standard Rationale (1-2) The text aligns with the standard because the story has characters, it has settings and major events that support the main idea of the text. The text also has key details that can provide assistance in important areas of comprehension such as putting information together in chronological order. Learning Target (Students will be able to….) SWBAT complete the reading of the text in the chunk reading classroom environment. SWBAT describe the characters in the text. SWBAT identify the different settings in the text. SWBAT identify the main idea of the text. SWBAT identify the major events of the text that aligns with the main idea. Pre-Reading (3 activities/strategies; a brief description of each) Vocabulary: To begin, I will start class with the students completing a simple yet effective graphic organizer. This organizer is called a foldable, it will help us identify and define vocabulary that may be difficult throughout the text. For example, pajamas, karate, soldier, and sailor. Brainstorming: Students will then transition to the story we are about to read and participate in rereading questions. These questions will be asked where the students are making inferences about the text based on the artwork on the cover of the book. Pictionary: The next pre-reading activity would be a short game of Pictionary. Where I will show cards of pictures of important people and items that are in the story. For example, a soldier, dog, sailor, karate, pajamas, etc. I will also have cards only with words and the class would have to read the cards. During Reading exercises: (3) First Scaffolding Strategy and Rationale: The students will participate in a chunk reading classroom environment. Chunk reading occurs after a certain amount of pages. The class will stop reading and answer guided questions about the text. The questions can range from making an inference, describing settings, naming the main characters, identifying key details. Then continue reading and repeat the process again. This scaffolding activity is effective because of your reading at a pace where all the students will be able to understand the text. Then while reading the teacher gets to assess the students to check for understanding everyone is on the same page as a form of formative assessment. Second Scaffolding Strategy: After the reading students will complete a graphic organizer to organize their thoughts. I will ask them to fill out an organizer that aligns with chronological order. They will fill out each box in the order the major events that occurred throughout the story. This is important because it allows me to assess if the student retained and comprehend the text that we read together as a class. 3 ways to monitor for comprehension: The first way to monitor the student’s comprehension is to ask guided questions as a form of formative assessment throughout the chunk reading. The next way to check for comprehension is to have the students create a foldable that will assess if they retained and comprehend the information that was read. Another way to check for comprehension is to ask and probe the students while they are answering the question in-between readings. This is a formative assessment that will help you gather a consensus if the students are understanding the questions that are being asked and can they verbalize what they just read. Multi-Sensory Activity: After answering the guided reading question in-between readings the students will have a plate of sand where they have to draw the new character they saw and underneath the picture spell the name in the sand. Big Five: Phonemic Awareness: Students will go over sounds that are hard for them to understand. For example, we will focus on the word pajama and soldier. More specifically the ja sound and ldier sound. Phonics: At the beginning of the lesson when the class and I are going over words that will be in the text during the pre-reading. We will break down the words by each syllable to make sure the students understand the words. Vocabulary: The vocabulary will be covered in the pre-reading were words will be reviewed and taught through a graphic organizer. Fluency: Fluency can be assessed when the students are taking turn reading in the chunk reading environment. Comprehension: Comprehension will be mastered at the end of the lesson when the students can successfully complete the post-reading activities. Post Reading: Multisensory Activity: Go outside with chalk and designate an area to write the names of all the characters in the story. Afterward, call out the character and have the students stand on that name. Technology in Lesson Plan: I would use technology after the lesson plan by having the students participate in simplified jeopardy. This game will be a mixture of the guided questions asked during chunk reading, questions the students will makeup, the chronological order graphic organizers, and a few new questions to make the students think.