Lauren Beckerle: M5U4A1
by L B
1. 3. Objective
1.1. Students will be able to identify and communicate the where within the text, describing a geographic location using the names of continents, countries, and cities.
1.2. Scaffolding Strategy: Hint cards that mention nearby cities, nearby countries, or places (that aren’t the exact city, country, and continent) mentioned within a previous news article or literary text.
1.3. Student Key Factors: Accommodates higher tier students with more vocabulary and recollection of what was previously read.
1.3.1. Higher tier students would need to be intentionally paired with mid-to-lower tier students.
2. Class Information
2.1. Sixth Grade Intensive ESL Reading
2.2. Three tiers: 1st, 2nd, and 3rd grade reading levels
3. CCSS RL.2.1
3.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text.
4. 2. Objective
4.1. Students will be able to explain the who within the text, verbalizing and/or writing complete and detailed sentences and connecting it directly back to the “what.”
4.2. Scaffolding Strategy: Handouts with pictures or paintings of key figures of important characters that students have read about previously in news articles or literary texts.
4.3. Student Key Factors: Accommodates all tiers since it was discussed previously and is foundational.
4.3.1. Lower tiers can describe what they see in the picture/painting handout while higher tiers can recall a person’s intrinsic traits or details that aren’t shown in the picture or painting.
5. Big Ideas
5.1. Students should be able to ask and answer the 5 w’s and 1 h.
5.2. Students should be able to show that they understand the key details in a text.
6. 1. Objective
6.1. Students will be able to communicate the main event or what within the text.
6.2. Scaffolding Strategy: Talking about an example of a “what” or event that everyone’s familiar with (a school event or something that’s happened in Saigon recently).
6.3. Student Key Factors: Accommodates all tiers and would be tap into students’ foundational knowledge that's outside of what was read in class.
6.3.1. Lower tiers can name the event while higher or middle tiers can give more details about what happened.