Week 9 Assignment 3 Lesson Plan

Candidate’s Name: Jiaye Yao

Grade Level: Pre-k

Title of the lesson: The Name Jar – Using Literature Response Groups

Length of the lesson: 45 min

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Literature comprehension (pre-K)

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Phonemic awareness, letter-sound correspondence, mixed cultural backgrounds

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) 2. Demonstrates he/she is building background knowledge. a) Asks questions related to a particular item, event or experience. b) Correctly identifies meanings of words in read alouds, in conversation, and in the descriptions of everyday items in the world around them. c) Uses new vocabulary correctly. d) Makes comparisons to words and concepts already known. 3. Demonstrates that he/she understand what they observe. a) Uses vocabulary relevant to observations. b) Identifies emotions by observing faces in pictures and faces of peers and adults. c) Asks questions related to visual text and observations. d) Makes inferences and draws conclusions based on information from visual text.  e) Begins to identify relevant and irrelevant information, pictures, and symbols related to a familiar topic.

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use. Vocabulary ·       summarize the story Discourse ·       discussion

Learning objectives Sample: 1.     Will understand the story in the selected literature. 2.     Will share understanding in groups. 3.     Will compare and contrast by using their own life examples.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Informal assessment: assist students in expanding their discussion by connecting their previous answers and by expanding through their personal examples Formal assessment Excellent Satisfaction Need Improvement Students are able to identify two emotions of all features in the Character Emotion card with allocation of sentences from the text as evidence. Students are able to identify at least one emotions of all characters in the Character Emotion card with allocation of sentences from the text as evidence. Students are able to identify at least emotions for at least one character in the Character Emotion card with allocation of sentences from the text as evidence. For ELLs, they can write in their own language.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: understanding of students’ prior academic learning and personal/cultural/community assets research and/or theory developmental appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. 1. Ask students to think about their personal experience of self-introduction in school or in other public organizations. 2. Explain to students that in the story the teacher is about to read, the main character has some difficulty in introducing her name due to her nationality. 3. Read aloud the book The Name Jar. During reading, think-aloud questions are give to model the thought processes by showing how to question, predict and connect the text to existing knowledge. Some think-aloud questions may include Why the girl Unhei from Korea decides not to tell her name in the first introduction? Why does she prepare a name jar? 4. After the read-aloud, discusses the story with students. What could Unhei’s teacher ahve done to help her deal with her name and her feeling of being an outsider? Do you think the students in the story bullying Unhei? Why or why not? 5. After the discussion, ask students to write down their reflections. 6. Groups in four to five. Ask them to discuss their reflections about this story and the emotions shared by the characters in the story. 7. Ask students to fill up the Character Emotion charts.

Instructional resources and materials used to engage students in learning. The Name Jar by Yangsook Choi Character Emotion Chart paper and markers Unhei Classmates Teacher Her Grandmother Emotions Sentence Literature group discussion checklist I shared my ideas I listened carefully to others. I commented on other’s work positively. I listened to the suggestions of others. Student reflection journals