Alexandra Bell CI 402: Dr. Dressman Lesson Plan Assignment 1 Feb.

14, 2012 Teaching Reading in 7th Grade Using A Cafecito Story Pages 10-17 in A Cafecito Story include pivotal moments for the rest of the texts progression. There are many good places to make predictions, and many parts where summarization and clarification or questioning of what has happened is needed to check understanding before moving on. The book is so short that every page is full of important information, and therefore demonstrating Reciprocal Teaching first as a class and then in small groups is appropriate and effective for this section. To break up these activities, however, and clarify some of the difficult vocabulary in this section, Beat the Dictionary and Concept Attainment will be used at a break in page 13. This will hopefully get the students excited to participate in their small groups and get their critical and creative thinking flowing, and it will be a great way to capitalize on the multilingualism of the students.

Objectives CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. CC.6-8.R.ST.2 Key Ideas and Details: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Procedures -Topic: A Cafecito Story, pages 10-17. A. Prepare Classroom. 1.Set up the desks with place cards that assign groups by students names, which will be used for reading pages 13-17. 2. Have the different steps for the period written on the board so that students can see what is coming up. (5 min.) B. Shared Reading of page 10-13. 1. Read page 10 out loud, and make a prediction that Joe will visit the mountains soon, explaining that you reason this from the barra owners wifes suggestion and Joes prior knowledge about (possibly suggesting interest in) Pico Duarte. i. Demonstrate summarization, clarification, and questioning as well. (5-10 min.) ii. Write your examples of predictions, questions, clarification, and summarization on the board as a reference for when students do Reciprocal Teaching in their groups. 2. Have students read page 12 and page 13 on their own (page 11 is an illustration), stopping and asking questions of their classmates as they read. (5 min.) C. Teach Vocabulary. 1. At the break on page 13, ask students for vocabulary words they did not understand. Use Beat the Dictionary as a class to figure out the meanings of those words, and then use a pre-made Concept Attainment PowerPoint for denomination and percolating (page 17). Some words, such as vivero and mercado (17), can be defined and used in examples by students who speak Spanish and already know the meaning. (10 min.) D. Reciprocal Teaching in Small Groups for pages 13-17.

1. In the groups set up by place cards before class, students will divide up the 4 roles of Reciprocal Teaching. 2. Review the strategies you demonstrated earlier, giving them a short definition and example of each role. 2. Pass out a handout with boxes for each section, and explain that this will be collected at the end of class. Also explain that they will present one question, clarification, prediction, or summary that they particularly liked at the end of class. 3. Walk around and spend a few minutes with each group, listening and making sure that they understand the assignment and are working together. (15 min.) 4. In the last 5 minutes of class, have each group present one question, clarification, prediction, or summary that they particularly liked. 5. Collect the handouts for Reciprocal Teaching in pages 13-17. Assessment CC.7.SL.1 Comprehension and Collaboration: Students will discuss as a class as well as in smaller groups, and will both ask their own questions as well as listen to the answers provided by their classmates. Reciprocal Teaching allows them to collaborate and express their opinions while teaching them to be as clear and concise as possible. CC.6-8.R.ST.2 Key Ideas and Details: Part of Reciprocal Teaching will include the ability to summarize the text. CC.6-8.R.H.7 Integration of Knowledge and Ideas: Using Concept Attainment for vocabulary growth integrates visual information with information from the text. CC.6-8.R.H.4 Craft and Structure: Explain some of the vocabulary in terms of the region of the world the book is set, and the words about coffee farming in relation to the activity the book is centered around.