Ruishu Wang Shannon Arena Boyce Term III Literacy December 13, 2013

Goals/Objectives Students will be able to identify the main idea of Everybody Cooks Rice (regardless of the culture, everyone uses rice in their meals) in order to understand the content of the story Students will be able to answer questions pertaining to the main idea of the story in order to demonstrate comprehension Through the shared writing activity, students will be able to write a letter to the author to tell her how they feel about the story by using opinions and information from the book as well as ask questions of the author that they feel will expand their understanding of the story Standards Key Ideas and Details: ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers Key Ideas and Details: determine the main idea of a text; recount the key details and explain how they support the main idea Write opinion pieces on topics or texts, supporting a point of view with reasons o Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons o Provide reasons that support the opinion o Use linking words and phrases to connect opinion and reasons o Provide a concluding statement or section Writing: with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose Comprehension and Collaboration: engage effectively in a range of collaborative discussions with diverse partners o Follow agreed-upon rules for discussion Comprehension and Collaboration: determine the main ideas and supporting details of a text read aloud/information presented in diverse media and formats (visually, quantitatively, orally) Materials and Preparation Everybody Eats Rice by Noorah Dooley 4 photocopies of the book Pencils 2 large pieces of chart papers Pack of markers

Classroom Arrangement and Management Issues Student teacher will take small group into teachers lounge to conduct shared reading and shared writing. Each student will be provided with a photocopy of the story in order to follow along as the teacher rereads it out loud (student teacher has already read the book to the whole class prior to this lesson). 2 pieces of large chart paper will be taped on the wall beforehand. Students and teacher will be seated around a circle table. Before starting the lesson, each student teacher will discuss with the group her expectations of their behavior during the lesson o We are going to be polite by listening to one another when we are speaking and respecting what each of us has to say. o If you have a question or comment, you will raise your hand to be called on to speak. o Please pay attention to the story and notice the details of each family. Possible Management Issues o Unengaged students o Students who are off task o Disruption Plan Introduction [5 minutes] Student teacher will remind the students of her rules/expectations for behavior. Then, she will direct them to the previously read text that will be reread in order to find the main idea of the story. She will remind them what a main idea is- what a selection is mostly about in order to help them remember and understand what they read. Following that, copies will be distributed to the child where they will be told to follow along as the teacher reads aloud. Read Aloud [15 minutes] Student teacher will read aloud and make sure occasionally that the students are paying attention and following along. An informal assessment will be conducted during this time period in order to determine that the students comprehend what we are reading thus far. What does moocher mean? What on the page tells you what it means? What makes rice yellow? How do you know? What is similar about the Diaz family and the Tran family? Do you know who a boarder is? The aforementioned questions will be asked to assess their comprehension after each appropriate page of the book. Discussion/Brainstorming for Shared Writing [15 minutes] Student teacher will ask the group questions that are open-ended, yet suggest to the point of determining the main idea. Can someone remind me what main idea means? Lets go around the room and each say what we think the main idea is.

In this story, the main idea is unstated, so students will be required to provide details in order to explain their belief of what the main idea is. They will refer to context clues that may attribute to their version of the main idea. The teacher will facilitate a discussion of whether they agree or disagree with one another. Meanwhile, the teacher will be standing by one chart paper to gather their main ideas. This will serve as a brainstorm for the shared writing (letter to the author). Whole group will also discuss their favorite parts of the story with supporting details as to why. Each student will be able to use these declared parts to add into the letter. Shared Writng- Letter to the Author [10 minutes] Student teacher will be the scribe and write out the letter to the author on the large chart paper. The following is the format: Date Dear Ms. Dooley, Opening paragraph: students will start by telling the author why they are writing to her (ie. We are reading this book in school. Since we really liked the book, we are writing to tell you why. etc.) Middle Paragraph: each student will contribute what he or she liked about the book in one sentence (ie. I liked My favorite part was I want to try and cook. etc.) Closing Paragraph: this section will be dedicated to the questions students have for the author pertaining to the storys content or craft Students will each grab a marker of their choosing and sign on the bottom of the letter Anticipating Students Responses and Your Possible Responses Students may become unengaged at any point of the story. It would ideal of the teacher to redirect them by asking them a comprehension question or Are you paying attention? When students get too rowdy and eager to offer their opinion or answers, they start talking over each other. The teacher will remind them of the rules of decorum that was previously discussed. Teacher will give a few seconds for them to compose themselves in preparation for the task at hand. Assessment of the Goals/Objectives Listed Above Informal o Reading comprehension questions are asked during the read aloud in order to determine the students understanding of the story Formal o The production of the letter serves as a formal assessment because the students have worked together, achieving each objective, in order to compile a proper letter to the author Accommodations N/A