Ashlyn Cummings and Jessica Jacobi

INST 363
July 25, 2016

Assignment 6 INST

Grade 3-5 The Shape of Home: Reading and Social Studies

Provided Lesson Plan: http://www.tolerance.org/lesson/shape-home

Classroom Resources: Family

Anti-Bias Domain: Diversity
Grade Level: Grade 5
Subject: Reading and Language Arts Social Studies

Content Objectives:

5.(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(B) use the context of the sentence (e.g., in-sentence example or definition) to
determine the meaning of unfamiliar words or multiple meaning words;
(E) use a dictionary or glossary to determine the meanings, syllabication, and
pronunciation of unknown words.

5.(8) Geography. The student understands the location and patterns of settlement and the
geographic factors that influence where people live. The student is expected to:
(B) explain the geographic factors that influence patterns of settlement and the
distribution of population in the United States, past and present

Language Objectives should also be made for ELLs (Domain-Reading):

The students will be able to identify the introduced vocabulary words in the assigned reading by
highlighting the words when they come across them. (Beginning)
The student will be able to use a dictionary to help them translate unknown words found in the
assigned reading. (Beginning and Intermediate)
The student will be able to complete the handout provided by finding clues from the reading
about the Salish tribe. (Intermediate and advanced)
The student will be able to read a section of the assigned reading aloud to the teacher.
(Intermediate and Advanced)
The student will be able to identify aspects of different cultures through the assigned reading
and peers definitions of home. (Intermediate and Advanced)
The student will be able to compare the culture of the Salish tribe from the readings to their own
culture. (Intermediate and Advanced)
The ELPS include:

Grade 3,4,and 5, Standard 1 Level 2: use an emerging set of strategies to: identify some
key words and phrases, identify the main topic or message/lesson; from read-alouds, simple
written texts, and oral presentations.
Grade 3, 4, and 5, Standard 8 Level 1: relying heavily on visual aids, context, and knowledge of
morphology in his or her native language, recognize the meaning of a few frequently occurring
words, simple phrases, and formulaic expressions; in simple oral discourse, read-alouds, and
written texts about familiar topics, experiences, or events.
Grade 3, 4, and 5, Standard 8 Level 3: using context, visual aids, reference materials, and a
developing knowledge of English morphology, determine the meaning of frequently occurring
words and phrases, determine the meanings of some idiomatic expressions; in texts about
familiar topics, experiences, or events.

Essential Questions:

These questions are the perfect opportunity to allow the ELLs to share their own culture, as well
as the mainstream students gain more insight on the lives of their peers. I would also provide
these questions to the ELLs at the beginning of the lesson (Intermediate) or even the night
before (Beginner) so that they can prepare for what they will be looking to answer during class.
It gives them a little extra time to practice the English words that they will be using in class.

What defines home? What makes a place home?

How is home different/similar from person to person?
Why do people move?
How do you cope with lost?

Materials Needed:
50 minutes to an hour. I would specify why this assignment will take so long. The teacher
should know how long each part of the assignment will take so that they can plan the rest of
their day accordingly. Teachers do not want to spend too much time on one assignment and
take away time from another subject that their students should be learning. Also, time limits are
not often put in the materials. It is usually placed in the procedures to tell how long each step in
the procedure should last.
Handout #1: Reading: Making Connections For beginning level ELLs, I would have a copy of
the handout in their native language that they could read before (Intermediate) or read
alongside the English version(Beginner). This would also help them relate words in their own
language to the English word.

Framework:

Make sure that the glossary words and vocabulary words are introduced before explaining the
purpose to the students. The purpose of the lesson and story should also be given to the
students so that they know what to expect and what they are going to be learning.
In her story Connected to Everything writer Jennifer Greene tells the tale of a family who lost
their home when they were forced to leave their ancestral land and move to a reservation.
Greenes story also shows constructive ways to cope with loss.

Loss is a major theme in the lives of many children. Many students, particularly those who live in
poverty or are from families under economic stress, can relate in a deep way to the theme of
dispossession in Jennifer Greenes story. This early-grades lesson plan gives students a chance
to explore diverse concepts of home and find ways to deal with loss and make their fellow
students feel welcome at school.

Glossary:

When introducing vocabulary words to ELLs, you should provide the word in their native
language, as well as a visual of some sort that will allow them to make connections with the new
word(s) being introduced. Also, be sure to pronounce each syllable of the word and sound out
slowly so that the phonemes that the student has learned can be heard clearly. (Beginner) Once
the student understands the meaning of these new words, have them find synonyms or other
meanings of the word to help them form more connections. (Intermediate)

reservation |rezrv sh n|(noun) An area of land set aside for occupation by North American
Indians.

bitterroot |bitrrot; -rot|(noun) A plant with showy pinkish-white flowers on short stems.

moccasins |mksn|(noun) A soft leather slipper or shoe, strictly one without a separate heel,
originating among North American Indians.

dispossess |dispzes|(verb) [ trans. ] Deprive (someone) of something that they own, typically
land or property.

Procedures:

1. Think about a definition for the word home. Individually, take a few minutes to think about
home then jot down a definition. ELLs may not be familiar with the English word home yet. So
make sure you inform them of what the word is in their native tongue (Beginner), or allow them
time to look up the word in a Spanish-English dictionary to discover the meaning themselves.
(Intermediate) Next, have them read what a home is in English once they have some
knowledge of what the word is.
2. Now in pairs or a small group compare your definitions. What do you notice? Any surprises?
Pairs could be a good idea. However, since the focus here is reading, we do not want to put our
ELLs in more situations where speaking is the domain being focused on. If you use pairs, try to
pair the students with a bilingual student. That way that student can share his/her answer in
their native tongue and also understand what other students are saying. The partner for the ELL
can also help them translate their definition to English. (Beginner and Intermediate)
3. In pairs or a small group, use the following questions to guide developing a classroom
definition of home: What is home like? What are some words that describe a home? This is a
good question for the ELLs to really work on because the student can form words that are
synonyms to the word home. (Intermediate) They can also add their own culture into their
answers and share with the class because some aspects of what they believe home is could be
different than that of their peers. (Beginner and Intermediate) This is a good learning experience
for the ELLs, but also for the mainstream students to learn a little more about their classmates
culture. What are some examples of home?
4. What do we mean when we say that we feel at home?As a class, create a classroom
definition of home, using the responses from each group. Write this definition on the board as
the class develops and agrees on the definition. After agreeing on a definition, discuss your
ideas about home. Since the ELLs have already familiarized themselves with their groups
definition of home, allow these students to read their definition to the class to help with the
formation of a class definition. (Intermediate) This will give them more practice in reading, as
well as give the teacher a chance to see the progress of the student. For Beginner students,
have them repeat the completed class definition to the class because they have already heard
the definition once before they have to repeat it.
5. Before reading the story, locate the setting of the storythe Bitterroot and Mission Valleys in
northwest Montanaon a wall map. This story is about the Salish Tribe that was forced to move
from their home in 1891. This is a good way to implement geography into the lesson so the
students can see where the Salish tribe lived in comparison to where they are living now. I
would make sure to have some pictures of the Bitterroot and Mission Valleys (could be off the
internet) because then all of the students can actually picture what the land looked like.
(Beginner and Intermediate) This is beneficial to all students, but will greatly help ELLs when it
comes to making connections.
6. In small groups or as a class, talk about the illustration by Merisha Lemmer that
accompanies the story. How does the illustration make you feel? What do you think of when
viewing it? Read the story Connected to Everything by Jennifer Greene, completing the
Handout on Reading: Making Connections. Using the visuals is great! Especially for ELLs. I
would use copies of the illustrations from the story as the visuals provided to help ELLs learn
the new vocabulary. (Beginner and Intermediate) This way they can make direct connections
with what they are reading with the new words because they have seen the pictures before.
7. In pairs or small groups, discuss: What do you think the Salish definition of home would be?
Write your responses on the board. Use examples/quotes from the story to support your
definition. I think that the highlighting of the important parts of the story and the unknown words
will help the ELLs better form ideas about the Salish definition. (Beginner and Intermediate) The
ELLs have more chance to reread through parts of the story, which gives them more practice.
Rereading or skimming is also great for the mainstream students, so strategies like highlighting
can be a universal strategy that can benefit all. Also, since the focus for the ELLs for this lesson
is reading, have another student in the group write down the responses unless the ELL
volunteers. (Intermediate) You never want to deny a learning experience to any student.
8. Compare your earlier definition to the Salish definition. What conclusions can you draw from
the comparison? Elaborate. When asking the ELLs to compare definitions. First the ELLs need
to be able to read and understand the Salish definition so that they can find the similarities and
differences. (Intermediate). Providing the Spanish-English dictionary here is important because
you want the student to be able to look up the unknown words on their own. (Beginner and
Intermediate) The student can discuss the comparisons within his/her group with the help of a
peer.
9. The name the Salish people use to describe themselves is Sqelixw (Sqe lee wh). The literal
translation is flesh of the land. Their name portrays the close and affectionate relationship
between the people and the land. The land literally took care of them by providing them with
food, clothing, medicines, and shelter. This is why the Salish would define home as the
land.Generations of family and friends lived on the same land always, according to their oral
history.The story of the Salish leaving the Bitterroot is not simply a story of leaving home it is a
story of dispossession, of losing what is yours. Recall what Jennifer Greene wrote, We lost our
home, and to my kids, it feels like weve lost everything. All of us have experienced losing
something important being dispossessed of something special, something irreplaceable.
Share in a small group a time in your life when you felt dispossessed. Share a few examples as
a class. Write, briefly, about a time when you felt dispossessed or experienced a lost. Once
again, the ELLs need to be introduced to the word lost and what it means. Then the student
can better form an appropriate answer to share with his/her partner or group. (Beginner and
Intermediate)
10. Revisit the list of descriptive words and examples that you generated to create a
class definition of home. Allow the ELLs to have a list of their own with the descriptive words of
home so that they can learn more words that can help them remember what a home is.
(Intermediate) Remember that home is not always a place sometimes it is a person or a
feeling. Expand the definition based on the new information you learned from the story. Display
your new definition in the class on the wall. Allow the ELL to write their definition in their native
language. (Beginner and Intermediate) This will also allow their classmates to see different
culture. Once again, a bilingual student or a teacher can help the student translate the definition
to English for practice reasons as well.

Assessment:

Why do people leave their homes? With a partner, your goal is to develop a two-page guide to
help ease the transition when people move. Consider different reasons for people leaving their
homes. Be sure to consider voluntary and involuntary reasons, too. Choose one issue (e.g.,
local issues, like economic change or poverty and global issues, like war) for the focus of your
guide. A successful guide will include accurate information, show an awareness of the
conditions that created the need to move and be reader friendly.To meet the objectives the
assessment should include a topic on loss and how that affects where people move and live.
The students who are at a beginning level of language proficiency should be placed with a
partner that is also a native speaker. This way the student can be assessed based upon their
understanding and their reading comprehension and writing portion of the assignment. For
those who are at an Intermediate level, I would still place them with a native speaker. The
student will be able to have some support for the reading and writing portion. To accommodate
to different sociocultural backgrounds the students can discuss different reasons why people
leave their homes in different cultures. This way the students can relate to things they may have
seen in their own cultures. The assessment also needs to include the vocabulary words that
have been discussed in todays lesson. The students should be able to use the words they have
learned in their reading as a platform for their information they use. This will also help the
students tie the information presented in a real life situation, and put the words into action. The
assessment should also tie in the activity page the students did in class. Due to this, the
students can build on their knowledge by using what they discussed in class, and the
information they found in their readings. To make sure the student meets the needs of the
language objectives the students should use the readings they have read during class to help
with the assessment. The students should use the cultural contexts to help in defining different
homes. The student will have to use context clues, and reading skills to help identify the
information that helps them with explaining their points. The students will be working with
partners so this will help with the ELL students focusing on discussing what they read overall
comprehension of the texts.

Extension Activity:

1. Write a poem about home. You may use a poem structure model provided or choose your
own:

Shape Poems Following the tradition of the concrete poem, you may write a poem about
home that creates a shape representing home. Cinquain You may write a poem about home
that has five lines. The first line is one word the title. The second line has two words that
describe the title. The third line includes three words that depict action. The fourth line has four
words that express feeling. And, the fifth line is one word that recalls the title. The teacher needs
to make sure they remind the students of what a concrete poem looks like, and how to use it in
their writing. Make sure that you allow the beginning ELLs and Intermediate ELLs to use a
dictionary for any words they need clarification for. The teacher may also decide to place the
students in pairs to help them in their writing. This should be in conjunction with describing and
using the vocabulary words that were discussed in todays class.

2. Explore as a class how you can make your school more welcoming to someone who has
recently lost his/her home (i.e., by a fire)or suffered the loss of something important to them.
Think of something you can do today (e.g., creating a class rule against name-calling, putting
multilingual signs on the class walls, and so on) to create an environment where the classroom
feels like home. The teacher may want to discuss what it looks like in different cultures when
people express emotions. The teacher may also want to use the readings to help re-establish
some of the things that were discussed in the readings to help the class discussion. The
students can have an opportunity to share how they would want to be treated if something
happened to them.