Name: Rebecca Williams – The Girl Who Married the Moon Date: 4/19/2011 Grade Level/Subject: 5th

/6th Grade Reading Prerequisite Knowledge: Knowledge beyond knowing how to read is necessary for this lesson. Students will be learning about a new culture, but if they know anything about Native American life, it could be useful here. Approximate Time: Approximately 1 hour Student Objectives/Student Outcomes: • Students will define the vocabulary words within the story. • Students will infer and summarize meanings and knowledge from the story. • Students will identify words with –s or –es endings and differentiate the meaning between plural and present tense words, and also identify the root word. • Students will identify homophones from the story and match homophones on a worksheet. Illinois Standards: As a result of their schoolings, students will be able to: 1.A.3b 1.B.3a 1.C.3a 1.C.3d Analyze the meaning of words and phrases in their context. Preview reading materials, make predictions and relate reading to information from other sources Use information to form, explain and support questions and predictions. Summarize and make generalizations from content and relate them to the purpose of the material.

Materials/Resources/Technology: Reading textbook, recording of story, worksheets Implementation:

Time

10 minutes

30-40 minutes

Opening of lesson: Tell students that today we will be reading The Girl Who Married the Moon. Ask if anyone has read it or has any guess what it will be about. -Start by building background knowledge (pg. 168) with Portrait of a People -Discuss vocabulary words found in that text. -Have students complete a vocabulary worksheet with a partner Collect worksheets once finished. While some are waiting, ask students to look through the story at the pictures. Procedures: Tell students that making inferences is an important concept while reading -“Can anyone give me their own definition of making inferences?” (combining story clues and their own knowledge to figure out what the author does not state directly) If they have not already, have students look through the story at the illustrations. What can you predict or infer about the moon phases or the two cousins? -How or why did you think that? (no wrong answer) Tell students to keep in mind to summarize – take key points from the story -Practice by having a student read aloud pg. 172 then asking other students for a summary of what was just read. Listen to the story on a tape with scheduled pauses. Ask students for a brief summary of the story. Infer “Why do you think the moon is a person in this story?” “Did your predictions change as the story progressed? If they did please share with the class.” -Now that students have completed the story, have them answer the worksheet of comprehension questions with a partner. Once all are finished, discuss the vocabulary from the beginning. Look at word-endings such as –s and –es and discuss that they mean different things. They can be endings for either present tense words or for plural works. -Hand out worksheet for students to complete in pairs. Next discuss homophones and how they were involved in the story. -Can someone define this in their own words? Any examples? -Model how to decode meaning from words by using the root word.
Accommodations: Be sure to circulate around the students during the lesson. -If some students get off-task more than usual, use proximity to help them focus. -Be sure to make yourself available for student questions and be prepared to show the material in a new or different way.

10 Minutes

Summary/Closing: Ask students for any closing thoughts on Girl Who Married the Moon, Including their own summaries, thoughts and inferences. As a final assessment, give students a worksheet (quiz) for them to complete in class for a grade.
Be sure that students still have track of their homophone homework assignment.

Student Assessment: • Have students complete the worksheets after group discussions. Some will be completed in pairs, so be sure that each student is participating. • Students will complete a final assessment (worksheet) at the end to check for their understanding of the story. That will be graded with a scale.

Post Lesson Reflection: Student Interest This was the first lesson I taught to the entire class. Having one classroom with two grades sometimes makes it difficult to design full class lessons since there is a large difference between points of interest in 5th and 6th grades. Thankfully, none of the students had read the story I picked, which kept their attention on what we read. It was an unusual story based on a Native American folktale, so it was new and interesting to students. I was impressed by student focus on the story, and they maintained enough interest to be able to answer questions. Student Motivation Once we began the story, students were drawn into it and began enjoying it. It was called The Girl who Married the Moon, so I think students were a little apprehensive of what we may discuss. Their interest peaked, and they were then motivated to read along and stay involved by answering questions. Students were also excited to give their own predictions when asked while we read. They enjoyed having any and all of their opinions and ideas heard. Teacher Knowledge I believe that my knowledge about the story, vocabulary, and terms I wanted to discuss was strong. I read the story several times and was very familiar with the plot and illustrations. Beyond knowing how to read and being sure to know how to explain the vocabulary word definitions and the key terms, there was not much else I needed to know how to do. Teacher Organization My cooperating teacher asked me to give students a packet of worksheets, so I had quite a bit to keep track of. I had all of the material I needed ready ahead of time. I kept the lesson moving and did not waste time with the extra things. I was pleased with my organization. Teacher Articulation Thanks to writing my very detailed lesson plan before delivering it, I was able to speak clearly with students. I was able to ask higher level questions, and the students were easily able to follow what I meant. In one case, a question I asked was not getting the responses I wanted, but I rephrased the question and began getting the responses I desired. Student Understanding I was pleased with the student responses to my lesson. They seemed to enjoy this unusual story and took pleasure in predicting and interpreting the plot. This lesson could easily have been split up into several lessons where students could listen to or read the story several times and gain a deeper understanding of the story. Other activities could have been done to increase the level of understanding students could gain from reading this story had there been more time. I believe that students would benefit from their teacher continuing to look at this story.

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