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Black Cat

Lesson Topic: City and Country


Lesson Date: Friday October 25, 2013
Proficiency/Grade level
Level One students in grades 9-12
National ELL Goals/Standards:
Goal 1: To use English to communicate in social setting.
Standard1: Students will use English to participate in social interaction.
Standard 2: Students will interact in, through, and with spoen and written Engish !or personal
e"pression and en#oy$ent.
Standard 3: Students will use learning strategies to e"tend their co$$unicati%e co$petence.
Goal 3: To use English in socially and culturally appropriate ways.
Standard 1: Students will choose a language %ariety, register, and genre according to audience,
purpose, and setting.
Standard 2: Students will use non&%erbal co$$unication appropriate to audience, purpose, and
setting.
Standard 3: Students will use appropriate learning strategies to e"tend their sociolinguistic and
sociocultural co$petence.
Language Goals/Standards:
Ob#ecti%e 1: Obtain new %ocabulary words associated with introducing yoursel!.
1.1 'se %ocabulary words appropriately in describing about your bacground.
1.2 (espond appropriately to )uestions in%ol%ing new %ocabulary words through
spoen language or actions *pointing or locating places, !lags etc.+
Ob#ecti%e 2: 'nderstand what it $eans to answer and as )uestions about yoursel! or an
indi%idual.
2.1 ,ble to classi!y the right responses.
Background Information:
Students have had some formal instruction as adjectives, locations, and weather vocabulary that
describe a city. Students need to be familiar with understanding what each vocabulary word and
concept means.
Vocabulary:
Students can learn new vocabulary through the PowerPoint presentation for better understanding
of the book. They will receive the following definitions of: sauntering, neon, graffiti and bodega.
Materials:
PowerPoint presentation of terms, the book Black Cat by Christopher Myers, Venn Diagram of
City and Country, brainstorm worksheet of city
Activate Prior-knowledge/Set:
Brainstorm worksheet of city. Ask students: What do you think of when you think of cities? Give
students the opportunity to describe things in a city.
Input/Modeling (include informal checks for understanding):
Independent Practice:
1.
Assessment:
Assessment Strategies for nderstanding: Tas! performance
-.as per!or$ance is being used because a!ter / show the$ the tas and gi%e the$ directions as
what to do the students will then be ased to per!or$ the tas / ha%e gi%en the$ as an e"a$ple.
-,nd i! they per!or$ the tas that / ha%e ased the$ o! then they ha%e co$prehended it.
-0reating their honeyco$b and presenting it pairs, class or one&on&one with $e later !or
in!or$al assess$ent o! speaing sills with this concept.
-,necdotal records will be taen as the students are woring and speaing in !ront o! the class to
guide !urther instruction as well.
Extension Activities:
*While the PowerPoint presentation is being present, students have a piece of paper out and they
are following along by writing notes and drawing pictures to help them remember the
definitions.
*As the PowerPoint presentation is going on take the time to give each student time to write their
own example or sentence for that word.
*Create a Venn diagram as a class that compares the theme of the lesson Bees and the Class
together.
* *Have a research project where students learn about another city
-1resenting pro#ects in !ront o! class about their own country
-,sing )uestions and practicing co$$unication sills
-2earning about each other3s countries and where they ca$e !ro$.
Closure:
Refer back to the Venn Diagram and have students complete and add anything else to their
diagram.
Accommodations:
Students with %ision i$pair$ents will be at the !ront o! the roo$
Students with %ision i$pair$ents will wor with enlarge te"ts
Students will be arranged into heterogeneous partners, pairing higher&ability learners with lower
Students will be seated ne"t to a peer $odel i! needed
Students with attention needs will be allowed to take short breaks throughout the lesson
Students with special needs will be seated next to a peer model to help
Reflection:
Was this lesson appropriate for this level of learners?
Did I meet my lesson objectives?
Were the students able to work independently and be successful?
Do I need to go back and re-teach any vocabulary words?
Was the website I chose appropriate and did it get their attention?
What would I do different next time to make the lesson even better?
Were students able to follow me as I read the book?
Did the students comprehend the connection of the book with city and country?