Purpose:
On this page, we will post our lesson plans for A Christmas Carol by Charles Dickens. Please follow the lesson template located below your names and use the rubric listed in step 7 to evaluate your lesson design and thoughtfulness. Post your lesson below your name.
Here is a collection of useful links to help you plan and write your lesson. (N.B. all links will open in new tabs)
Good Readers.... | Vocabulary Strategies | Enduring Standards | Common Core English StandardsBloom's Taxonomy to Write Objectives | Checking for Understanding | Progress Report Checklist


Lesson Expectations:
  1. The lesson will last 10 - 12 minutes
  2. Your "students" (members of our class) will demonstrate an understanding of the objective(s)
  3. You will teach a reading comprehension strategy
  4. You will launch your lesson from the Harry Potter book - we must practice reading during your lesson
  5. You will collect student products and choose the best product to submit to me as an example of the strategy you chose
  6. We will evaluate your lesson using a wiki discussion board located below all of our lessons (I will build this on the night of the lessons)
  7. We will teach 5 lessons per class and you may not be chosen on the first night. If this is the case, you will teach a lesson on the following week.
  8. You will use this rubric - - to evaluate your lesson - this will count as part of your grade and can be revised for full credit
    1. You will complete the rubric and put it in a shared dropbox folder (we will build this next week)

Sarah

Lesson Title: The Vocabulary Ice Cream Cone

Enduring Understanding (s): Good readers use prior knowledge and schema to understand and provide the meaning of unfamiliar words. Good readers make connections and provide examples of unfamiliar words.

Common Core Standard (s): CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Objective(s) to Increase Reading Comprehension:
1. Discuss guiding questions about a new, unfamiliar word provision on page 9 of “A Christmas Carol” in order to activate prior knowledge.

2. Teacher will explain the meaning of the word ‘provision’ and generate an example for the students. (Teacher should make sure to point out that the word can be used with other examples)
3. Produce and record several examples of ‘provision’ by comparing and contrasting real life situations of how the new vocabulary can be used.
4. Discuss the examples created in partners.
5. Design “The Vocabulary Ice Cream Cone” organizer.
6. Identify two non-examples of ‘provision’ to show what it is not.
7. Construct a definition and an example for ‘provision’ using evidence from “The Vocabulary Ice Cream Cone.”

Evidence of Learning:I will know the students have met the objective when they correctly produce “The Vocabulary Ice Cream Cone” in which they activate prior knowledge, provide examples of the word, list two non-examples of the word, and create their own definition of the word. Students also discuss their findings with a partner and the whole group.

Product for Progress Report:The students use “The Vocabulary Ice Cream Cone” to learn the definition of a new vocabulary word.

Melissa

Lesson Title: Word Finder

Enduring Understanding (s): Good readers can talk about a text to help comprehend the meaning of new words. Good readers can connect to a new word using their prior knowledge and use the word correctly on their own.

Common Core Standard (s):
Use sentence-level context as a clue to the meaning of a word or phrase.
Identify real-life connections between words and their use.

Objective(s) to Increase Reading Comprehension:
Listen to the teacher perform a read aloud from the beginning of Stave two.
Identify the word preposterous.
Construct a Word Finder to help identify the meaning of the new word.
Talk with a partner and decide three other words that could fill in the spot of preposterous.
Listen to the definition of the new word, and identify any words that could work.
Write a new sentence with the word preposterous.

Evidence of Learning: The students will demonstrate that they have learned when they can show a complete Word Finder chart.

Product for Progress Report:
Uses strategies to determine meaning of unfamiliar words.


Adrienne

Lesson Title: Vocabulary quadruple fold
Enduring Understanding (s): Good readers are able to apply their background knowledge and experiences to figure out the meaning of unknown words.

Common Core Standard (s):Identify real-life connections between words and their use.

Objective(s) to Increase Reading Comprehension:
Recite a passage together from section 25.
Listen to the teacher read the passage.
Identify the word 'imploringly' to for investigation.
Create a quadruple fold to help define the new word.
Discover a situation in which students would beg or desperately crave something (do not use the word 'imploringly').
Relate a personal experience to 'imploringly'.
Apply a personal experience to produce a non-example of 'imploringly'.
Explain the definition of in your own words.
Apply the definition to the text on page 106.
Appraise a peer's quad-ri-fold by making sure they have filled in each section.
Role-play the passage emphasizing the manner in which 'imploringly' suggests the quote should be read.

Evidence of Learning: Reading/ expression of the text.
Product for Progress Report: Use schema to help define unknown terms.

Laura

Lesson Title: Word Web

Enduring Understanding (s):
Good readers understand new, unfamiliar words by connecting them to concepts they already know.
Good readers use many strategies and sources to comprehend new/unknown words.

Common Core Standard(s):
Determine the meaning of words and phrases as they are used in a text.

Objective(s) to Increase Reading Comprehension:
  1. Create a word web for the vocabulary word, horror, in A Christmas Carolin order to better understand and retain the meaning of the vocab word.
  2. Designa definition of the vocabulary word in their own words.
  3. Create another word web with a second vocabulary word (their choice from a list of words provided by teacher) on their own with a partner.

Evidence of Learning:
Word Web - Students have filled in all bubbles of the two word webs correctly with the teacher and on their own with a partner, coming to the creation of a definition of each word in their own words.

Product for Progress Report:
Uses a word web (or other visual chart/strategy) to recognize/comprehend future unfamiliar words in texts.


Nicole
Lesson Title: Vocabulary Think It Out graph

Enduring Understanding (s): Good readers can discover the meaning of word(s) within a text. Good Readers can apply a newly defined word in another context.

Common Core Standard (s): Determine the meanings of words and phrases as they are used in a text, distinguishing literal from non literal language.

Objective(s) to Increase Reading Comprehension:
Design a Vocabulary Think it Out graph using information from A Christmas Carol.
Show the word opaque in context located in chapter 2.
Define the word opaque s found in the book and discussed by the teacher, fill it in on the graph.
Apply definition in another context with a partner/small group.

Evidence of Learning: Created and filled in all parts of the Vocabulary Think It Out graph

Product for Progress Report:
Uses strategies to determine meaning of unfamiliar words.

Janelle
Lesson Title: Vocabulary Flip Chart

Enduring Understanding (s):
Good readers make personal connections to vocabulary words. Good readers can give examples/non-examples of new vocabulary words they have learned.

Common Core Standard (s):
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Objective(s) to Increase Reading Comprehension:
Create a Vocabulary Flip Chart
Listen as the teacher reads from A Christmas Carol (Chapter 1, paragraphs 1-2) fluently.
Identify the word emphatically in paragraph 2 and listen as the teacher defines the word.
Write emphatic on the first flap of the Vocabulary Flip Chart.
Apply the word emphatic to your own life by providing examples of when you felt emphatic about something. Write them on the second flap.
Give examples and non-examples of the word emphatic on the third flap.
Create a definition of the word emphatic with a partner and write it on the fourth flap.
Reread Chapter 1, paragraphs 1-2, orally and apply your new vocabulary knowledge to help you better understand the passage.

Evidence of Learning:
Students will create a graphic organizer (Vocabulary Flip Chart) and will write personal connections, examples and non-examples, and the definition of an unknown word on the chart.

Product for Progress Report:
Uses strategies to determine meaning of unfamiliar words.
Reads aloud with proper phrasing, inflection, and intonation.

Kelsey
Lesson Title: Vocabulary Trifold

Enduring Understanding (s): Good readers can listen to the definition of a word and apply it in a different context.

Common Core Standard (s):
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Objective(s) to Increase Reading Comprehension:
Create a Vocabulary Divider.
Read the sentence on page 11 with the word dismal in it.
Listen as the teacher defines the word dismal and write the word in the first flap and the definition in the second flap.
Repeat the word dismal.
Apply the word dismal in a different context and put in the third flap.

Evidence of Learning: Students will create a vocabulary trifold.

Product for Progress Report:
Uses strategies to determine meaning of unfamiliar words.


Rachel
Lesson Title: Vocabulary four square

Enduring Understanding (s):
Good readers make real life connections to words. Good readers create a definition that works for them.

Common Core Standard (s):
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Objective(s) to Increase Reading Comprehension:
Students will create a vocabulary four square graphic organizer
Students will read out loud with me pg. 31-32.
Students will put the word melancholy in the top box
I will give students the dictionary definition of the word
Students will create their own definition with a partner
Students will make a real life connection to the word
Students will share their connection with the group

Evidence of Learning:
Students will have completed the vocabulary four square graphic organizer

Product for Progress Report:
Vocabulary Four Square graphic organizer



Katie

Lesson Title: Vocabulary Frayer Model


Enduring Understanding:
  • Good readers can identify unknown words and use strategies to figure out word meanings.
  • Good readers use a combination of story context, background knowledge, and resources to develop the concept of a word.

Common Core Standard:
  • CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Objectives to Increase Reading Comprehension:
  1. Students will recognize covetous as an important word to understanding the nature of Scrooge’s character.
  2. Students will create a Frayer model to record findings
  3. With a partner, students will use an online resource or dictionary, as well as background experience and context clues to develop a definition for the word covetous.
  4. Students will use story context and worldly experiences to provide examples/non examples for when/how the word might be used
  5. Students will create two sentences using covetous. One sentence will pertain to A Christmas Carol, the other can be written within any context as long as it stays true to the meaning of the word.
  6. Students share findings whole group, “grab” ideas from others, and add to their Frayer models
  7. Students will reread the excerpt from A Christmas Carol and relate the words importance back to the story’s theme or character’s development

Evidence of Learning:
  • Students were able to provide examples and non examples of the word
  • Students are able to use the word within context
  • Students are able to relate the word meaning to the context of the story
  • Students have appropriately completed the Frayer model

Product for Progress Report: Completed Frayer Model graphic organizer


Katarina (Katie)
Lesson Title: Text Talk + Visualization
[Use Stave I, sentence beginning, "No, nor did he believe it now..."]
Target words: phantom, kerchief, incredulous ("phantom" will receive Rich Instruction)

Enduring Understanding (s): Good readers make connections.

Common Core Standard (s): Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies.

Objective(s) to Increase Reading Comprehension:
1) Create a drawing representative of their visualization of a passage containing a difficult vocabulary word.
2) Use the vocabulary word in a one-sentence description of the picture.

Evidence of Learning: I will know that the students have achieved the objectives when they can draw their visualized scene with accuracy and write a sentence to describe what is happening correctly using the vocabulary word.

Product for Progress Report: Uses strategies to determine meaning of unfamiliar words AND makes comparisons and connections to build understanding of text

Supporting Research: Beck, I.L & McKeown, M.G. (2007). Increasing you low-income children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251-271.


Chris
Lesson Title:
Enduring Understanding (s):
Common Core Standard (s):
Objective(s) to Increase Reading Comprehension:
Evidence of Learning:
Product for Progress Report:


Subject Author Replies Views Last Message
Comment added: Where is this on the Progress Report ... ChristopherTShively ChristopherTShively 0 56 Oct 10, 2012 by ChristopherTShively ChristopherTShively
Character Shape 4 Square 7650741 7650741 10 219 Oct 3, 2012 by 3667691 3667691
Setting Comparison Map 7650741 7650741 10 217 Oct 3, 2012 by 7650741 7650741
Puzzling Problem Piece (PPP) 7650741 7650741 10 169 Oct 3, 2012 by 4450521 4450521
Text 2... 7650741 7650741 11 219 Oct 3, 2012 by 4450521 4450521