Mainstream English Language Development (MELD) 10 Day Lesson Plan MELD ObjecGves to support student acquisiGon of the Comprehension Skill Story Elements: Through par1cipa1on in this lesson, students will: 1.  be able to idenGfy the main characters, seDng, theme, and plot of text, using specific details found in the text. 2.  apply the knowledge of this comprehension skill as they analyze Culturally Responsive Literature while they collabora1vely work to determine the author’s use of Story Elements 3.  create narraGves that contain the Story Elements they’ve been studying Common Core State Standards This lesson is CCSS based for grades K-­‐6 in the following areas: Listening and Speaking •  Comprehension and Collabora1on WriGng •  Text Types and Purposes •  Produc1on and Distribu1on of Wri1ng Language •  Conven1ons of Standard English What makes this lesson Culturally and LinguisGcally Responsive? •  Student-­‐Centered •  Purposeful use of 6 Access Strategies •  Use of CR Literature •  Use of Technology •  InteracGve and Engaging Lesson Design •  Strategic Use of ParGcipaGon and Discussion Protocols Academic Vocabulary Development Vocabulary: story elements, character, seTng, plot, main events, problem, soluGon Tier 1 vocabulary words that students can use Personal Thesaurus to generate Tier 2 vocabulary words for: problem, soluGon, __(You decide !) ____ Materials: problem soluGon • Treasures Animated Comprehension Lessons (use CD or ConnectEd) • LCD Projector and computer to show Animated Comprehension Lessons • Materials students can use to create foldables and posters • CR Literature Listening and Speaking Comprehension and CollaboraGon CCSS.ELA-­‐Literacy.SL.K.1 Par1cipate in collabora1ve conversa1ons with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-­‐Literacy.SL.K.1a Follow agreed-­‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-­‐Literacy.SL.K.2 Confirm understanding of a text read aloud or informa1on presented orally or through other media by asking and answering ques1ons about key details and reques1ng clarifica1on if something is not understood. CCSS.ELA-­‐Literacy.SL.1.1 Par1cipate in collabora1ve conversa1ons with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-­‐Literacy.SL.1.1a Follow agreed-­‐upon rules for discussions (e.g., listening to others with care, speaking one at a 1me about the topics and texts under discussion). CCSS.ELA-­‐Literacy.SL.1.2 Ask and answer ques1ons about key details in a text read aloud or informa1on presented orally or through other media. CCSS.ELA-­‐Literacy.SL.2.1 Par1cipate in collabora1ve conversa1ons with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-­‐Literacy.SL.2.1a Follow agreed-­‐upon rules for discussions (e.g., gaining the floor in respecUul ways, listening to others with care, speaking one at a 1me about the topics and texts under discussion). CCSS.ELA-­‐Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or informa1on presented orally or through other media. CCSS.ELA-­‐Literacy.SL.3.1 Engage effec1vely in a range of collabora1ve discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-­‐Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that prepara1on and other informa1on known about the topic to explore ideas under discussion. CCSS.ELA-­‐Literacy.SL.3.1b Follow agreed-­‐upon rules for discussions (e.g., gaining the floor in respecUul ways, listening to others with care, speaking one at a 1me about the topics and texts under discussion). CCSS.ELA-­‐Literacy.SL.3.2 Determine the main ideas and suppor1ng details of a text read aloud or informa1on presented in diverse media and formats, including visually, quan1ta1vely, and orally. CCSS.ELA-­‐Literacy.SL.4.1 Engage effec1vely in a range of collabora1ve discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-­‐Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that prepara1on and other informa1on known about the topic to explore ideas under discussion. CCSS.ELA-­‐Literacy.SL.4.1b Follow agreed-­‐upon rules for discussions and carry out assigned roles. CCSS.ELA-­‐Literacy.SL.4.2 Paraphrase por1ons of a text read aloud or informa1on presented in diverse media and formats, including visually, quan1ta1vely, and orally. CCSS.ELA-­‐Literacy.SL.5.1 Engage effec1vely in a range of collabora1ve discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-­‐Literacy.SL.5.1b Follow agreed-­‐upon rules for discussions and carry out assigned roles. CCSS.ELA-­‐Literacy.SL.5.2 Summarize a wri\en text read aloud or informa1on presented in diverse media and formats, including visually, quan1ta1vely, and orally. WriGng: Text Types and Purposes CCSS.ELA-­‐Literacy.W.K.3 Use a combina1on of drawing, dicta1ng, and wri1ng to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reac1on to what happened. CCSS.ELA-­‐Literacy.W.1.3 Write narra1ves in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS.ELA-­‐Literacy.W.2.3 Write narra1ves in which they recount a well-­‐elaborated event or short sequence of events, include details to describe ac1ons, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. CCSS.ELA-­‐Literacy.W.3.3 Write narra1ves to develop real or imagined experiences or events using effec1ve technique, descrip1ve details, and clear event sequences. CCSS.ELA-­‐Literacy.W.3.3a Establish a situa1on and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-­‐Literacy.W.4.3 Write narra1ves to develop real or imagined experiences or events using effec1ve technique, descrip1ve details, and clear event sequences. CCSS.ELA-­‐Literacy.W.4.3a Orient the reader by establishing a situa1on and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-­‐Literacy.W.5.3 Write narra1ves to develop real or imagined experiences or events using effec1ve technique, descrip1ve details, and clear event sequences. CCSS.ELA-­‐Literacy.W.5.3a Orient the reader by establishing a situa1on and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-­‐Literacy.W.6.3 Write narra1ves to develop real or imagined experiences or events using effec1ve technique, relevant descrip1ve details, and well-­‐structured event sequences. CCSS.ELA-­‐Literacy.W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. ProducGon and DistribuGon of WriGng CCSS.ELA-­‐Literacy.W.K.5 With guidance and support from adults, respond to ques1ons and sugges1ons from peers and add details to strengthen wri1ng as needed. CCSS.ELA-­‐Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to ques1ons and sugges1ons from peers, and add details to strengthen wri1ng as needed. CCSS.ELA-­‐Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen wri1ng as needed by revising and edi1ng. CCSS.ELA-­‐Literacy.W.3.5 With guidand support from peers and adults, develop and strengthen wri1ng as needed by planning, revising, and ance edi1ng. (Edi1ng for conven1ons should demonstrate command of Language standards 1-­‐3 up to and including grade 3 here.) CCSS.ELA-­‐Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen wri1ng as needed by planning, revising, and edi1ng. (Edi1ng for conven1ons should demonstrate command of Language standards 1-­‐3 up to and including grade 4 here.) CCSS.ELA-­‐Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen wri1ng as needed by planning, revising, edi1ng, rewri1ng, or trying a new approach. (Edi1ng for conven1ons should demonstrate command of Language standards 1-­‐3 up to and including grade 5 here.) CCSS.ELA-­‐Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen wri1ng as needed by planning, revising, edi1ng, rewri1ng, or trying a new approach. (Edi1ng for conven1ons should demonstrate command of Language standards 1–3 up to and including grade 6 here.) Language: ConvenGons of Standard English CCSS.ELA-­‐Literacy.L.K.1 Demonstrate command of the conven1ons of standard English grammar and usage when wri1ng or speaking. CCSS.ELA-­‐Literacy.L.1.1 Demonstrate command of the conven1ons of standard English grammar and usage when wri1ng or speaking. CCSS.ELA-­‐Literacy.L.2.1 Demonstrate command of the conven1ons of standard English grammar and usage when wri1ng or speaking. CCSS.ELA-­‐Literacy.L.3 Demonstrate command of the conven1ons of standard English grammar and usage when wri1ng or speaking. CCSS.ELA-­‐Literacy.L.4.1 Demonstrate command of the conven1ons of standard English grammar and usage when wri1ng or speaking. CCSS.ELA-­‐Literacy.L.5.1 Demonstrate command of the conven1ons of standard English grammar and usage when wri1ng or speaking. CCSS.ELA-­‐Literacy.L.6.1 Demonstrate command of the conven1ons of standard English grammar and usage when wri1ng or speaking. Days 1-­‐2 Lesson Sequence: MELD ObjecGve(s): 1.  Students will be able to iden1fy the main characters, seDng, and plot of text, using specific details found in the text. 1.  Introduce students to the Comprehension Skill of the week: Story Elements • 
Vocabulary: main characters, seTng, main events, plot, problem, soluGon Taken from Treasures 2. 
Use the “ Character, SeDng, Plot” Treasures Grade 4 Animated Comprehension Lessons to introduce the Comprehension Skill to the the students. If you don’t have access to a projector, use the RC Cards referenced on Day 3 of this lesson plan. • 
Students can create a “Story Elements” Foldable to help them record the main ideas presented about each story element you present to them. • 
For fun foldables ideas check: Treasures’ Resource Guide, Google “story elements foldables”, or check out h\p://foldables.wikispaces.com/Foldables 3. 
The animated lesson has three parts. Use the the Part 1 to introduce the concept to the students. Throughout the animated lesson, use appropriate Par1cipa1on Protocols to have students respond to the prompted ques1ons. • 
Students can completed appropriate sec1ons of their foldables as the animated lesson progresses. 4. 
Part 2 provides text that students will be prompted to analyze for its story elements. During Part 2, students can iden1fy story elements using a graphic organizer, or their foldables. This should be a whole group ac1vity. 5. 
Part 3 provides 3 different ac1vi1es that can be used to assess students’ understanding of the concept. • 
Ac1vity 1 can be completed in partnerships. Allow students 1me to read the text and iden1fy the story elements. Review the answers whole group, using Par1cipa1on Protocols. • 
Ac1vity 2 can be completed by individuals. • 
Ac1vity three can be used to differen1ate for enrichment if needed. Days 3-­‐4 Lesson Sequence: MELD ObjecGve(s): 1.  Students will be able to iden1fy the main characters, seDng, and plot of text, using specific details found in the text. In today’s lesson, students will apply their understanding of story elements by crea1ng a foldable ( or poster) to analyze the story elements of a piece of CLR literature that supports the Treasures’ theme: Growing Up. The lesson can be differen1ated by: 1) placing students in coopera1ve groups to read and analyze their own books—different from the book read during the class Read Aloud 2) having selected individuals or partnerships read their own books or 3) differen1a1ng the kinds of “Story Elements Foldables” different student groups are required to create. poster sample 1.  Use appropriate Par1cipa1on Protocols to review the prior day’s lesson. 2.  Inform students of the assignment for the day. Provide them with examples of the student outcomes expected of them. 3.  Provide criteria for the assignment. 4.  Break the students into the coopera1ve groups they’ll be working with. 5.  Conduct a Read Aloud of a CLR piece of literature that either: supports the Treasures’ theme, is wri\en by a La1no author, has a La1no main character, or has a La1no theme (in honor of La1no Heritage Month). • 
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This Read Aloud will be the text students can use to complete their “Story Elements Foldables”. Have individual students complete quick Foldables in order to keep track of required story elements as you read. The students will be able to compare their individual foldables as they collaborate to complete their group assignments. 5.  Allow coopera1ve groups 1me to complete their group “Story Elements Foldable” or poster. • 
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Teachers can assign jobs to different members of the group (ie. Scribe, Ar1st, Spokesman, etc.) in order to ensure that each member of the group understands his/ her role. A team leader should be selected. This team leader should be urged to use a Par1cipa1on or Discussion Protocol that has been modeled in class to share the informa1on each student collected during the Read Aloud. Students will combine their ideas to create their drais of the wri1ng. Students should be encouraged to write using complete sentences. They can be be encouraged to use compound and/or complex sentences. As each team completes the drais of their wri1ng, the teacher can meet with the group to conduct Workshops in which students will understand aspects of their work that needs to be revised and/ or edited. The other groups can work on the art piece of the assignment while wai1ng for the teacher to meet with them to review their wri1ng. 6.  Group Presenta1ons • 
Students should be made aware that they are expected to share their presenta1ons with the whole group. Foldables sample DAY 3 (or Days 5-­‐6) Lesson Sequence: MELD ObjecGve(s): 1.  Students will apply their knowledge of Story Elements to create a personal narra1ve about a memorable experience: a 1me they moved to a new school, home, or classroom. 2.  Students will use graphic organizers to plan their narra1ves. Moving is an experience children encounter that can affect them as they get older. In prior lessons, students read stories to analyze story elements. In today’s lesson, students will create a personal narraGve that includes the story elements: main character, seTng, and main events that develop the story’s plot. The subject of the narraGves the your students write is up to you, the teacher. Feel free to choose another topic that is responsive to the needs of your students, if you don’t select moving. The lesson can be differen1ated by: 1) having students (who need to) plan a realis1c fic1on narra1ve coopera1vely, 2) differen1a1ng the requirements for students’ final drais Who will the main characters in your story be? Describe your characters. Try not to choose too many suppor1ng characters. When does your story take place? Where does your story take place? How old were you? Where did you move to? Where did you leave? Why did you move? What happened in the beginning of your story? Why did you have to move? What happened when you first arrive to your new place? What happens in the middle of your story? Try to describe a main event. What happens at the end of your story? How does the main event end? How do you feel at the end of you story? 1.  Use the Treasures Comprehension Card to review the Comprehension Skill for the week. Both the card and the script you can use with it have been provided. Use appropriate Par1cipa1on Protocols to lead the conversa1on. 2.  Aier having the discussion, inform students that they will be wri1ng a narra1ve that should have the same amount of details that they were able to pull from the visual card. 3.  Conduct an interac1ve, whole class PreWri1ng Session. • 
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Create a graphic organizer like this one to use as a model with the class. Distribute, or have students create, a graphic organizer like this one. The teacher and the students will plan their narra1ves together. 2.  Explain the assignment to the students. 3.  Inform students that they will listen to you plan one sec1on of your story, and then they will plan the same sec1on of their stories. 1.  Model a Think Aloud and fill in the first part of your graphic organizer. [My, turn, Your turn] 2.  Have students talk to their neighbors about who the main characters of their narra1ves will be. [Think, Pair, Share] 3.  Give students 1me to complete that sec1on of their planning. [Moment of Silence]. It might be good to play music during this 1me—music with a fast beat , but no words works well. 4.  Use an appropriate Response Protocol to allow students to share out. This allows other students to evaluate their own work and make changes if needed. Treasures Comprehension Card Treasures Comprehension Cards: Support through VisualizaGon This is the script that Treasures provides to go along with the visual card. Explain/Model Set the purpose of the acGvity for students. • Let’s use the photo to understand character, seDng, and plot. • A character is a person or animal in a story or selec1on. The seDng of a story is where and when it takes place. The plot is what happens in the story, including the problem, main events, and solu1on. Think Aloud :To iden1fy the characters I think about the people or animals in the story. I see a father and mother. Who else do you no1ce? (There are two kids, a boy and a girl.) To iden1fy the seDng I think about where the story is happening and when. It looks as if they are at a campground. What do you no1ce? (It seems like it is cold. It also looks like a photo that was taken in the present day; it doesn’t look old-­‐fashioned or futuris1c.) To iden1fy the plot I think about what the problem is and how it gets solved. Imagine this, Dad and Mom took the kids on a camping trip. Aier a day of hiking they are all hungry. They have no car as they are hiking in the mountains. The store is far away. How will they solve their problem? (They found marshmallows in their bag. So, they built a campfire and toasted them.) By thinking about who the story is about, where and when it takes place, and what the problem and solu1on is, I can figure out the characters, seDng, and plot. Apply Apply through guided pracGce. Iden1fying the characters and their traits will help you relate to them, appreciate how they feel, and predict how they will behave. Iden1fying the seDng and plot will help you be\er understand what is happening in a story. Let’s try it with text now. Listen to this short story. One Saturday, Bobby and Domenic went to the movies. Bobby got in line at the ;cket booth. When it was his turn to pay, he was short two dollars. He looked around, but Domenic was nowhere. Then, just before Bobby walked away without ;ckets, Domenic came back from the food stand and gave Bobby money. • Who are the characters? What is the seDng? What is the plot? Character, SeTng and Plot Summarize the lesson. Use these points any1me you discuss cause and effect. • A cause is an event or ac1on that makes something happen. An effect is what happens as a result of an event or ac1on. • Stories and selec1ons will make more sense when you understand why things happen and what makes them happen. • Some causes and effects are marked by signal words and phrases, such as due to, as a result, because, but, since, for, and in order to. • Some1mes there are no signal words. Photo © Chris Robbins/Digital Vision/Ge\y Days 7-­‐8 Lesson Sequence: MELD ObjecGve(s): 1.  Students will apply their knowledge of Story Elements to create a personal narra1ve about a memorable experience: a 1me they moved to a new school, home, or classroom. 2.  Students will complete drais of their personal narra1ves. Today, students will: analyze a model of a narra1ve, help you write your drai of your narra1ve, and they will begin or complete their own drais as well. Who will the main characters in your story be? Describe your characters. Try not to choose too many suppor1ng characters. When does your story take place? Where does your story take place? How old were you? Where did you move to? Where did you leave? Why did you move? What happened in the beginning of your story? Why did you have to move? What happened when you first arrive to your new place? What happens in the middle of your story? Try to describe a main event. What happens at the end of your story? How does the main event end? How do you feel at the end of you story? 1.  Before the lesson, find the Narra1ve Wri1ng Rubric and a sample of a narra1ve paragraph or essay from the Treasures Teacher’s Resource Book. 2.  Begin the lesson by having students read the sample of the kind of narra1ve they will write. This should be done whole group, using Par1cipa1on Protocols to help students analyze different parts of the narra1ve you select for them. Students should be able to analyze Story Elements, as a reader should be able to analyze these story elements in the students’ narra1ves. 3.  Students will watch you model turning your planning into a first drai of your personal narra1ve. 4.  You should conduct Think Alouds to allow students to understand your process thinking process. 5.  When appropriate, use Par1cipa1on Protocols to allow students to help you compose your first drai. 6.  Students will write their own drais. Allow them to confer with their table mates or partners if they need to. Playing music in the background that has a fast beat, but no words, would be helpful. Set the music at a certain level, and inform students that they may talk about work, as long as their voices don’t get louder than the music. 7.  As students complete their drais, they will meet with the teacher to conduct Workshops in which the teacher helps the student understand what needs to be revised and/or edited. Day 9 Lesson Sequence: MELD ObjecGve(s): 1.  Students will apply their knowledge of Story Elements to create a personal narra1ve about a memorable experience: a 1me they moved to a new school, home, or classroom. 2.  Students will revise and edit the drais of their personal narra1ves. 3.  Students will complete the final drais of their personal narra1ves. To prepare for the lesson: As you conduct the Workshops with students who complete their drais, you should: •  Read students’ work and highlight Tier 1 vocabulary words you think they can replace with Tier 2 synonyms in their final drais. •  Insert edi1ng marks for spelling and punctua1on. Don’t correct these for students, they should be prompted to use classroom resources to correct their spelling. •  Highlight examples of Home Language. Code-­‐Switch these for students. Un1l they learn how to code-­‐switch, you are just making them aware of the HL rules their wri1ng adheres to. Materials: student thesaurus, personal thesaurus, proofreading sheets Revision: 1)  Students will revise their narra1ves by finding Tier 2 synonyms to replace some of the Tier 1 vocabulary words that you observed being used excessively during the Workshops you held with students as they completed their drais. 2)  Code-­‐Switch any examples of Home Language that isn’t being used as dialogue in the student’s narra1ve. Proofreading / EdiGng: 1)  Students will proofread their work by using classroom resources to correct spelling, capitaliza1on, and punctua1on errors. Lesson Sequence: 1. Beginning with Proofreading / Edi1ng is easy, so you can begin there. •  Talk about the classroom resources available to help students correct the spelling mistakes you iden1fied for them. •  Create a Word Bank students can use to correct their spelling. Use the Whip Around Protocol to allow students to share words that you iden1fied as being misspelled in their drais. Students should share one word at a 1me, and you should correctly spell the word as you add it to the Word Bank. •  Have students correct the capitaliza1on and punctua1on errors you iden1fied. 2. Viewing the video that can be seen at h\p://www.youtube.com/watch?v=RBKqgOvmJ8w is a great way to way to start the Revision phase of the lesson. •  This is an entertaining instruc1onal video that elementary school teachers can show to their students to help them be\er understand the process of revising. Viewers will learn what revising means, the goals of revising, how to revise, and how revising differs from edi1ng. 3. Inform students that using Tier 2 vocabulary words is a part of their Academic Language Development. Guide students through using the classroom thesaurus to find Tier 2 synonyms for words you highlighted in their wri1ng. They can make entries into their Personal Thesaurus, and choose a Tier 2 synonym to replace the word you highlighted in their work. 4. Inform students that code-­‐switching their use of Home Language into Standard English is a part of revision. Let them know that they will be learning about how to iden1fy their use of Home Language, and how to code-­‐
switch it into Standard English this year. (You did the code-­‐switching for them this 1me because some students don’t know how to do this on their own yet). Day 10 Lesson Sequence: MELD ObjecGve(s): 1.  Students will apply their knowledge of Story Elements to create a personal narra1ve about a memorable experience: a 1me they moved to a new school, home, or classroom. 2.  Students will revise and edit the drais of their personal narra1ves. 3.  Students will complete the final drais of their personal narra1ves. To prepare for the lesson: Print and/ or copy nice final drai paper for students to complete final drais on. If possible, arrange for students to type their finals drais in the computer lab. 1.  1. Give students 1me to complete their final drais. [Moment of Silence]. It might be good to play music during this 1me—music with a fast beat , but no words works well. 2.  Use an appropriate Response Protocol to allow students to share out.