June 14th, 2011
On June 14th, 2011 I read the book "Follow the Drinking Gourd by Jeanette Winter to the four reading students that I was assigned with.
Lesson Plan
Group Number: Group One
General Goal: My General goal of this lesson was to teach my student what a main idea and supporting detail are. I also wanted to teach my student how to find Main ideas and Supporting details in readings, stories, etc.
Specific Objectives:
1. My main objective was to teach my student what a main idea and supporting detail are.
2. Differentiate between general and specific ideas.
3.Identify the topic of the paragraph or book.
Reflection:
Before I was assinged with my student I was very nervous and I did not really know what to expect from the students.When I received a student from each class I introduced myself and asked them to introduce theirselves, then I began the lesson and asked my students if they knew what supporting details were or if they knew what main ideas were, and if they did know I asked them to tell me in their own words what main ideas and supporting details were. If they did not know what a main idea or supporting detail was then I gave them my definition and my examples. After that , I began reading the book Follow the Drinking Gourd.When reading I stopped at each of my vocabulary words and explained the word. Then after finishing the book I handed out my comprehension questions. I graded the comprehension questions real quick then if they got an anwser wrong I went over that question with them. After we finished everything we just sat and talked.
General Goal: My General goal of this lesson was to teach my student what a main idea and supporting detail are. I also wanted to teach my student how to find Main ideas and Supporting details in readings, stories, etc.
Specific Objectives:
1. My main objective was to teach my student what a main idea and supporting detail are.
2. Differentiate between general and specific ideas.
3.Identify the topic of the paragraph or book.
Reflection:
Before I was assinged with my student I was very nervous and I did not really know what to expect from the students.When I received a student from each class I introduced myself and asked them to introduce theirselves, then I began the lesson and asked my students if they knew what supporting details were or if they knew what main ideas were, and if they did know I asked them to tell me in their own words what main ideas and supporting details were. If they did not know what a main idea or supporting detail was then I gave them my definition and my examples. After that , I began reading the book Follow the Drinking Gourd.When reading I stopped at each of my vocabulary words and explained the word. Then after finishing the book I handed out my comprehension questions. I graded the comprehension questions real quick then if they got an anwser wrong I went over that question with them. After we finished everything we just sat and talked.
Comprehension Questions
1. What was the main idea of the book?
a. Slaves helping each other free each other.
b. Slaves being sold to different masters.
c. Peg Leg Koe creating a song to help free slaves.
2. Where was the setting of this book?
a. On a plantation
b. In Montgomery, Alabama
c. In the cotton fields of Georgia
3. Which character helped out the slaves the most?
a. Peg Leg Joe
b. Molly
c. James
4. What is one example of a supporting detail in the book?
a. "A quail called in the trees that night"
b. "A trapdoor in the floor took them under the barn"
c. "The drinking gourd left them one. The song was almost done."
5. What was the author's tone of the book?
a. Sad then Happy
b. Happy then Sad
c. Funny
a. Slaves helping each other free each other.
b. Slaves being sold to different masters.
c. Peg Leg Koe creating a song to help free slaves.
2. Where was the setting of this book?
a. On a plantation
b. In Montgomery, Alabama
c. In the cotton fields of Georgia
3. Which character helped out the slaves the most?
a. Peg Leg Joe
b. Molly
c. James
4. What is one example of a supporting detail in the book?
a. "A quail called in the trees that night"
b. "A trapdoor in the floor took them under the barn"
c. "The drinking gourd left them one. The song was almost done."
5. What was the author's tone of the book?
a. Sad then Happy
b. Happy then Sad
c. Funny
Vocabulary
Path
(pahth), noun
Definitions:
1. a narrow walk or way.
2. a route, course, or track along which something moves.
Plantation
(plan-tey-shun), noun
Definitions:
1. a group of planted trees or plants.
2. a usually large farm or estate, especially in a tropical or semitropical country, on which cotton, tobacco, coffee, sugar cane, or the like is cultivated, usually by resident laborers.
Thicket
(thik-it), noun
Definitions:
1. a thick or dense growth of shrubs, bushes, or small trees; a thick coppice
Freedom
(free-dom)
Definitions:
1. the power to determine action without restraint.
2. exemption from external control, interference, regulation, etc.
Underground Railroad
noun
Definitions:
1. a system for helping fugitive slaves to escape into canada or other places of safety.
(pahth), noun
Definitions:
1. a narrow walk or way.
2. a route, course, or track along which something moves.
Plantation
(plan-tey-shun), noun
Definitions:
1. a group of planted trees or plants.
2. a usually large farm or estate, especially in a tropical or semitropical country, on which cotton, tobacco, coffee, sugar cane, or the like is cultivated, usually by resident laborers.
Thicket
(thik-it), noun
Definitions:
1. a thick or dense growth of shrubs, bushes, or small trees; a thick coppice
Freedom
(free-dom)
Definitions:
1. the power to determine action without restraint.
2. exemption from external control, interference, regulation, etc.
Underground Railroad
noun
Definitions:
1. a system for helping fugitive slaves to escape into canada or other places of safety.
June 16th, 2011
On June 16th I read the book "Mrs. Gaddy and the Fast-Growing Vine" by Wilson Gage to my reading students.
Lesson Plan
General Goal: The general goal to teach was to teach my students what simile's, metaphore's, personification, and imagery are.
Specific Obejectives: To teach my students what Similes, Metaphors, Personification, and Imagery are.
Reflection: I got the same students as I did on Tuesday, which was reliving so I would not have to learn new names or get to know new students again. When i first got each student I asked each of them if they already knew what a simile, metaphor, personification, and imagery are and they all said yes to knowing what a simile and metaphor were but none of them knew what personification or imagery were. So, I explained to them what imagery and personification were. After that i began reading the book Mrs. Gaddy and the Fast-Growing Vine. This book had a lot of examples of simile, metaphors, imagery, and personifications. So, at each example I stopped and explained each. After I read the book to my four students i handed out the comprehension questions that went along with my book.
Comprehension Questions
1. What is a Simile?
a. Comparing two unlike things using "Like" or "as"
b. Comparing two unlike things WITHOUT using "Like" or "as"
c. Using very descriptive words to create a picture in the readers mind.
2. What is a Metaphor?
a. Comparing two unlike things WITHOUT using "like" or "as"
b. Using very descriptive words to create a picture in the readers head.
c. Comparing two unlike things using "Like" or "as"
3. What is Personification?
a. Using very descriptive words to create a picture in the readers head.
b. When writers give human actions to non-human objects.
c. Reference to something to be common knowledge.
4. What is one of the examples from the reading of a SIMILE?
a. "This vine has pretty purple flowers and it grows as fast as lightning."
b. "What a fast vine."
c. "That vine is trying to come in my window."
5. What is an example of Personification out of the book?
a. "What a fast vine."
b. "This vine is trying to eat me alive"
c. All of the above
6. What is an example of imagery out of the book?
a. "Everything looks so pretty. There is just one bare spot by the kitchen
door."
b. "Do you have a vine for sale?"
c. "Mrs. Gaddy went to the barn."
a. Comparing two unlike things using "Like" or "as"
b. Comparing two unlike things WITHOUT using "Like" or "as"
c. Using very descriptive words to create a picture in the readers mind.
2. What is a Metaphor?
a. Comparing two unlike things WITHOUT using "like" or "as"
b. Using very descriptive words to create a picture in the readers head.
c. Comparing two unlike things using "Like" or "as"
3. What is Personification?
a. Using very descriptive words to create a picture in the readers head.
b. When writers give human actions to non-human objects.
c. Reference to something to be common knowledge.
4. What is one of the examples from the reading of a SIMILE?
a. "This vine has pretty purple flowers and it grows as fast as lightning."
b. "What a fast vine."
c. "That vine is trying to come in my window."
5. What is an example of Personification out of the book?
a. "What a fast vine."
b. "This vine is trying to eat me alive"
c. All of the above
6. What is an example of imagery out of the book?
a. "Everything looks so pretty. There is just one bare spot by the kitchen
door."
b. "Do you have a vine for sale?"
c. "Mrs. Gaddy went to the barn."
Vocabulary
Bare
(Bair), adjective
Definitions:
1. Without the usual furnishings, contents
2. Open to view, unconcealed
Example from the book: "There is just one bare spot by the kitchen door."
Hitched
(hich), verb
Definitions:
1. To fasten or tie
2. To harness (an animal) to a vehicle.
Example from the book: "She hitched her mule to her wagon."
Coiling
(koil), verb
Definitions:
1. To gather into loops
2. To wind on a flat surface into rings one around another.
Example from the book: "One was coiling around the chimney."
Pruned
(proon), verb
Definitions:
1. To cut or lop off
2. To rid or clear of
Example from the book: "Mrs. Gaddy pruned all three shoots."
Stalks
(stawk), verb
Definitions:
1. The stem or main axis of a plant.
2. A similar structural part of an animal.
Example from the book: "The stalks grew across the kitchen door."
(Bair), adjective
Definitions:
1. Without the usual furnishings, contents
2. Open to view, unconcealed
Example from the book: "There is just one bare spot by the kitchen door."
Hitched
(hich), verb
Definitions:
1. To fasten or tie
2. To harness (an animal) to a vehicle.
Example from the book: "She hitched her mule to her wagon."
Coiling
(koil), verb
Definitions:
1. To gather into loops
2. To wind on a flat surface into rings one around another.
Example from the book: "One was coiling around the chimney."
Pruned
(proon), verb
Definitions:
1. To cut or lop off
2. To rid or clear of
Example from the book: "Mrs. Gaddy pruned all three shoots."
Stalks
(stawk), verb
Definitions:
1. The stem or main axis of a plant.
2. A similar structural part of an animal.
Example from the book: "The stalks grew across the kitchen door."
June 21st, 2011
Lesson Plan
General Goal: To teach my students what the difference between what a fact and opinion is.
Specific Objectives:
1. To teach my students what a fact is.
2. To teach my students what an opinion is.
3. How to tell the difference between a fact and opinion.
Reflection: When I first began this lesson I asked my students if they knew what a fact or an opinion was. Every one of them knew what a fact and opinion were, so then after that I asked them if they knew what a fact and opinion were I asked them to give me a definition of each a fact and opinion. If I felt that there explanation was good I began reading the book Volcanoes. If I felt they needed a better understanding of what a fact and opinion were then I gave them my definition and my textbooks' definition. Then I began reading the book to my student. The book was more of a factorial book, as I let them know that. After we finished the book, I handed out the comprehension questions that went along with book. If the students got a decent grade on the questions then I went ahead and moved on, but if they did not do so well on the quiz then I helped the students out a little more with understanding what a fact and opinion was.
Specific Objectives:
1. To teach my students what a fact is.
2. To teach my students what an opinion is.
3. How to tell the difference between a fact and opinion.
Reflection: When I first began this lesson I asked my students if they knew what a fact or an opinion was. Every one of them knew what a fact and opinion were, so then after that I asked them if they knew what a fact and opinion were I asked them to give me a definition of each a fact and opinion. If I felt that there explanation was good I began reading the book Volcanoes. If I felt they needed a better understanding of what a fact and opinion were then I gave them my definition and my textbooks' definition. Then I began reading the book to my student. The book was more of a factorial book, as I let them know that. After we finished the book, I handed out the comprehension questions that went along with book. If the students got a decent grade on the questions then I went ahead and moved on, but if they did not do so well on the quiz then I helped the students out a little more with understanding what a fact and opinion was.
Comprehension Questions
1. What is a Fact?
a. A statement that is true and can be proven
b. A statement that cannot be proved, and came from someone's thought or feelings.
c. Comparing two unlike things using "Like" or "as"
2. What is an Opinion?
a. A statement that is true and can be proved
b. A statement that cannot be proved, and came from someone's thoughts or feelings.
c. Comparing two unlike things without using "Like" or "as"
3. Was the book Volcanoes based on facts or opinions?
a. Facts
b. Opinions
4. What is one example from the book of a fact?
a. "The earth is covered with soil"
b. "The plates are soft like dough"
5. What is one example from the book of an opinion?
a. "The plates are soft like dough"
b. "The earth is covered with soil"
a. A statement that is true and can be proven
b. A statement that cannot be proved, and came from someone's thought or feelings.
c. Comparing two unlike things using "Like" or "as"
2. What is an Opinion?
a. A statement that is true and can be proved
b. A statement that cannot be proved, and came from someone's thoughts or feelings.
c. Comparing two unlike things without using "Like" or "as"
3. Was the book Volcanoes based on facts or opinions?
a. Facts
b. Opinions
4. What is one example from the book of a fact?
a. "The earth is covered with soil"
b. "The plates are soft like dough"
5. What is one example from the book of an opinion?
a. "The plates are soft like dough"
b. "The earth is covered with soil"
Vocabulary
Ash
(ash), noun
Definitions:
1. The powdery residue of matter that remains after burning.
2. Also called the Volcanic ash. Geology
Example from the book: "Ash, cinders, and stones buried Pompeii, a great city below the mountain.
Spouts
(Spout), verb
Definitions:
1. To discharge, as a liquid, in a jet or continous stream
Example from the book: "Nearly two thousand years later Mount Vesuvius still spouts steam and ash."
Molten Rock
(Mohl-ten), verb
Definitions:
1. A past participle of melt.
2. Produced by melting and casting.
Example from the book: "Where they do, hot, molten rock, called magma, pushes up between them."
Friction
(Frik-shun), noun
Definitions:
1. The rubbing of the surface of one body against another.
2. Surface resistance to relative motion, as of a body sliding or rolling.
Example from the book: "The friction between the plates made the lower plate hot enough to melt."
Pressure
(Presh-er), noun
Definitions:
1. The exertion of force upon a reference by an object, fluid, etc.
2. To force toward a particular end.
Example from the book: "Heat, steam, and pressure from the magma blew off the top of the mountain."
(ash), noun
Definitions:
1. The powdery residue of matter that remains after burning.
2. Also called the Volcanic ash. Geology
Example from the book: "Ash, cinders, and stones buried Pompeii, a great city below the mountain.
Spouts
(Spout), verb
Definitions:
1. To discharge, as a liquid, in a jet or continous stream
Example from the book: "Nearly two thousand years later Mount Vesuvius still spouts steam and ash."
Molten Rock
(Mohl-ten), verb
Definitions:
1. A past participle of melt.
2. Produced by melting and casting.
Example from the book: "Where they do, hot, molten rock, called magma, pushes up between them."
Friction
(Frik-shun), noun
Definitions:
1. The rubbing of the surface of one body against another.
2. Surface resistance to relative motion, as of a body sliding or rolling.
Example from the book: "The friction between the plates made the lower plate hot enough to melt."
Pressure
(Presh-er), noun
Definitions:
1. The exertion of force upon a reference by an object, fluid, etc.
2. To force toward a particular end.
Example from the book: "Heat, steam, and pressure from the magma blew off the top of the mountain."
June 23rd, 2011
Lesson Plan
General Goal: To teach my student what a narrative writting is.
Specific Objectives:
1. To teach my student what a narrative writting is.
2. What aspects go into a narrative writting.
3. How is a narrative writting different than the other types of writting.
Reflection: When I received my students I asked them if they knew what a narrative writing is. All four of my students said no. So, I explained to them what a narrative writing was. After I explained what a narrative writing was, I told my students how the book Dumpling Soup was a narrative book. After that, I began reading the book. The book was very good and it really helped the students understand what a narrative writing was. After we read I handed out the comprehension questions that went along with the book. All of my four students did Great on the quiz! I was happy that I could end the session knowing my students learned something.
Specific Objectives:
1. To teach my student what a narrative writting is.
2. What aspects go into a narrative writting.
3. How is a narrative writting different than the other types of writting.
Reflection: When I received my students I asked them if they knew what a narrative writing is. All four of my students said no. So, I explained to them what a narrative writing was. After I explained what a narrative writing was, I told my students how the book Dumpling Soup was a narrative book. After that, I began reading the book. The book was very good and it really helped the students understand what a narrative writing was. After we read I handed out the comprehension questions that went along with the book. All of my four students did Great on the quiz! I was happy that I could end the session knowing my students learned something.
Comprehension Questions
1. What is a narrative writing?
a. A writing that is used to persuade the reader.
b. A writing that tells a story.
c. A writing that explains a topic to the reader.
2. Who is the main character in thix book/ who's telling the story?
a. Marisa
b. Grandma
c. Auntie Elsie
3. What is the main idea of the book?
a. Lighting fire crackers on New Years eve.
b. Partying with your family.
c. Makind dumpling soup and having a good time with your family.
4. Who's dumplings looked like elephant ears?
a. Auntie Elsie
b. Auntie Ruth
c. Auntie Grace
d. Marisa
5. Who's Dumplings did everyone like?
a. Grandma's
b. The Mom's
c. Marisa's
d. Uncles's
a. A writing that is used to persuade the reader.
b. A writing that tells a story.
c. A writing that explains a topic to the reader.
2. Who is the main character in thix book/ who's telling the story?
a. Marisa
b. Grandma
c. Auntie Elsie
3. What is the main idea of the book?
a. Lighting fire crackers on New Years eve.
b. Partying with your family.
c. Makind dumpling soup and having a good time with your family.
4. Who's dumplings looked like elephant ears?
a. Auntie Elsie
b. Auntie Ruth
c. Auntie Grace
d. Marisa
5. Who's Dumplings did everyone like?
a. Grandma's
b. The Mom's
c. Marisa's
d. Uncles's
Vocabulary
Dumpling
(duhmp-ling)
Definitions:
1. a rounded mass of steamed and seasoned dough, often served in soup or with stewed meat
Culture
(kuhl-chure)
Definitions:
1. the quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc.
Celebration
(sel-uh-brey-shuhn)
Definitions:
1. the festivities engaged in to celebrate something.
Tradition
(truh-dish-uhn)
Definitions:
1. the handing down of statements, beliefs, legends, customs, information, etc., from generation to generation, especially by word of mouth or by practice: a story that has come down to us by popular tradition.
Style
(Stahyl)
Definitions:
1. a particular kind, sort, or type, as with reference to form, appearance, or character: the baroque style; the style of the house was too austere for their liking.
(duhmp-ling)
Definitions:
1. a rounded mass of steamed and seasoned dough, often served in soup or with stewed meat
Culture
(kuhl-chure)
Definitions:
1. the quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc.
Celebration
(sel-uh-brey-shuhn)
Definitions:
1. the festivities engaged in to celebrate something.
Tradition
(truh-dish-uhn)
Definitions:
1. the handing down of statements, beliefs, legends, customs, information, etc., from generation to generation, especially by word of mouth or by practice: a story that has come down to us by popular tradition.
Style
(Stahyl)
Definitions:
1. a particular kind, sort, or type, as with reference to form, appearance, or character: the baroque style; the style of the house was too austere for their liking.