Grade level(s)- 3, 4 Language proficiency: Class is predominantly comprised of native English speakers with a few English language learners. Most of the students are at an intermediate level, but a few of them are low level in reading or math while many are advanced in their speaking skills. Subject: Language Arts Lesson topic: Yeh-Shen Language objectives: 1. Improve listening comprehension, reading, guessing, and analytical skills. 2. Listen to, speak, read, and write about Yeh-Shen. 3. Learn new vocabulary words and be able to recognize them in the text and understand the words meaning. 4. Comprehend and produce the new vocabulary words. Content objectives: 1. Understand and be able to identify the genre of fairy tale in literature. 2. Compare and contrast the story of Cinderella to Yeh-Shen. 3. Complete a Venn diagram listing similarities and differences between Cinderella and Yeh-Shen. 4. Gather information both orally and in writing. 5. Make inferences and predictions. 6. Identify the beginning, middle, and end of a story as well as story elements such as plot, setting, theme, and characters. 7. Learn to work well with others and participate in group work. 8. Retell the story of Yeh-Shen through the use of pictures. Materials: Yeh-Shen by Ai-Ling Louie Cinderella/Yeh-Shen Venn diagram Vocabulary word list Pencils Lined paper White paper for drawing on Colored pencils or markers Created by Jessica Inthavong Procedure: (Note: If any time throughout the lesson ELLs are truly struggling and need some translation (ex: need help with vocabulary words or the story), if another student or the T can translate, it is permitted.) 1. T discusses the fairy tale genre. 2. T reminds Ss about the story of Cinderella. The class reviews Cinderella and T explains how Ss will later read a story that has similarities to Cinderella. After reading, they will complete a Venn diagram comparing the similarities and differences of Cinderella to the other story, Yeh-Shen. T points to a poster in the room or words on the board that say title, author, characters, setting, plot, theme. Ss answer these questions in reference to Cinderella. On the board or on an overhead transparency, responses are written on the Cinderella side of the Venn diagram. 3. Before Reading: a. T shows Ss the book, Yeh-Shen. Ss make inferences and predictions about the story from the title of the book, setting (China), and what they know about the Cinderella story. b. T writes vocabulary words on the board and Ss write down the words on their lined paper. T models the correct pronunciation of each word, spells it, phonetically sounds it out, and writes it on the board. T asks Ss to say the word and then T calls on individual Ss to try to pronounce the word. (The T can call on some NSs and NNSs. This helps NNSs/ELLs in pronouncing a word because they hear it modeled several times before they are asked to individually produce it without the class. Also, they get some spelling and phonetic practice while being able to associate sounds to certain letters and words.) T uses the word in the context of the sentence from the text and asks Ss what they think the word means. T explains the vocabulary words prior to reading so Ss will be able to recognize the words and know what they mean when they read them in their text. Ss write down the vocabulary words and short definitions. 4. During Reading: a. Ss listen to T read, Yeh-Shen, while following along in their texts. Ss listen for fluency and hear correct pronunciation. T stops at various parts throughout the text to ask questions and make predictions. Repetition and frequent comprehension checks through strategies and appropriate questioning are good for all students. b. Choral Reading (This is good for ELLs)- During reading, any words that Ss have trouble pronouncing are written on the board with pronunciation practice occurring later. (This is useful for ELLs, especially if the T hears a word that they might be mispronouncing. Created by Jessica Inthavong When the T goes over the mispronounced words on the board, its as a group and no Ss are pointed out for incorrectly pronouncing a word.) 5. After Reading: a. Discussion- Class discusses the story and theme. b. Page Hunt- Ss take out their vocabulary word list and find the words in the text. When they find the page number, they write it next to the word. T goes over the answers and has Ss read the sentence aloud that contains the vocabulary word. (This can be done as a race in which Ss race against each other to find the page number and sentence that contains the vocabulary word.) c. Cinderella/Yeh-Shen Venn diagram- T explains the directions, complete some of it together, and then assigns Ss to work in pair groups (NSs are paired up with NNSs). In addition to completing the Venn diagram, Ss need to write 2 sentences about the similarities and differences between Cinderella and Yeh-Shen. The T verbally gives examples and writes Cinderella and Yeh-Shen are similar because and Cinderella and Yeh-Shen are different because on the board to guide Ss (This is also a helpful guide for ELLs and their partner can also help them if their writing skills are weak). Afterwards, the Venn diagram is discussed as a class and answers are written on the Ts Venn diagram copy. 6. Extension activity: Story-retelling using pictures- T gives Ss a white sheet of paper for them to draw pictures that will guide them in retelling the story about Yeh-Shen. Once Ss finish their drawings, Ss are divided into small groups in which they share their drawings. (Even for low-level ELLs, who may have difficulty speaking or expressing themselves in English, they can rely on their drawings to help them.) (Drawings are later displayed in the classroom.) 7. Out of class work: Ss take their vocabulary word list home, study the words, and complete a Yeh-Shen word search that contains the words. 8. Assessment: Ss are assessed while they are completing work individually and in groups. In addition, Ss Venn diagrams, story-retelling pictures, and story- retelling presentations are assessed. Also, the Yeh-Shen word search will be collected and checked to see if the Ss correctly completed it. For additional vocabulary word assessment, the T will give a spelling test and also ask the Ss to write 2 sentences that utilize two of the vocabulary words. (ELLs are not docked a lot of points for incorrect spelling, grammatical mistakes, and incomplete writing or speaking as long as they complete the majority of their Venn diagram, participate in pair and group work and try to retell the Yeh- Shen story through the retelling of their pictures.) Created by Jessica Inthavong