Final Project Lp-Ah

Alexis Hopkins
5/4/18
T&L 409
Final Project
Grade Level: 4th grade
Language Objective:
Students will be able to identify the character(s), setting, and event using a graphic organizer or a
sentence frame.
Background Knowledge/Experience/Motivation:
● Students will draw from their prior knowledge of what a character, setting, and event of a
story is from a prior lesson.
● Students will start by telling their partner a short story of funny time they have
experienced in their life (partner A). Partner B will then share what the character, setting,
and event of the story is, in class (teacher will ask for volunteers). Repeat with partner A
listening while partner B tells the event of a funny time they have experienced.
● Teacher will have representative pictures of a character, setting, and event to help ELL
students visualize.
Teaching Sequence:
1. The teacher will create a poster sized graphic organizer that has columns labeled:
Character(s), Setting, Events.
2. The teacher will then read the short story “Rikki-Tikki-Tavi” to the class while
occasionally stopping every few pages asking reflective questions such as “What is the
character doing in this picture?”
3. The teacher will ask students to volunteer to come up and write down one thing under
one of the categories that they know. Students could fill in either character, setting, or
event.
4. As a class, students will discuss the graphic organizer together and either agree or
disagree with what is being written.
5. Students will then group up in groups of 3-4 and will be given their own short story to
read.
Assessments:
1. In the groups of 3-4 students will read the short story that they are given in their group
and briefly discuss the characters, setting, and event of the story.
2. Then students will be given either a sentence frame or a graphic organizer.
3. Low ELL students will be given a sentence frame with a word bank that will have
sentences that read
a. “The character(s) of the story is:________”
b. “The setting of the story is:_______”
c. “The event of the story is:______”
and students (individually) will use the word bank to fill in the blanks with what makes
the most sense to them based off their prior knowledge to characters, setting, and event of
a story.
4. Higher level ELL students and all other students will be given a graphic organizer such as
the one that was completed as a whole class earlier in the lesson. They will fill this
graphic organizer out individually.
5. Students will then come back together as a group when all of the sentences
frames/graphic organizers are filled out and discuss them as a group.
6. One person from each group will tell the class, as a whole, what the story was about (the
event) and also give the setting and characters as well.
Reflection:
I started the lesson with having the students telling their partner a funny time in their life
that they have experienced. I did this because on page 83 of Gottlieb, M., & Ernst-Slavit, G.
(2014), it is said that it is hard for students to understand concepts and grasp those concepts if
they cannot relate it back to their real life. ELL students will more easily understand the
characters, setting, and event as they were able to explain those concepts to a partner that is
about their own life. They will also be practicing those concepts by repeating the characters,
setting, and event from their partners life. Having the student choose something funny in their
life can also be beneficial as it will stand at more to them and they can remember the concepts
easily.
There are more aspects from this lesson that I have included that I learned from the
YouTube video “Frames For Fluency” that we watched in class. In the video the teacher had the
students start off by doing a partner share, which is what I integrated into my lesson. Partner
sharing provides ELL students an example (if their partner is non-ELL) of how to word and say
things. The teacher also provides sentence frames and a graphic organizer. I provided both as
well into my lesson. The sentence frame provides support for the ELL student to be able to orally
describe what is needed (setting, character, event). The graphic organizer also gives a visualize
into how those concepts are categorized. The last thing that I integrated into my lesson plan that
is effective for ELL students is allowing students to volunteer. This takes the pressure off of an
ELL student if they are to be called on in class. If there is a volunteer aspect then they don’t feel
pressured to speak, and it also allows them to see an example of how to orally present it as well.
Resources:
Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms. Thousand
Oaks, CA: Corwin.
“Frames for Fluency”. From:https://www.youtube.com/watch?v=sXyKzf-LGvc
“English Language Arts Standard”. 2018. Common Core State Standards Initiative. From:
http://www.corestandards.org/ELA-Literacy/RL/4/
“Grades K-5 Correspondence View English Language Proficiency (ELP) Standards”. From:
http://www.k12.wa.us/MigrantBilingual/pubdocs/K-
5ELPStandardsAndPracticeMatrices.pdf
*Last two resources were used to find the CCSS as well as the ELD standard*

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Alexis Hopkins

Grade Level: 4th grade

“Frames for Fluency”. From:https://www.youtube.com/watch?v=sXyKzf-LGvc

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