Teaching Literacy And Math: Lesson Plan

Scaffolding Literacy through Socio-Cultural Theories

Questions:

How Was The Activity Beneficial To You?

How Have You Learnt To Construct Essays In Relation To This Lesson?

Scaffolding literacy is very apparent given the basis used on the socio cultural kind of theories. The learners will easily get to learn the texts way beyond their ability to read.

The key areas that this lesson plans would focus on include math vocabularies. The specific words would include those which describe the measurements and the shapes of items. Different lesson plans would be utilized involving those applied for measuring a different kind of items such as time, money and objects (Cronin, 2015). Quality texts would be applicable

throughout the lesson plans since they describe exemplary kinds of genres for teaching, reading, and writing. Explicit teaching is applicable to the entire language and written texts through the application of deliberate designs for sequencing lessons. Teaching a language is the first step towards improving the literacy levels of students. They ought to be taught school language and the way the literate texts tend to accounting. All learners must have a focused program that teaches them the acceptable standards (Doyle, J., Cuthill, M., McDonald, L., & Keppell, 2014). Additionally, mainstream students may fail to attend schools and further benefit from the program based on the school language.

Assessment Limits/Standards:  What are the skills that children ought to learn? Which standards should they address in this lesson?	Agenda: What is my class flow snapshot like? ·         The daily do-now querries ·         Motivation ·         Discussion and introductory part including the text code and annotation ·         Smaller groups assignments ·         Individual practice summary ·         Wrapping up action ·         Exit tickets
Lesson Learning Target: What should my students know by the end of this lesson? What must they do to learn it? I may analyze or summarize the text by applying text codes and column notes

Time	Instructional Sequence	Formative Assessment
5 min	Get ready/ Drill/ Do it Now: What is that meaningful act that students would complete soonest possible as they get into theclass? ·         The students will come up with text features lists ·         They will describe the application of each feature list ·         They will submit their homework on the “Scavenger Hunt.”	All the drill questions would be provided with answers on a daily basis and submitted for collection every Friday(Johnston, 2013)
3-5 min	Engagement/Motivation: o   How will my students’ interests be sparked? o   Is there any firsthand knowledge that can be tapped? o   Must their vocabulary be cleared? o   Should students undertake brainstorming exercises prior to the start of the lesson?	The students should discussion the vocabularies that they have learned throughout the assignment(Rodrigues, L., & Smith, 2014).
10-12 min	All students’ instruction: o   The focuses areas include explicit teaching, modeling, strategy demonstrating, activate initial knowledge, common reading, discussing and writing. o   Let students know that the lesson involves reinforcing their comprehension of regulations needed for taking notes through the use of text coding strategies o   The designated reader should read page 13 of the text while the teacher’s model should think aloud, annotate and code the text in the note book. o   Teacher will then apply the annotated notes bearing with it a short summary of the text segment o   Teacher will then come up with a discussion box that seeks to scaffold the big question How is progress? o   What is the best way of determining the progress made? o   Cite some life areas that appear to have made progress All responses would be noted on the board as: Is the progress always a step forward? ·         Yes for whom /what  ·         No for whom /what             ·         Why	o   The students can observe the model of the teacher o   They then will get involved during the recruitment by the teacher
15-20 min	Group practice using smaller groups instructions: This takes the form of teacher-facilitated group discussions, collaborations, conferencing, intervention or writing procedures	The smaller groups tend to annotate the texts through which the teacher facilitates such process
25 min	Independent Practice: This pertains to personal practice, discussion or the process of writing	Students may work personally towards annotating and coding that is necessary for representation in their note book
5 min	Assessment: How will I assess the ability of students to attain the objective of the day?
5  min	Summary: How will I fix the loose ends? How will I reinforce the objective? How will I connect the lesson to the unit?	Exit ticket–  personal summary
	Extension How will my lesson offer satisfaction to the learners’ needs? Instructional Alterations: To scaffolding the text and the big question Every document and activity can be modified easily for the sake of special needs students. For instance through the filling in of some data, underlining the readings and providing clues close to the chart items Work hand in hand with the students to help them read and interpret the handouts Allow more time for students to clear the assignments Adapt smaller groups Create models that apply different columns kind of notes and text codes for textual analysis Summarize the main points of the model through a text

Resources: What is necessary for me to teach this lesson? Projector, handouts and the text

Notes:

The myths can be traced right across several continents and even back to the start of time. Folks from various cultures would have developed these myths in celebration of the diverse, heroic and incredible ability of the unknown. At the first impression, students may tend to wonder the kind of things that tend to tie down their lives to the Greek mythology if at all there is any. On additional examination, they may realize that such myths have been offered for explanatory purposes that influence the vocabulary, entertains people and keep teaching them different lessons. Students would earn a lot of knowledge and comprehend the legacies of Ancient Greek, chosen myths, gods, goddesses and their influence on the contemporary literature. They would further learn about the association between the Greek myths and the current world.

• Come up with the skills necessary for responding to deductive and critical queries while reading
• Utilize optimally the literal springboard work during writing
• Develop different vocabularies orally and through written kinds of skills
• Do comparison and contract of the Greek mythologies to other stories
• Write for various reasons and audiences
• Come up with different elements of the Greek mythology popular for their cultures such as an advertisement, writing humorously, fictional works and product identities.

• A printable KWL Chart
• Myths texts and books
• World map
• Scrapbooking materials

Step 1: K-W-L: Utilize this action from the start of the unit for assessing the level that which students understand the aspect of mythology. Further, determine the things that these students would be willing and interested in learning. In the end, students should work in smaller groups to come up with improved comprehension of what they studied.

Explicit Teaching and Modeling of Math Vocabularies

Step 2: Comprehending Conflict and Resolution: All through the initial two weeks, the students must read the myths aloud in class to realize the kinds of conflicts that may potentially occur. This may include person versus person conflict or person versus nature conflict. Additionally, they must know how such conflicts can be resolved (Hay, 2015).

Step 3: Word Maps: All students must plot the world maps that assist in financial their comprehension of newer vocabularies met while studying the unit. The world map should bear their definitions, synonyms and also the right use of correct words and illustrations.

Step 4: Punctuation Review: The students should be presented with talks in between the mythological features from where the punctuation has been deleted. Each student must work towards partnering to correctly punctuate the talk then conduct a comparison with the original version (Lynch, D., Smith, R., Provost, S., & Madden, 2016).

Step 5: Predictions: The students should conduct a discussion of the name and the characters in the myths while predicting their future in the myth. Students would further conduct predictions that either uphold or reject these predictions.

Step 6: Analysis: Here pertains to what happens naturally to the characters

Step 7: Descriptive Writing: The students must brainstorm the vocabularies that best describe the spirit of the underworld. Later they would rewrite descriptive paragraphs about what they saw as the myth advances.

Step 8: Class Debates: Upon reading the myth, divide students into about two groups. One group would support the decision of giving a man a gift while the other group would decree that man does not deserve any kind of fire (Callow, J., & Orlando, 2015). The students should utilize this as evidence that sounds reasonable enough to boost their positions.

Step 9: Collaborative Writing: Once the reading of the myth is concluded, the students should start another class book. Every member of the class plus the teacher must offer their contributions towards this book.

Step 10: Culminating Activity: The students develop scrapbooks that seek to show the new knowledge of mythology. Such scrapbooks must be displayed in the classroom museum. All through the unit, these students must contribute towards their learning activities right which they choose the items present in the scrapbooks. For instance, if students have assigned the goddess, this should be part of the character that is present like the flowers, maps and the article that talks about postcards and the underworld. All students must participate in the development of this rubric and their scoring guideline for evaluating the entire project even before they start work (Rodrigues, L., & Hyde, 2015).

Quality Texts for Reading and Writing

The teacher’s observation should show the need for preparedness, samples of the students’ work and the level of participation in group work.

• The article about war
• Word maps
• Vocabulary quizzes
• God or goddess character chart
• Journal entries
• God or goddess oral presentation
• Mythology scrapbook

List the subject, grade level and also the class name at the top right of the page.

For instance: 9th Grade Writing Course

Come up with a list of materials that boost your level of organization. This section would allow me or my supervisor to understand the extent of my orderliness and the preparation for next lessons beforehand (Simpson, 2016).

For instance: plastic bags, paper strips that have literary evidence scripted onto them

Upon writing down the basics of the course, you may have to bring in what you expect the students to learn. Students should indicate their actions on their end (Wilson, K., & Devereux, 2014). The objectives should be given in bullet form.

• The students will watch some part of the case
• The students would examine the pieces of evidence and their manner of connection
• The students would come up with a thesis as their base of evidence

1. The teacher will show the clip to the class
2. He will explain to them how lawyers present their evidence to come up with central arguments(Nicholas, M., & Paatsch, 2014)
3. The discussion comes up seeking answers for the following questions:

• How similar is the lawyer’s process to the writing process
• How does evidence help in building thesis but not in constructing it
• Must you start by writing the introduction or the body of this essay?

1. Teacher shares out some bags marked as Evidence A to C to a little group of students. The students would be asked to work hand in hand in coming up with the thesis basing on the evidence found (Ellery, V., Oczkus, L., & Rasinski, 2015).
2. The little groups would present their kind of evidence then connect them to the thesis
3. Wrapping up involves the teacher asking his students to answer these two questions

• Time: calendars, days, hours, minutes, months and o’clock
• Money: dimes, dollars, nickel, and pennies
• Linear measurement: inches, rulers, and centimeters(Anderson, 2016)

• Make or buy the clocks for students to apply and turn hands while making time. This activity would be necessary for a larger group who instantly check the work they have done
• Several textbooks are used to pop out coins used by students and the plastic coins that are used. The progress of the students can be noticed from the store. They may decide to pay for different items using the fake money.

For the linear measurement act, the teacher may conduct the can of worm action. This involves cutting down the ribbon of avarious collection of colors to many lengths and placing them in containers. The students alone can carry out this action in their groups by taking out worms and measuring them then recording all their answers(Sumirat, 2014). This is deemed to be an activity with a lot of fun as seen in the worksheet.

This lesson plan is set to cover several geometrical terms such ascircles, cones, cubes, cylinders, pyramids, rectangles, rectangular prisms, spheres, squares, and triangles(Denton, 2017). One positive thing about such activity is their ability to reinforce such vocabulary to come up with quilts. It is important to print out the grid of about one inch squares. These shapes are then cut out into several colors in the construction papers to help in filling all the squares. Some squares may have two triangles or rectangles. For the sake of learning, three dimensional words may have to utilize models(Simu, 2017). The games that follow up will be highly important, educational and fun for the recognition of such.

References

Anderson, C. M. (2016). An experimental study of literacy intervention: Teaching foundational reading skills and guided reading (Doctoral dissertation, D’Youville College).

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: a framework of student management for students from low socio-economic backgrounds with implications for technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-371.

Cronin, L. (2015). A Kindergarten teacher goes to pre-school in NSW. Practically Primary, 20(2), 34.

Denton, L. (2017). Literacy through literature: Why invest in a literature-rich teaching program?. Educating Young Children: Learning and Teaching in the Early Childhood Years, 23(1), 49.

Doyle, J., Cuthill, M., McDonald, L., & Keppell, M. (2014). Researching regional impact: the challenges and complexities. In Proceedings of the 2nd Digital Rural Futures Conference 2014 (pp. 84-84). University of Southern Queensland.

Ellery, V., Oczkus, L., & Rasinski, T. V. (2015). Literacy Strong All Year Long: Powerful Lessons for K–2. International Literacy Association.

Hay, J. (2015). Think creatively. Practically Primary, 20(2), 32.

Johnston, J. (2013). Contemporary issues in Australian literacy teaching. finance. com.

Lynch, D., Smith, R., Provost, S., & Madden, J. (2016). Improving teaching capacity to increase student achievement: The key role of data interpretation by school leaders. Journal of Educational Administration, 54(5), 575-592.

Nicholas, M., & Paatsch, L. (2014). Teacher practice: A spotlight on the use of feedback and conferencing in the first year of schooling. Australian Journal of Teacher Education (Online), 39(9), 130.

Rodrigues, L., & Hyde, F. (2015). Scaffolding Literacy.

Rodrigues, L., & Smith, B. (2014). Linking pedagogy: Scaffolding literacy and first steps using linked planning and teaching to improve the language and literacy of students. Practically Primary, 19(1), 34.

Simpson, A. (2016). Designing pedagogic strategies for dialogic learning in higher education. Technology, Pedagogy and Education, 25(2), 135-151.

Simu, M. Y. (2017). THE USE OF SCAFFOLDED READING APPROACH TO IMPROVE STUDENTS’READING COMPREHENSION (A Classroom Action Research at the Seventh Grade of SMP Negeri 24 Surakarta in 2015/2016 Academic Year). Karya Ilmiah Mahasiswa Progdi Pendidikan Bahasa Inggris FKIP, 3(1).

Sumirat, R. S. (2014). English Education business Department Graduate School of Teacher Training and Education Faculty (Doctoral dissertation, Sebelas Maret University).

Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100.