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Transcript of e Resorce Booklet
E-Resource Bookletof Lesson Plans
EE--Resource BookletResource Bookletof Lesson Plansof Lesson Plans
By: Carleta PeartBy: Carleta Peart
I D#: 308004050I D#: 308004050
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INTRODUCTION
An e-book is an electronic format of a regular book. The only difference is that a regular
book is printed on paper. The books are published in a large variety of electronic file
format (PDF files for example) and can therefore be acquired in formats appropriate for
most hardware devices.
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This E-Resource booklet is a compilation of lesson plans. This e-book is also
integrated with the definitions of text, types of responses to text and types of text. It also
provides a definition of Text Organization, language Patterns and Comprehension.
Within most classrooms you will find textbooks that are used to enhance teaching.
However, other resources can be quite valuable within the classroom. Some of these
resources are magazines, newspapers and undoubtedly this e-resource booklet. It can be
used to capture the interest of the students more than printed text.
DEFINITON OF TEXT
There might be different definitions of the word text. According to the online
glossary, a text is a body of language; it could consist of a single word like 'Ladies' or
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'Gentlemen' on a toilet door right up to a complete book and can be either written or
spoken. Researchers and writers also shared their views of what a text is. Vacca &
Vacca (2000) aver that, “A text refers to printed material of any length. Whether a single
sentence, paragraph, passage or several paragraphs or pages, chapter or book, a text is
often discernable by its structure or organization”.
Another researcher, Allan &Miller (2007) refers to text as “any material that is
composed of words…. A textbook, fiction or non-fiction books, a magazine, a
newspaper, a primary source (a diary or a document), students’ writing, or on-line text.
TYPES OF RESPONSES TO TEXT
What you get from a text depends to a great extent on your reasons for reading it
in the first place. According to Brozo (1989), the rationale behind a reader’s response to
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text is this: “It is through a personal connection that a text becomes meaningful and
memorable” (p. 141). In the process of literary interpretation, a text, whether literary or
informational, demands affective as well as intellectual responses from its readers. There
are two methods of responding to text. These were introduced by Louise Rosenblatt
(1978). These concepts or responses to text are efferent or text -based responses and
aesthetic or reader – based responses.
Text-based or efferent responses refer to reading for information. It focuses on an
analysis of text and the simple retelling of things remembered. The reader’s
response is likely to involve feelings, personal associations, and insights that are
unique to the reader. Efferent responses are important when the reader has to
relate to how authors write in the different genres.
Reader-based or aesthetic responses focuses on reading for pleasure and relating
personal feelings, ideas and emotions to what is read. It is stirred by the reader’s
interaction with the text.
Both responses are important in constructing meaning. Bleich (1978) suggests that
responses involve both the author and the reader taking active parts in the making of
meaning.
TYPES OF TEXTS
Walk into most classrooms, and you will find textbooks (Goodlad, 1984). A variety of
text is available that can be used to develop students literacy skills. Whenever the word
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text is used, the assumption is made that we are talking about textbooks. Textbooks are
still the most prevalent curriculum material in any grade (Palmer & Stewart, 1997).
There are however a number of other text that can be used to enhance content-area
teaching. These are:
Textbooks – A manual of instruction used for instructional purposes, especially in
schools and colleges. Traditionally textbooks are only published in printed
format. However, many publishers are allowing textbooks to be made available as
electronic books (or e-books).
Information books – this contains factual information. Referred to as non fiction
books, they usually provide in-depth discussion about a topic. To understand
concepts, students need the sustained exposure to those concepts and vocabulary
that can be provided in a nonfiction book (Alvermann, 1994).
Fiction books - allows readers to imagine places, times and events and relate them
to real life situations.
Poetry and Picture books – using poetry and picture books in classrooms can
enhance instruction in content area.. Picture books, nonfiction and fiction,
provides rich details and data by combining words and visual images of people
and places. Picture books also increases interest in a new topic and provide
background knowledge.
On-line text - The World Wide Web or Internet is another source of text that may
capture the interest of more readers than printed text. Newspaper and magazines
and home pages are on-line text. These are related to every content area.
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Magazines – these are a good source of information. It usually contains current
information that supports and serves to bring textbooks information up to date. It
focuses on topic using photographs, graphics, and interviews, that helps students
gain additional information related to the central topic.
Newspaper - Like magazines, newspapers contain current information. They are
useful to children because they cover a wide range of information and brings the
everyday world into the classroom.
Primary Sources – these are first hand or original source of information. These
text support content area material because of their authentic nature. Photographs,
portraits, census records, town maps, legislative laws are primary sources that can
make content area learning more interesting.
Student Text - Students’ notes, journals, records of observations, and interviews
are examples of writing to learn or writing while learning. Everything ranging
from first draft to finish article can help students recognize what and how they are
learning. Sharing ideas from tentative writings during learning allows students to
receive support and challenge from other students as well as from you.
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TEXT ORGANIZATION
Before reading a text for details, a quick overview of the text by, pre-reading, skimming
and scanning the main ideas helps you to decide if you want to read the text. Text
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organization refers to the different ways in which the ideas contained in a text are
organized. It includes the physical presentation of text and text structures. Physical
presentation includes visual textual cues such as heading, sub-heading, signal words and
location of main idea sentences. Text structures are less visual presentation of text that
involves organizational patterns of text to convey a purpose (e.g. Persuade, describe,
compare/contrast, etc.). It is important for children to have knowledge of text
organization as knowledge of these will help to improve their learning and their retention
(Vacca & Vacca, 2005). Understanding the functions of the different parts of the text
makes the reading process easier and more efficient. When they are familiar with
organizational patterns of a text, they are able to read information with specific questions
in mind. These questions will help them to understand the message the author wants to
convey. It is also a tool that supports comprehension of text.
LANGUAGE PATTERNS
Language patterns refer to the way language is used, set or utilized in order to make
readers visualized and understand what is happening in texts. Sometimes these are
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expressions that have meanings different from the sum meaning of its individual words
and this is known as figurative language that cannot be taken literally by readers.
Language patterns are sentence structures, syntax and grammar. It influences and controls
how we respond to language and influences change. Some of these language patterns are
alliteration, assonance, metaphor, simile, personification, onomatopoeia and irony. These
are known as “figurative speech” which is a way of saying something other than the
literal meaning of the word.
Literacy is communication in all its forms, listening, speaking, reading and
writing. It is the ability to read and write at an adequate level of proficiency that will
make communication effective. Language patterns can aid in the development of literacy
in children as they will learn different text structures and patterns that will assist with
analyzing, interpretation and evaluation that will eventually leads to critical thinking
skills and literacy development. They will also learn how to identify and write various
text patterns which will assist them in writing language. An understanding of how
language functions helps children to use language more effectively. Literacy develops
when children are able to effectively transfer their knowledge to other areas and use these
patterns effectively. If they are not able to understand what they read then reading will
be affected as comprehension will be lacking. Therefore language patterns play a major
role in literacy development.
COMPREHENSION
Comprehension is a strategic process by which readers construct or assign meaning to a
text by using the clues in the text and their own prior knowledge (Cooper, 2002).
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Effective comprehenders are able to identify words automatically (Adam, 1990; Perfetti-,
1985); however they do not have to identify every word or know the meaning of every
word in a text to understand it. The goal of comprehension is to enable children to
become independent readers and thinkers who can set their own purposes for reading
(Cramer, 2004). In order for successful reading to take place, Cramer (2004) highlighted
six factors-* that influences reading comprehension. These factors are:
1. the reader
2. the text
3. the quality of the instruction
4. the purpose of the instruction
5. independent practice
6. Interest.
In order for comprehension to be acquired all factors should be taken into consideration
when planning reading instructions. All these factors are interrelated in the acquisition of
comprehension. Understanding and interpreting what is read, readers have to decode and
make connections between what they already know and think about what they have read
to gain new meaning.
Teachers are very important in the comprehension process, so good quality
instruction is paramount in aiding this process. There are various strategies that aid in the
instructional process. These strategies provide a sequential development of essential
comprehension skills. KWL, SQ3R, QTA, and Reciprocal Teaching are just some of the
strategies that can be used to develop and increase the comprehension ability of students.
Developing comprehension helps students in becoming strategic- readers and learners.
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LESSON PLANS
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________________________________________________________________________
Lesson Plan 1
Textbook; Poetry; Information Book
Subject: Language Arts
Grade: 5
Topic: Homophones
Duration: 70 minutes
Objectives: At the end of the lesson students should be able to:
Define homophones.
Identify homophones in poem.
Use homophones to create sentences.
Complete homophone puzzle.
Identify the differences between pairs of homophones.
Complete activity from textbook.
Materials: Poem, Homophone Puzzle, dictionary, textbook, word cards, chart
Teaching Strategies: Discussion, questioning, shared reading, shared writing, grouping
Procedure: Introduction
Students will be asked what they think a homophone is. The students will be encourages
to think of the word homophone as a compound word - two whole words put together to
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form a new word. The students will be ask to separate the word. Homo - students will be
asked what they think the word the word "homo" means. Phone - students will be asked
what they think the word "phone" means. If students aren’t able to figure out what homo
and phone mean, then they will be told. Students will be told that they will be learning
several different homophones during this lesson.
Homo = samePhone = sound
Homophones = words that sound the same,but have different meanings and are spelled differently
Step 1: Students will be placed in a circle and given word cards containing homophone
pairs. They will be required to find their partner that has a matching pair. Once children
find their partner or missing puzzle piece, they will get together and create two sentences
with their two homophone words Explanation will be given to students that homophones
are sometimes tricky words. They will be told that it is important that they should know
how homophones are spelled and most importantly, they should use context clues to help
figure out the meaning of the word.
Step 2: The poem “To Be a Butterfly by Christine Thies” will be placed on chart and placed
on chalkboard. This will be read to the students and then they will read the poem as a
whole group. Students will be told that there are four homophones in the poem and
individual students will be ask to come up and circle each pairs of homophones.
To Be a ButterflyBy Christine Thies
Sometimes I wish that I could fly,High in the sky like a butterfly.
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Oh, how nice it would beTo soar above the big blue sea,Saying "hi" to all that I can see
Like the dragonfly and buzzing bee;To hear the wind as I flap my wings,
And listen as two lovebirds sing,Flying here and there around the sky,
Oh, how I wish that I could fly
Step 3:
Students will be ask to name at least three examples of homophones that have not been
identified as yet.
Step 4:
Students will share his/her homophone words and sentences with the class. At this point,
be sure to clarify any confusion the children may have about homophones
Evaluation 1:
Passage from text will be given to students with homophones of words omitted. Students
will complete work by finding the correct pairs of homophones to complete passage give.
Evaluation2:
LESSON PLAN 2
On-line Text; Picture Book; Newspaper
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Subject: Language Arts
Grade: 7
Topic: Animals
Duration: 70 minutes
Objectives: At the end of the lesson students should be able to:
Create advertisement.
Identify at least three needs of animals.
Create scrap book with favourite animals.
List three characteristics of animals.
Materials: Newspapers, Picture books, on-line text, passage,
Teaching Strategies: brainstorming, analyzing, shared reading, read aloud, grouping
Procedure: Introduction
Students will be shown picture books and ask to identify the animals that they see. They
will be ask to tell what they know about each animals. They will be ask to tell about any
animals they have as pets and share their experiences.
Step 1:
Students will then read a passage on animals by going to the computer. They will identify
at least three needs of animals and three characteristics which will be written on
chalkboard.
Step 2:
Students and facilitators will examine newspapers. Eg: The Daily Gleaner, The
Children’s Own, The Youth Link to allow students to get an idea of how an
advertisement is written. Discussion will take place about the importance and reasons for
creating an advertisement.
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Step 3:
Students will be required to find a picture of their favourite animal from picture book,
online or newspaper and then create an advertisement which will be send to the
newspaper.
Evaluation 1:
In groups of two students will create scrap book containing different types of animals.
They should write a brief description of each.
Evaluation 2:
LESSON PLAN 3
Fiction book; Magazine; Primary Sources
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Subject: Language Arts
Grade: 7
Topic: Descriptive Writing
Duration: 70 minutes
Objectives: At the end of the lesson students should be able to:
Give clear descriptive language to complete task.
Look at picture and describe what they see.
Use the five senses to write descriptive language.
Provide personal feelings about places and things.
Write own descriptive paragraph about objects.
Identify descriptive words used by others.
Materials: fiction books, magazines, pictures, videos
Teaching Strategies: grouping, shared reading, shared writing, discussion
Procedure: Introduction
The students will be ask to close their eyes and visualize standing at the waters edge at
the beach. They will be ask to look at their feet, behind them, what is in the background,
what colours they see, hear, feel, taste. Afterwards they will be ask to open their eyes
and describe what they saw. They will write their responses on blank overhead and it
will be read back to the students.
Step 1:
Discussion will take place so that students will understand that descriptive writing will
help them to make their readers see the same exact picture that they have in their heads
when they wrote the words. Facilitator will explain to the students how their five senses
can aid them during descriptive writing
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Step2:
Students will be given magazines to identify all the words used to describe a particular
picture or article.
Step 3:
They will then be given five pieces of paper which they will write the five senses on.
Each will be given a candy and ask to write their description by looking at the candy.
They will then feel the candy and write their description on the appropriate piece of
paper. They will then smell the candy and write their description. They will then open
the candy and taste the candy and while eating write their description on the taste.
Finally they will write all that they heard using descriptive language.
Step 4:
In groups of threes, students will be give a bag with an object and ask to just use one
sense to describe it. They will write down describing (adjectives) and then read them to
the class after. Students will be warned that that have only three minutes. Students will
then try to think of one sentence for each sense that uses some of the adjectives and best
describes the object so that someone might be able to guess what it is. After a sentence
for each sense has been written, have students combine the sentences to form a paragraph
that is written on the board to serve as a visual of what descriptive writing should look
like.
Evaluation 1:
Students will write about their favourite place using descriptive writing which will be
presented in the next class.
Evaluation2:
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LESSON PLAN 4
Subject: Language Arts
Grade: 7
Date: September 18, 2009
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Topic: Reading Comprehension
Objectives: At the end of the lesson students should be able to:
Use language to entertain, inform and express personal feeling.
Listen and concentrate on what is being said.
See relationship between their experiences and those of others.
Present ideas read and heard in a picture form.
Identify at least three characters and give words that describe them.
Materials: Text- A Cow Called Boy
Charts, Markers
Teaching Strategies: Brainstorming, discussion, shared reading, mapping, predicting,
Journal writing, drawing.
Procedure: Activity 1
1. Facilitator will ask students to share their favourite stories about a pet that
they had or have. If students do not have a pet, they will be ask to give the
names of different types of animals that they like and why.
2. Students will then look at the title and the picture on the cover of the book and
say what they see and what they think the story is going to be about.
Facilitator and students will discuss the following;
What does the title mean to you?
Have you ever heard of a cow being called “Boy?”
What do you think the story is likely to be about?
Do you think this book will be different from others that you have read?
Who do you think the main character will be?
Activity 2:
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3. In groups/ pairs, students will the read the first three paragraphs. While
reading students will continue to make further predictions, stop at critical
points to identify and pronounce unfamiliar words and to allow facilitator to
ascertain if comprehension is taking place.
4. Students will be given charts to create a character map as they read. While
reading they will identify adjectives/words that describes each character
given. These will be written on each chart for each character.
Example:
Activity 3:
5. After reading students will be ask questions based on what was read.
Questions: 1. Imagine that you are Josh. What would you do if you had a cow for a pet?
2. How do you think Josh felt when “Boy” was put up for sale?
6. Students will then be ask to think of themselves as a cartoonist. They should
capture (draw) the moment when Marcia leaps through the window as Boy
run at her.
Evaluation 1: students should make entries in their journals sharing the events about
Josh’s strategy to get Boy back. This will be presented in the next class.
Evaluation 2:
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JOSH BOYMR.WATSON
LESSON PLAN 5
LANGUAGE PATTERNS
Subject: Language Arts
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Grade: 5
Topic: Personification (Figurative Language)
Duration: 60 minutes
OBJECTIVES:
Students should be able to:
Identify personification from text.
Tell what personification is.
Create their own examples of personification.
Write simple sentences using personification.
Understand the purpose of using personification to create vivid images.
Materials: Text- “The Three Little Pigs”, poem, sentence strip.
Teaching Strategies: grouping, discussion, shared writing
Procedure: Activity 1
1. Facilitator will read a poem to the class. Students will be ask to listen keenly to
the poem. Facilitator and students will discuss the following.
What has human qualities?
What does it do that is not normal?
Students will be made to understand that this is called personification. They will be told
that this is a figurative language.
“The Wind”
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The wind stood up and gave a shout.He whistled on his fingers and
Kicked the withered leaves aboutAnd thumped the branches with his hand
And said he’d kill and kill and killAnd so he will and so he will.
Activity 2:
2. The story The Three Little Pigs will be read to the students. While reading
students should write down what the pigs and wolves did that normal pigs and
wolves don’t do. Facilitator will establish that these are examples of
personification.
3. Students will then be placed in groups of twos and be given sentence strips
containing examples of personification. They will underline the object or animal
being personifies. They will circle what they are doing that makes it an example
of personification.
Activity 3:
4 Students will orally give examples of their own using personification.
Evaluation 1: They will be given a personification worksheet to complete.
Example: Personification Worksheet
Name_________________________________
Directions: Underline the idea, object, animal being personified and circle what they're
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doing that makes it an example of personification.
1. The sun danced across the sky on the hot summer day.
2. The big full moon guided me through the forest.
3. The mountain listened to the rumbles beneath its surface.
4. As the rain pounded to the ground, everyone ran for cover.
5. The old man sat at the edge of the sea as the waves crashed on the shore.
6. The old car groaned as it made its way down the long open road.
7. The wind whispered lonely sounds as it blew through the old creaky windows.
8. The leaves raced to the ground as the children ran across the playground.
9. The pencil moaned as the boy turned the handle on the pencil sharpener.
10. The chair stood straight like a soldier on guard by the door
LESSON PLAN 6
TEXT PATTERNS
Subject: Language Arts
Grade: 8
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Topic: Compare and Contrast
Duration: 70 minutes
OBJECTIVES:
Students should be able to:
Generate ideas for writing from discussion.
Write organized paragraphs that compare and contrast items.
Tell the difference and likeness between two objects.
Create a compare and contrast chart.
Read text and identify similarities and differences.
Materials: Text- “Reproduction” by Mary McLean- Hely, glass of water, ice
cubes, Charts, Markers
Teaching Strategies: discussion, grouping, shared writing,
Procedure: Activity 1
1. Facilitator will place a glass of water and a container with ice cubes in front of
class. Student will be ask to look at the objects and tell the differences and
similarities between both objects. These will be listed on the chalkboard under
separate headings. Facilitator and students will then have discussion and it will be
explained to them that they are brainstorming ideas for comparing and
contrasting.
2. Facilitator will explain to students that comparing and contrasting is a way that
text is organized in order for them to understand it better.
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Activity 2:
3. Students will be placed in two groups. They will read an extract from the text,
Reproduction by Mary McLean-Hely titled- What is sexual and asexual
reproduction.
4. Each group will be given a chart and markers. One group will write all the
similarities between sexual and asexual reproduction, while the other group write
the differences.
5. Groups will present chart and discussion will take place. Opposite group will
critique while facilitator will intervene where necessary to make clarifications.
Activity 3:
6. After reading and completing the chart students will use the computer and the internet
to find pictures of animals that belongs to each set of reproductive activities. These
pictures will be printed to create a chart which will be place in classroom.
Evaluation 1:
Individually students will be ask to write an essay comparing their time spent in primary
school with their current school. They should talk about classrooms, teachers, students,
discipline, etc.
References:
http://www.lessonplanspage.com/LA3LittlePigsPersonification56.htm
http://www.usingenglish.com/glossary/text.html
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http://www.google.com.jm/search?hl=en&client=qsb-
win&rlz=1R3ADBR_enJM336JM337&defl=en&q=define:The+Textbooks&ei=SfcFS5X
rL4aVtgf-obm2Cg&sa=X&oi=glossary_definition&ct=title&ved=0CAkQkAE
http://www.lessonplanspage.com/LAHomophoneDefinitionAndIdentificationActivity12.htm
http://teachers.net/lessons/posts/2990.html
http://www.ebook2u.com/
http://www.westga.edu/~scarter/Figurative_Language1.htm
Palmer, C. Everald. 1985. A Cow Called Boy. Macmillan Publishers Ltd.
University of the West Indies. 2009. Text Analysis of Discourse and the Acquisition of Literacy Course Guide.
. Language Arts Course Guide .1998. Kingston, Jamaica: Ministry of Education and Culture.
Hely- McLean, M. Life Science. Reproduction. Illinois: Pearson Education, Inc.
The Three Little Pigs
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