Nazareno, Rae Ann P.Midterms

III-17 BSE English Mrs.Acuña

Explicit Instruction

Group being taught: 7th gradersStrategy to be taught: Character Quotes

Objective: Use Character Quotes strategy to be able to analyze acharacter in a text.

Prerequisite skills: Students should know how to read and makepredictions; an idea about Panchatantra stories.

OPENING OF THE LESSONTeacher’s task Student’s Task

Gain students’ attention.Good morning class. So, beforewe start our lesson, let us allstand up and do some exercise.

State the goal of the lesson.Today I am going to teach youanother strategy that willsurely help you inunderstanding a given readingtext. We are going to useCharacter Quote Strategy. Areyou ready?Let us first identify the skillwe are going to enhance usingthis strategy.

Discuss the relevance of thelesson.This strategy will enhance yourprediction and imagination A volunteer student will answer

skills. This will also help youto be more engaged in what youare reading because youanticipate if your predictionsand guesses are correct.

Review critical prerequisiteskills.Before we dive deeper into thestrategy itself, let us firstdiscuss prediction. What arepredictions? How do you makepredictions?Very good, class.

Now, since the strategy is“Character” Quote, the texts wewill be reading today are shortstories. May I know if any ofyou has an idea aboutPanchatantra?

Very well, but let me introduceto you the strategy first.

the question

A volunteer student will say some points on how to predict.

A student will share an idea about Panchatantra

BODY OF THE LESSONTeacher’s Task Student’s task

Introduction to the strategy.Character Quote Strategycreated by Jeffrey Wilhelm. Inthis strategy, the students usequotes/ direct words of thecharacter to make inferences,guesses, prediction about thecharacter by analyzing whatthey say. This can be doneindividually or with a group.

How does this work?The teacher will give aspecific quote/ words of acharacter in the text.The students will come up andtake note with as manycharacteristics as they can,using the quote as support fortheir answers.The teacher will have thestudents read the text and findout if their predictions arecorrect.

Modeling (I do it). I will usethis strategy to serve as anexample to all of you.

. ‘Oh, this is just a useless treeand it has nothing to feed us, noteven a fruit or even nuts! It is of no use!’

With this quote, I can infer that the character is someone who doesn’t know how to look for the value of something. What other characteristics do you think does this character have?

Now, with all our predictions, letus find out if our guesses are correct or not by reading the sample text. (The teacher will flash the text. The teacher will call a student to read each paragraph.)

Do our predictions correct? Great!Now let’s move on to the next

The students will read the quote. Volunteer students will say other possible characteristics.

activity.

Prompted or guided practice(Wedo it):

Now, we are going to use the strategy again. I will give three different quotes from thethree characters in the story. Come up with as many characteristics as you can.

First: “One of us is not smart enough or educated enough, having nothing but common sense.  He won’t make it very far in the world without scholarship, so let’s not shareour money with him.  He should go back home.”

Second: “No, this is no way to treat our friend who we have known since we were small children playing together.  He will stay with us and have a share of the money we earn.”

Third: Scholarship is less than sense;therefore seek intelligence:

Write down your answers and after, we will read the story together.

Pen’s down. We will read and

The students will take note of their predictions.A student will share his/her answer to the class.

find out if you got the correctanswers. First row, read the first paragraph. (the students have finished reading the story)Are your predictions correct? Who can share his/her answer?

Well done students. I think you’re all ready to do it yourselves.

Unprompted practice. (You do It)

So, at this point, you are going to do it again, but this time, as a group. I will give each group a manila paper whereyou will write your answers. You will post your answers in front and whoever group has thecorrect predictions will receive a prize. Is everything clear? Now here are the quotes.

"Father, he is too hot. I donot want him. Summon a better one!"

"He is black and cold. Therefore give me to anotherpowerful being!"

"Father! He is entirely too inconstant. Summon a more powerful one instead!"

The students will post their answers. They will read the text quietly.

Time’s up. Post now your answers and I will give you 5-8minutes to read the text.

So everybody’s finished readingthe text. Let’s see whose groupgot the correct answer.

So, after all of our activities, can you say you cannow use the strategy effectively?

Great!

Review critical content.Today, what we have learned is another strategy that will helpyou not just to understand a text but will also help you to be more engaged and focused on a given reading text. In this manner, you are able to appreciate reading more.

Preview the content of the nextlesson.For next meeting, we will be talking about another strategy called “Think-Pair-Share”

Assign independent work.I want you to research about this strategy and how to use it. That’s all for today. Goodbye class.

References:

Aesop. The Tree and the Travellers. Available at http://americanliterature.com/100-great-short-stories (accessed 31 August 2014).

Tapestry (Readings in Afro-Asian Literature). pp. 11-13.