Summary and Context
Today, we will read an informational text, call, Meet Rosina by George Ancona. We will read it with text dependent questions. As we read, we will identify Rosina's challenge. The questions ask what the text states explicitly.
I will provide visual clues for my students to help them understand the word challenge before we read the text. My students will have an opportunity to discuss what was learned.
I start with students on the rug and share the objective. I ask the students:
•What does challenge mean?
I ask them to pair share first, before some share out loud.
To help my students fully understand the word I provide pictures to create a chart. I say,
"boys and girls to make sure you understand the word challenge, we are going to come up with a definition together."
I place the following pictures on the chart:
After taping each picture to the chart, I ask them what they see in each and how that is a challenge?It is a quick discussion.
After I put all the pictures on the chart, I ask them what they think the work challenge means. We come up with a collective definition. Then, I dismiss by asking them to go to the table of contents in their anthology and find the page number of our selection, Meet Rosina.
Now we read the first part of Rosina. We read them with text dependent questions. These questions ask explicitly what the text states. The story is 18 pages long and so I am reading the first 10 pages first.
I use a couple of reading techniques: cloze reading and silent reading. A cloze reading means, I read and intentionally leave out a word out for my students to read chorally. The storyline is not complex and that is why I am letting them read silently. I will modify this technique if I find the students are not understanding.
These are Rosina's text dependent questions for the first part.
To transition into the next task, I ask my students to get up and get ready for brain dance. Brain dance is a way to help my students wake up and reenergize their brains. We alway start with breathing. I am attaching a document that lists all the eight movements to give you an option of which movements you want to do with your class. Music is welcomed.
Now I create a chart where we discuss two questions:
•What is Rosina's challenge? and
•How does she respond to the challenge?
Here is the chart:
I didn't take a picture the first day so the chart includes both days.
I gather my students on the rug. I want to give them to experience speaking Sign Language. For English Language Learners, it helps to give them concrete experiences to understand abstract concepts.
Please note: You may choose to skip this step and do something else.
Before I partner them up, I explain American Sign Language and give each a sheet.
I created the experience of my students signing their name with Sign Language because I wanted to experience first hand the challenge of learning to sign.
This section is not needed to understand the key details of the informational text. It can be skipped and/or done at a different part of the day. I feel my students did benefit from it to help them develop their conceptual understanding of the challenge of being deaf.
What would I add to this lesson? I would add writing. I would ask the students to write about Rosina's challenge and how she responds to that challenge. I know I did it together with them and charted it on a large paper. But in doing this lesson again, I would have write. Their writing would have allowed me to see how well they were understanding her challenge and the way she was responding to it.
I gather my students on the rug and debrief the lesson. I ask them what they learned about Rosina today. Here is one student's response:
I have them pair-share and then a few share out loud.
I review the objective and bring closure to the lesson.