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Language Effectiveness Level(s):

Building Vocabulary: The english language Language Artistry – INITIAL LESSON PROGRAM

Cinderella Online video: Mystery Words (Context Clues) and Flashcard Exercise

ELLs of similar language skills

Lesson Prepare Using SIOP Elements

Materials needed:

Essential Vocabulary

White board

Notebook computer with online video projection

Items (pencils, newspaper, props)

Handouts (Vocabulary worksheet, 1 for each student)

Picture book

Context clues demonstration

Magnifying spectacles for students

Memory cards with pictures of pictures and vocab words and phrases for students to use to reinforce conditions

“rags” “scour” “mattress” “slipper, ” “fairy, ” “ball, ” “coach”

Anticipatory Collection: (Motivation and Building Qualifications; Activating before knowledge; producing connections to cultures of students; Intellectual Learning Technique setting a purpose for reading)

Role perform: wear investigator hat and bring magnifying class to produce excitement over “finding” this is of phrases using context clues.

Instructor will inquire students if there is a similar account in their personal culture that is like Cinderella and thus help to make a ethnic tie-in. Instructor will also employ flashcards to promote active visual images of words and phrases along with reinforcement of vocabulary. Tutor will show a photo of the object and the student will have to say the corresponding terminology word. Pupils will be offer flashcards to check themselves in groups in promoting active learning.

The purpose of the reading will be reinforced by allowing college students to write their particular story and tell their own variation within the Cinderella theme, using terminology words in the lesson.

Standard(s): Common Primary and TESOL

Common Primary State Standards in British Language Arts that focus on:








This Lesson will focus on the next:

Reading Requirements for Literary works

1 . Label details and examples in a text the moment explaining the actual text says explicitly so when drawing inferences from the textual content.

2 . Identify a theme of any story, theatre, or poem from information in the text message; summarize the text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

4. Decide the meaning of words and phrases because they are used in a text.

5. Compare and contrast treating similar styles and subject areas (e. g., opposition of good and evil) and habits of occasions (e. g., the quest) in stories, myths, and traditional literary works from distinct cultures. *

6. Examine and have an understanding of literature inside the grades 4-5 text intricacy band proficiently, with scaffolding as needed at the top quality of the range.

Speaking Being attentive Standards

Participate effectively in various collaborative discussion posts (one-on-one, in groups, and teacher-led) with diverse partners on class 4 subject areas and text messages.

Report over a topic or perhaps text, tell a story, or recount an experience in an structured manner, employing appropriate specifics and relevant, descriptive details to support key ideas or themes; speak clearly at an understandable pace.

Language Specifications

Demonstrate order of the conventions of normal English sentence structure and usage when composing or speaking.

Demonstrate command word of the exhibitions of common English capitalization, punctuation, and spelling once writing.

Determine or explain the meaning of unknown and multiple-meaning words and phrases based on class 4 examining and content, choosing flexibly from a variety of tactics.

Demonstrate comprehension of figurative terminology, word relationships, and nuances in term meanings.

You should be aware: The research for getting together with the above specifications will include having students assess the framework of the fairytale as shown in the video, story publication and physical exercises.

TESOL Desired goals and Specifications Goal you, Standard two: To use English language to speak in sociable settings: College students will use British to engage in social relationships. Goal a couple of, Standard two: To use English to achieve scholastically in all content material areas: Pupils will use British to obtain, process, construct and supply

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