Assignment #4: An Academic Assignment

Title: Make a designed summary of the mini book.

Submitted by: Youngran Song
Grade Level: Grade 3
ELL Level: Intermediate
Duration: 40 min session

Goals:
1.To allow students to report on their reading in a way that is creative and that integrates language skills
2.To let students share enthusiasm for what has been read
3.To introduce students to good books they have not read.

Objectives:
1.Content Objective: To make a designed summary of the mini book
2.Language Objective: To understand difficult words in story book with picture cards and apply it to prewriting.
3.Learning Objective: To have the students break summarizing into understandable parts

Standards: CELD standard
Subject: English
Grade(s): 3
Reading: 3.0
Literary Response and Analysis: Students read to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).
Narrative Analysis of Grade-Level-Appropriate Text: 3.3
Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.
Grade(s): 4
Reading: 3.0
Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works.
Literary Criticism: 3.7
Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives.
Subject: English
Grade(s): 5
Reading: 3.0
Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works.
Narrative Analysis of Grade-Level-Appropriate Text: 3.3 Contrast the actions, motives (e.g., loyalty, selfishness,conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrast between the plot or theme.

Equipment Needed:
1.Picture book: Valerie Thomas's story "Winnie the Witch."
2.Computer
3.Board & markers
4.Scissors, color pencils, paper

List of Materials:
1.A-1 Focus Sheet: Winnie the witch storytelling script
2.A-2 Word picture cards
3.A-3 Vocabulary Work Sheet
4.A-4 Graphic organizer: Prewrite about the story
5.A-5 Summative Assessment Sheet: Rubrics for Mini-book

Warm-up:
1.Instructor does storytelling for students: Instructor asks pre-during-post questions during the storytelling (please refer to the below Focus sheet A-1).
2.Have students talk about the book with their partner.
3.Teacher shows some Mini-books to students and encourages them to make good one.

Task Chain 1.
1.Understand difficult words with pictures
2.Instructor’s role: Have students memorize key words so that they understand the story better.
3.Students’ role: Concentrate on the key words and try to remember them.
A.Show the word cards to students one by one so that students understand the difficult words easily. Show repeating the words and pictures a few times: Word cards A-2
B.Formative assessment: Check your words with vocabulary puzzle worksheet A-3

Task Chain 2.
1.To make a designed summary of the mini book
2.Instructor’s role: Help students make mini book without difficulties.
3.Students’ role: Have new experience making mini book.
How to Make eight page books
A.Hold up, in landscape position, a large piece of A3 or large white paper and tell the students to hold up their A4 paper in the same way.
B.Tell them “Fold it in half lengthwise” and show the students by folding your paper.
C.Tell the students to “fold the paper in half vertically” and the students will follow.
D.Tell the students to fold the paper vertically again.
E.Tell the students to open the paper.
F.Have the students cut a line lengthwise along the center two squares.
G.Have the students fold the paper in half lengthwise and push the two ends together.
H.The result will be an eight page book.
I.Formative assessment: Have the students unfold the Mini-book and practice the folding method by themselves

Task Chain 3.
1.To have the students break summarizing into understandable parts
2.Instructor’s role: Have the students prewrite about the character, setting, and problems in the story (Please refer to A-2).
3.Students’ role: Students change their prewriting with partner for peer correction.
4.During writing activity
A.Page 1: Title plus the picture from an important event in the book.
B.Page 2,3: A picture of the characters of the book and a two sentence summary of the characters of the book, including physical and emotional descriptions (For example, he has black hair. He is very brave. Etc.)
C.Page 4,5: A picture of the setting and time of the book and a sentence summary of the setting.
D.Page 6,7: A picture of the problem. Climax of the book and a two sentence summary of the problem.
E.Page 8: At the top, put the title again, in the middle, the student draw a picture of himself, and at the bottom he puts his name.
F.Formative Assessment of briefly summarized Mini-book: The instructor has a brief meeting with student individually and provides feedback.
G.Summative Assessment: Using the Assessment Sheet A-6: Rubrics for Mini-book, students check their awareness of description, knowledge of vocabulary.
5.Post-writing activity: For homework, tell students to summarize a book they have read, but instead of writing the actual ending, they should write a different ending.

References:
Díaz-Rico, L.T. (2008). Strategies for teaching English learners. Boston: Allyn and Bacon.
Thomas, v. (2002). Winnie the Witch. London: Oberon Books.