Hayley Minner

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• By
• Hayley Minner

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Purpose Statement

• The purpose of this lesson is to use writing to
  help students connect meaningfully and logically
  to a text through the development of an
  appropriate ending.
• This will help students increase their ability to
  communicate in writing as well as encourage them
  to think about their connection to the
  environment.

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Grade Level

• Seventh Eighth Grade
• ESOL Classroom
• 6 English Language Learners with Intermediate to
  Advanced English Language Skills

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Materials for Day 3

• Scrambled Sentence Strips
• The Great Kapok Tree by Lynne Cherry (teacher
  read-aloud, multiple copies for students to
  follow along, if possible)
• Bilingual Dictionaries
• Thesauruses
• Graphic Organizers

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ObjectivesMaryland Voluntary State Curriculum

• Select, organize, and develop ideas appropriate
  to topic, audience, and purpose
• Compose written presentations that express
  personal ideas, inform, or persuade
• Use strategies to make meaning from text
• Use strategies to demonstrate understanding of
  the text

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TESOL Standards

• Apply knowledge of syntax to assist ESOL students
  in developing written English (1.a.3.)
• Provide appropriate instruction and feedback
  (1.b.10.)
• Create a secure, positive, and motivating
  learning environment (1.b.4.)
• Provide opportunities for meaningful interaction
  (1.b.3.)
• Develop students listening skills for a variety
  of academic and social purposes (3.b.4.)
• Use appropriate technological resources to
  enhance language and content-area instruction for
  ESOL students (3.c.4.)
• Assess ESOL learners language skills and
  communicative competence using multiple sources
  of information (4.b.5.)

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Previous Lessons

• Brainstorming Rainforest
• Map mini-lesson
• Researching Rainforest animals
• During Reading
• Questioning techniques
• Reading for a purpose
• Video Fern Gully

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Day 3 Procedures

• Warm-up Journal Entry
• Anticipation Sentence Building Activity
  reviewing the parts of the book read the previous
  lesson
• Read until the last page, have students write an
  ending to the story after organizing their
  thoughts
• Compare and contrast the actual ending with the
  students ending
• Conclusion verbally summarize the reading

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Extension Activities

• Use wireless computer station with internet
  access to research additional rainforest
  information
• Informative posters for school
• Graphic organizer of facts
• With sufficient information, students will choose
  between
• Writing a letter to local businesses to persuade
  them to adopt a tree or plant in the rainforest
• Writing a letter to state/city representatives to
  persuade them to take action in the fight to
  Save the Rainforest

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Assessment of Day 3

• The students endings will be assessed by the
  following
• Applying appropriate sentence structure
• Use of challenging vocabulary
• Conclude with a logical ending related to the
  topic
• Completion of the journal entry, participation in
  activities, and completing the compare/contrast
  organizer will also be considered

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