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I.
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Introduction
to Lesson |
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| A. |
P.A.S.S. objectives
Language Arts: The
learner will
| I.A.1. |
Expand
vocabulary through word study, the reading of literature, and class
discussion (meaning in context). |
| I.B.1. |
Read and comprehend both
fiction and nonfiction that is appropriately
designed for the second
half of Grade 4. |
| I.B.2. |
2. Use reading strategies
independently (e.g., preview, activate prior knowledge,
predict content of text,
formulate questions that might be answered by the text,
establish purpose for reading). |
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Social Studies: The learner
will
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I.B.1
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Locate, describe,
and compare the human characteristics and early settlement patterns of
regions in the United States and Oklahoma (locations of ethnic group concentrations,
the impact of the westward movement, languages, economic activities, and
cultural patterns). |
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| B. |
Teacher's purposes for the
lesson
The students will make predictions
about the content of the story by reviewing key words from the story. |
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II.
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Objectives |
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| A. |
After reviewing
key words from the story "Outlaws in Lawton", the learner will write complete
sentences predicting events that s/he believes will appear in the story. |
| B. |
After reading the story,
the learner will complete a chart analyzing his/her predictions, explaining
why his/her inferences were or were not correct. |
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III.
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Procedures |
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| A. |
Materials
| 1. |
Copy
of the story "Outlaws
in Lawton" for each student |
| 2. |
Copy of "Predicting
What Happens", a practice page for predicting story events based on
key vocabulary words |
| 3. |
Copy of the vocabulary list
and prediction form for each student |
|
| B. |
Anticipatory set |
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| 1. |
Key vocabulary
(highlight and/or italicize these words in the copy of the story given
to students) : keeping the peace, soldiers from Fort Sill,
outlaws, easy pickings, robbing and killing, Bert Casey, George Moran,
Dr. Zeno Beenblossom, enforce the law, Henry Leininger and his family,
prairie fire, controlled fire, backfire, bodies in the ashes, Jesse and
Frank James, handcuffed to a wagon wheel, Lawton, city marshal
Key concepts:
| 1. |
The
U.S. Army, with the help of the Indian Police, was in charge of enforcing
the law before the Land Lottery/Land Auction. Once Lawton was a town,
the Army was not allowed to enforce the law (reference the Constitution
of the United States about use of the military within the U.S.).
Outlaws committed many vicious crimes before Lawton set up the city government
and appointed city marshals to keep the peace. The homesteaders were brave
and risked their lives to settle Lawton. |
| 2. |
Key vocabulary words presented
in boldface or italic type allow good readers to make predictions about
the content of a story they are reading. Then good readers
read to find out if their predictions were true or false. |
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| 2. |
Method(s): Students will
identify words presented in bold-face or italic type in the story "Outlaws
in Lawton." Then they will write five predictions about the story,
based on the questions "Who?", "What?", "When?", "Where?", "Why?", and
"How?" After reading the story, the students will check the accuracy
of their predictions. |
| 3. |
Student purpose statement:
"Today we will read the story "Outlaws in Lawton" to learn more about the
early history of this city. See what you can learn about law enforcement
and the dangers of living in early Lawton. The author of the story printed
some words in bold-face or italic type to help us recognize them as important
vocabulary words. You are going to make some predictions based on
these words about what is going to happen in the story. After you
read the story, you can see how well you guessed." |
| 4. |
Post photographs of outlaws
from the period around the room, including Jesse and Frank James, Belle
Starr, John Welsey Hardin, Butch Cassidy and the Sundance Kid, and Billy
the Kid. Play the song "Billy the Kid" by Billy Dean and ask the
students to define the word "outlaw" based on their prior knowledge.
Ask the students, "Did you know that there were outlaws in Lawton?" |
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| C. |
Lesson activities |
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| 1. |
Input: Provide
each student with a copy of the Prediction Page (a list of the highlighted
or italicized key concept words from the story. Provide each student
with a copy of the story "Outlaws in Lawton" (highlight and/or italicize
key concept words). |
| 2. |
Modeling: Say, "Today we
are going to guess what happens in this story before we even read it.
Let's say these important words together (read the words along with the
students.) Now, let's do some guessing! (Use the Think-Aloud Method
to show students how to formulate a guess for "Who?" this story is about.
These words tell about people, so I think this story is going to be about
soldiers
from Fort Sill, outlaws, Bert Casey, George Moran, Dr. Zeno Beenblossom,
Henry Leininger and his family, bodies in the ashes, Jesse and Frank James,
city marshall. I wrote down my best guess about what is going
to happen in this story for you to read: ' I think that the soldiers from
Fort Sill killed all of the outlaws and that Dr. Beenblossom doctored the
soldiers who got hurt. I think Jesse and Frank James were city marshals.'
After you make your best guesses and we all read the story, we can check
to see how much of what we guessed was accurate, or true." |
| 3. |
Guided practice and Checking
for Understanding: Divide the students in groups of two and let them make
their predictions. Walk around the room and supervise and facilitate
students as they record their guesses. Have students "buddy read"
the story (one child read the first sentence, the other reads the next
sentence, with students and the teacher facilitating as necessary). |
| 4. |
Culminating activity (independent
practice): Have each student respond to his/her predictions, writing down
in the space provided "What Really Happened" in the story. |
| 6. |
Sponge activity: Have students
change partners and play Sherlock Holmes. Let students review each
other predictions and respond to the question: "Was I right?
Why or Why not?" What clues to the story's events were provided by
the key concept words? |
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IV.
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Closure |
|
| A. |
Summary of what
has been learned: Today we read the story "Outlaws in Lawton" and learned
more about the early history of this city. We learned about law enforcement
and the dangers of living in early Lawton. We learned that story authors
print important words in bold-face or italic type to remind us to pay attention
to those words. We made some predictions based on these words about
what was going to happen in the story and you had a chance to see how well
you guessed." |
| B. |
Transfer: "When you read
for a purpose like we did today, you learn more and remember more.
If no one gives you a purpose, you can use the key words to make your own
predictions about the story and then check to see how many are true." |
| C. |
Student evaluation:
After reviewing key words
from the story "Outlaws in Lawton", was the learner able to write complete
sentences predicting events that s/he believed would appear in the story?
After reading the story,
was the learner able to complete a chart analyzing his/her predictions
and explain why his/her inferences were or were not correct? |
| D. |
Teacher evaluation:
Reflect on students' mastery
of objectives (including re-teaching), teacher's personal response to the
lesson, and changes that should be made before the lesson is taught again.
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