Brittany Geren

Kristin Buholtz
Tonya Williams BLED 412 11- 21-13

Marisol McDonald Doesnt Match
Created by: Brittany Geren, Tonya Williams and Kristin Buholtz
For Grade(s): 2
nd
Grade
For ESL level(s): Beginner and/or intermediate
CHILDRENS BOOK
Title: Marisol McDonald Doesnt Match Author: Monica Brown
Year: 2011 Publisher: Childrens Book Press
ISBN: 978-089239-235-3
I . English Language Arts TEKS AND ELPS (English Language Proficiency Standards)/ OR
Spanish Artes de Lenguaje TEKS
TEKS:
(6)(A) Identify moral lessons as themes in well-known fables, legends, myths, or stories
(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
(A) Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to
make and confirm predictions;
(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to identify the topic and explain the author's purpose in writing the text
(30) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students continue to apply earlier standards with greater complexity. Students are expected to
follow agreed-upon rules for discussion, including listening to others, speaking when recognized,
and making appropriate contributions.
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(B) Use context to determine the relevant meaning of unfamiliar words or multiple-
meaning words;
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
(B) Describe main characters in works of fiction, including their traits, motivations, and
feelings.
(21) Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students continue to apply earlier
standards with greater complexity. Students are expected to:
(B) Use complete sentences with correct subject-verb agreement;
(22)(B) Use Capitalization
ELPS:
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies.
(C) Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
(2) Cross-curricular second language acquisition/listening.
Brittany Geren
Kristin Buholtz
Tonya Williams BLED 412 11- 21-13

(C) Learn new language structures, expressions, and basic and academic vocabulary heard
during classroom instruction and interactions;
(D) Monitor understanding of spoken language during classroom instruction and interactions and
seek clarification as needed;
(I) Demonstrate listening comprehension of increasingly complex spoken English by following
directions, retelling or summarizing spoken messages, responding to questions and requests,
collaborating with peers, and taking notes commensurate with content and grade-level needs.
(5) Cross-curricular second language acquisition/writing.
(B) Write using newly acquired basic vocabulary and content-based grade-level vocabulary;
I I . OBJ ECTI VES/OBJ ETI VOS
- The student will identify the moral of the story.
- The student will make predictions using the cover and title of the
book.
- The student will compare and contrast characteristics and traits.
- The student will use context clues to determine the meaning of
unfamiliar vocabulary words.
- The student will identify the main character along with their traits,
motivations and feelings.
- The student will write sentences using capitalization and proper
subject-verb agreement.

I I I . MATERI ALS/MATERIALES:
Brown, M. (2012). Marisol McDonald Doesn't Match. San Francisco, CA: Children's
Book Press.
Activity Kit Reference (http://www.monicabrown.net/files/MarisolActivityKit.pdf)
Puzzle pieces
Teacher-made sentence worksheet
Envelopes
Markers, crayons and pencils
I V. UNI T SUMMARY/RESUMEN DE LA UNI DAD
Stage

Strategies Activities
Into
(Before)
Building Background
Making predictions
Making predictions
Vocabulary Wordwall
Based on book cover
Picture walk
Through
(During)
Oral reading
Making connections
Activity
Dramatic reading
Shared experiences
A puzzle about me

Beyond
(After)
See Planning Web
Brittany Geren
Kristin Buholtz
Tonya Williams BLED 412 11- 21-13

V. PROCEDURES/PROCEDI MI ENTOS:
1. Vocabulary Word Wall
Explain to the students that we are going to being reading a book that contains words that
English and Spanish speakers can learn as well as words they may not be familiar with. Use
the word wall to assess what words the students know and do not know. The words are:
Perrito=Puppy
Jalea=Jelly
Arte=Art
Minino=Kitty
Azul=Blue
Zanahorias=Carrots
Caf=Brown
Fuego=Fire
Por favor= Please

2. Book Cover Predictions
Explain to the students the title of the book and ask them to make predictions using the title
and the illustration on the cover. Using questions such as:
- What do you think this book is about?
- Why do you think the author wrote the book?
3. Predictions during Picture Walk
Slowly flip through the book to allow the students to see the pictures. Occasionally stop and
ask questions so the students can analyze and discuss the illustrations. While doing a picture
walk using the five Ws and one H question words will keep the students engaged. Some
questions can be:
- What do you think of this picture?
- What do you think it means?
- Who do you think this is?
- What do you think is going on here?
- Why does this character look confused?
- Why does this character look happy?
- Where do you think these characters are?
- When do you think this is taking place?
- How do you think this story is going to end?
4. Dramatic Reading
Read the book aloud to students, using dramatic intonations and gestures.
5. Shared Experiences
Lead the students in a discussion that will allow them to make self to text connections to the
book. Some starter discussion questions:
- Can any of you relate to the character?
- Do you feel your home life is similar to the character? Why?
6. Activity
From reading the story we found out that Marisol is of Puruvian and Scottish descent. We
also discovered that she is very artistic and loves to play soccer. These are just a couple traits
that make Marisol Marisol. In this activity the students will be asked to create a jigsaw
puzzle that will bring out the similarities and differences amongst their peers. Once their
puzzles have been completed they will insert their puzzle pieces in an envelope to swap with
a partner. They will then assemble the puzzles and discuss their similarities and differences.
- Puzzle piece 1=What is your favorite food?
- Puzzle piece 2=What is your favorite hobby?
- Puzzle piece 3=What is your favorite color?
Brittany Geren
Kristin Buholtz
Tonya Williams BLED 412 11- 21-13

- Puzzle piece 4=What is your favorite animal?
- Puzzle piece 5=What you want to be when you grow up?
- Puzzle piece 6=What one item could you not live without?

Once peer sharing is finished, the student will write a complete sentence about what they drew
on their puzzle piece using the provided teacher-made sentence worksheet.

VI . ASSESSMENT/EVALUACI N:
1. Were the students able to use illustrations, pictures and keywords to make predictions?
2. How well did the students participate in the discussions?
3. Did the students successfully identify the vocabulary?
4. Did the students demonstrate basic reading etiquette during the dramatic reading?
5. Did the students find traits about themselves and share them with their peers?
6. Were the students able to identify the moral of the story?
7. Were the students able to identify the traits and characteristics of Marisol?