Beruflich Dokumente
Kultur Dokumente
Lesson Plan
Designed by:
Jeny Vasquez
MELD Close Reading Responsive Literacy
(5+ Days)
Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for multiple days. Please adjust the time and/or number of days according to the
needs of your students. You may also speed up or slow down per the needs of your students.
Title: The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer
Lexile 910
At a Glance
California State Standards Source 1: “The Boy Who Harnessed the Wind”
RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the
main idea.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area. (See grade 3 Language standards 4-6 for additional
expectations.) CA
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read on-level text with purpose and understanding.
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-
specific words and phrases, including those that signal spatial and temporal relationships (e.g., After
dinner that night we went looking for them)
SL.3.1. Participate in collaborative conversations with diverse partners about third grade topics and
texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking about the topics and texts under discussion). Continue a
conversation through multiple exchanges.
W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-
specific words and phrases, including those that signal spatial and temporal relationships (e.g., After
dinner that night we went looking for them)
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Source 2: Video – “Moving Windmills”
SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
MELD Students will be able to closely read and/or have read to them a complex text and
OBJECTIVES be able to accomplish the following objectives:
1. I can ask and answer questions to demonstrate understanding of a text
using text evidence.
2. I can describe the characters’ traits, motivations, or feelings and explain how
their actions impact the story using cause and effect relationships in
Standard English.
3. I can have constructive conversations with my classmates about the text
using Standard English words and phrases that support creating ideas,
clarifying ideas, advancing questioning to support ideas and make them
stronger.
4. I can apply situational appropriateness when engaging in discussion with my
classmates.
5. I can form and use simple verb tenses (e.g. I walked; I walk; I will walk)and
show my understanding of the three sounds of –ed.
6. I can practice orally reading words ending with the suffix -ed.
7. I can write an opinion piece using evidence from both texts/sources.
Depth of Knowledge Level DOK 2 Reading- Use context to identify the meaning of words/phrases
DOK 2 Reading- Categorize/compare literary elements, terms, facts, details, events
DOK 3 Reading- Explain, generalize, or connect ideas using supporting evidence (quote,
example, text reference)
DOK 3 Reading- Identify/make inferences about explicit or implicit themes
DOK 3 Writing- Explain, generalize, or connect ideas using supporting evidence (quote,
example, text reference)
**DOK 4 –Analyze and synthesize information from multiple sources.
**If you use the video or Paired Text from the ReadWorks website.
Essential Question Which character traits do we see in our main character, William? How did those
character traits help him solve the problems in his community ?
Access Strategies Instructional Conversations, Advanced Graphic Organizer, Making Cultural
Connections, Cooperative and Communal Learning, Academic Language
Development
Protocols Silent Appointment, Pick-a-Stick, Raise a Righteous Hand, Give One-Get One, Think-
Pair-Share, Pair-Square, Roll ‘Em, Shout Out, Think-Pair-Share-Sketch
Materials *Book – The Boy Who Harnessed the Wind
*Video – Moving Windmills http://bit.ly/1TkWQjA
*Chart paper *Personal Thesaurus *Close Reading Process Chart
*post-its *Chart-Paper
*Optional – Paired Text “Ryan’s Well” (readworks.org)
Key Vocabulary harness maize
rumbled bearings
bolts generator
heaved gusting gale
Personal Thesaurus –hard-working, creative, helpful (Chosen to support culminating task)
Contrastive Analysis (-ed) – scorched, arranged, gazed, heaved, dragged, shouted,
teased, dreamed, whispered, passed, wondered, sulked
Culminating Task Students will write an opinion piece on one of the following prompts:
Using what you learned from the story and video, what character traits does a person need
to help solve problems in their home, at school, or in their community? Cite evidence from
both sources. Or
Using what you learned from the story and video, what character traits do you believe
William used most to help solve the problems in his community? Cite evidence from both
sources.
MELD Close Reading Responsive Literacy
(5+ Days)
Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour. Please adjust the time and/or number of days according to the needs of your students
as each read does not necessarily equal 1 day. You may also speed up or slow down per the needs of your students.
Title: The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer
Lexile 910
Lesson Plan
1st Read Focus: Read the story for flow and enjoyment!
The protocol Call and 1. HOOK: Display the two landscape pictures showing no electricity and
Response used throughout no water. Ask the students to Take a Stand and choose the place they
all reads. would rather live in if these were the only two choices in the world.
Once they have chosen, have the students sit on that side of the
*Note: If you have not room. Use Raise a Righteous Hand to choose a few students to share
taught the protocols used
why they chose that place. Turn off the lights and discuss what other
in this 5+ days lesson plan,
objects in the classroom are powered by electricity and how they
please teach them
would not be able to use those objects. Then, let the students know
individually before the first
read. that for the next 2 hours, no one will be able to use the bathroom or
drink water because that is what it would be like to be without water.
Chart the students’ names under the picture they chose. You will
come back to this at the end of the day and see if the students would
still choose the same picture. Also, at the end of the day, show them a
map of where Malawi is located.
*Character Traits chart
2. Go over the Close Reading learning objectives.
direct link:
3. Review the Close Reading Process chart with the students.
http://bit.ly/1OQhJXl
4. Read the story for flow today.
5. Introduce the Character Traits chart (see Resources) by reminding the
students that we can describe characters in 2 ways. One way is the
way a character looks like on the outside and the 2nd way is the way
the character is on the inside, the type of person they are. Display a
picture of yourself. Ask the students to take a Moment of Silence and
look through their list of character traits. Ask them to find traits that
Example: describe what kind of person they think you are. Ask the students to
Think-Pair-Share one of the character traits they chose for Steph
hard-working
active Curry. Then, use Pick-a-Stick to share whole group and chart. Now,
display the picture of Kobe Bryant and follow the same process.
Review any traits that are unfamiliar to the students.
6. Class Debrief —debrief the class’s use of the protocols (responsive
management) debrief the class’s progress in meeting the focus
standards for the day (objectives should be directly connected to CC
standards).
determined fearless
2nd Read Focus: Annotating Text and Vocabulary (Tier 2 & Character Traits)
Essential Question: What qualities and/or characteristics do we see in
William?
1. Go over today’s learning objectives.
a. I can ask and answer questions to demonstrate understanding of a
text using text evidence.
b. I can describe the characters’ traits, motivations, or feelings and
explain how their actions impact the story using cause and effect
relationships in Standard English.
2. Vocabulary –Allow students to annotate for words they do not know
during this 2nd read and have them use the vocabulary strategy of
context clues to figure out the meaning.
*Character Traits chart 3. Let the students know that they will be annotating for details about
direct link: William’s character (see Resources for Annotation Symbols chart or
http://bit.ly/1OQhJXl use already established class symbols), details that describe the kind
of person he is. They can circle unknown words or put a question
mark next to confusing parts as they read as well.
4. Teacher will model with page 2.
“It says in the last sentence, that for William, the darkness was best
for dreaming. This tells me that he liked to sleep so he could
dream. I’m going to underline that and write dreamer next to it
because this is a detail describing what kind of person William is.
Example:
And I am going to circle nightfall because I haven’t heard of that
word before. Hmmm… nothing is confusing to me on this page. ”
5. Allow the students to annotate their text. Once everyone is done, have
them use Give One, Get One to share one detail they found that
describes William’s character. Use music to have them transition to
another partner to do one more Give One, Get One.
6. Use Call and Response to bring the students back to their seats and
use Pick a Stick or Roll ‘Em to share-out whole group. Chart (see
picture on the left) the traits the students share about William. As the
students share out the trait, ask them to give you evidence from the
text to support that trait.
7. Text-to-Self connection: Ask the students to do a quick-write on the
following prompt: If you were William, would you have made the
windmill? Why or why not? William harnessed the wind to bring
*Note*
electricity to his village. What would you like to harness to help
Please keep these quick-
others?
writes for the upcoming
8. Close today’s lesson with a review of today’s learning objectives.
Contrastive Analysis –
Past Tense Marker mini-
lesson.
3rd Read of Story Focus: Text-Dependent Questions
1. Go over today’s learning objectives.
a. I can ask and answer questions to demonstrate understanding of a
text using text evidence.
b. I can describe the characters’ traits, motivations, or feelings and
explain how their actions impact the story using cause and effect
relationships in Standard English.
c. I can have constructive conversations with my classmates about the
text using Standard English words and phrases that support creating
ideas, clarifying ideas, advancing questioning to support ideas and
make them stronger.
1st & 2nd Viewing Focus: Personal Thesaurus and Character Traits
*Video – Moving Windmills 1. Go over today’s learning objectives.
http://bit.ly/1TkWQjA a. I can ask and answer questions to demonstrate understanding of a
text using text evidence.
*Note* b. I can describe the characters’ traits, motivations, or feelings and
The video is about 6 minutes explain how their actions impact the story.
long, but you only need to c. I can use the new words and phrases I have learned in different ways
show up to minute 3:23 for to show that I know what they mean.
the purposes of this lesson.
2. Use the protocol Round Robin to have the students create Bubble
You can always show the Maps for William. Give them about 5 minutes to fill in their bubble
whole video after the 3rd map. They can use their character traits chart. Model for the students
viewing to allow the students with your own bubble map and page 2, add “dreamer” to one bubble.
to see what William was able 3. Let them know that they will be watching a video of William and they
to do after he built that first
will be adding more character traits to their bubble map based on the
windmill.
video.
4. Show the video of William Kamkwamba, 1st Viewing, for flow and
* Distribute a copy for
enjoyment.
each student and make a
5. Show the video again, 2nd viewing, and ask the students to write down
class bubble map also.
any new character traits for William that they hear in the video in their
own bubble map (see resources). Model for the students by pausing
the video in the beginning and adding “brave” to the class bubble
map.
6. Personal Thesaurus: hard-working, creative, helpful (See Resources)
a. Use Roll’Em to call a table group to present their bubble map.
b. Have the students take out their Personal Thesaurus(PT) to add
some of the common character traits seen in the bubble maps.
If the students did not use the underlined traits above, ask
them to include these in their PT as it will help them with their
culminating task. Model for the students with a class PT.
7. Review the learning objectives.
Prompt: Using what you learned from the story and video, what character
traits does a person need to help solve problems in their home, at school, or
in their community? Cite evidence from both sources.
Or
Prompt: Using what you learned from the story and video, what
character traits did William have to help solve the problems in his
community? Cite evidence from both sources.
*Note* 3. Review Opinion criteria and rubric with the students and remind them
You may use the district that they can use their advanced graphic organizers, annotations,
assessment opinion personal thesaurus, and other resources used during this close read.
rubric and criteria or the 4. Have select students share out their opinion piece by having an
rubric and criteria you author’s chair.
have been using with 5. As you listen to the reading, mark the use of the past tense marker to
your students during this the classroom. Use of the Standard English past tense markers should be
instructional block. a part of the criteria and rubric.