ESL Literature Connections to Other Disciplines
ESL Literature Connections to Other Disciplines
Teacher: / Allyson Fenner / Submission Date: / 4-4-04Book Title: / The Important Book / Publisher: / Harper Collins
Author: / Margaret Wise Brown / ISBN: / 0-06-020720-5
Grade / Age Appropriate: / K-4thgrades
Brief Summary of the Text:
The Important Book beautifully and simply examines many items such as rain, grass, snow, apples, and the sky, using descriptive words and pictures.
Potential ESL Draft Standards Addressed
LEP students will develop the English language listening, speaking, reading and writing skills required to achieve academically and to communicate in socially and culturally appropriate ways.
Domain: / Listening
Standard: / K.2 Connect what is heard with prior knowledge and experience.
1.2Compare what is heard with prior knowledge and experience
3.1 Ask questions for clarification and explanation, and respond to others’ ideas.
Domain: / Speaking
Standard: / 1.5 Express opinions
1.7 Deliver simple dramatic presentations (read aloud student’s books)
2.5 Demonstrate an understanding of the rules of the English language.
4.6 Use clear diction and tone, and adjust volume and tempo to stress important ideas.
Domain: / Reading
Standard: / K.1 Use pictures and illustrations to aid comprehension.
4.2 Summarize main ideas in informational text, using supporting details as appropriate.
Domain: / Writing
Standard: / K.1 Generate writing ideas through discussions with others.
1.7 Mimic language from literature when appropriate.
2.3 Develop a purpose and audience for writing.
3.1 Write legibly in cursive, spacing letters, words and sentences appropriately.
Potential Ohio Content Standards Connections
Include Discipline(s), Benchmark Title, Grade Cluster.
Language Arts Reading
Acquisition of Vocabulary K-3
- Use context clues to determine the meaning of new vocabulary.
- Read accurately high frequency sight words.
- Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
Writing Process Standard 3-4
- Generate ideas and determine a topic suitable for writing.
D. Write informational reports that include facts, details and examples that illustrate and important idea.
Skills and Processes
As they specifically apply to this lesson
- Observe- Look at illustrations carefully and discuss fully
- Analyze- items with detailed descriptions
- Describe- items in written words
- Examine- Look closely and analyze the pictures
- Identify-items in illustrations at the observe level
High Frequency Vocabulary
- Site words: it, is, about, with, like
Content/Text Specific Vocabulary
- Spoon-shovel, hollow, eat
- Rain- sky, shiny, air, wet
- Grass- tender, green
- Snow- white, softly, tiny, crystals, melts
- Apple- round, juice splashes
- Wind- blows, cheek, bend
- Sky- always, clouds, air
- Shoe- foot, walk, warm
Prior to the Lesson:
Notations as Needed (items to teach this lesson - pictures, magnifying glass, reference texts, video, etc.)
Magnifying glass
visual aids- apple, daisy, spoon, shoe, glass
Other photos
Introduction to the Book: (if needed)
What does the word “important” mean to you?
Discussion on everyone’s individual ideas.
Lessons:(by page, concept, theme, etc.)
After each page is read aloud, stop and discuss the item.
Does anyone have anything to add to the idea?
What do you think is important?
Because the first and last lines are the same, make sure that the students understand the meaning.
A unit on the senses can be explored.
Students can write their own “Important Books”.
Students can read their “Important Books” aloud.
Special Notations:
As Appropriate or Needed
Added research on the senses and appropriate contents.
Assessment: Specific Details Required
What students will know and be able to do to verify their understanding.
- Students will make their own “Important Book” using correct English grammar.
- Students can write words in their own language to verify understanding.
- Students will draw pictures to correspond with language.
Support Handouts: (Charts, Graphic Organizers, etc., as needed)
Add your handouts after the following page break.
Available at Important Book1
We use this selection to teach the concept of the main idea. I start the entire year off using this book. I read the book aloud to the students. We discuss each aspect of the important or the main idea of each subject. After completing the book, we write a page about ourselves. Example: The important thing about Ellis is that he is a toehead, he loves computer games , he plays with his trucks, and he always wears Carharts, but the important thing about Ellis is that he is a toehead. Ellis is a student that has the whitest hair...everyone always says something to him about his "toehead". The children (usually third graders) each do their own page, and we publish our book for the classroom. We try to have this completed by our open house. The parents really enjoy it, and they get to know their child’s classmates in a special way. Just a thought!
Teach the"Main Idea", August 4, 2001 - A Teacher from North Carolina