EL Support Lesson
Students will be able to capture their readers’ imaginations by composing original beginnings.
Students will be able to write story starters in multiple ways using word banks.
- Explain to students that today we will learn how writers make their writing exciting using interesting introductions, or hooks.
- Define hook and write it on the board. Explain that it can be used both literally and figuratively (ie. it can have more than one meaning), and give an example.
- Have students turn to partners to discuss how a writer might hook a reader.
Building academic language
- Provide definitions (on board or projected) of all tiered vocabulary. Review each one with the class.
- Explain that students will now rotate around the room to the brainstorming sheets and add their comments and/or examples for each word and read about what other students have written. (Note: This can be done informally, with students choosing which words to approach and in what order, or more formally, with students divided into groups and rotating systematically from word to word.)
- Separate students into groups with a completed brainstorming sheet and have them answer questions aloud about the word. For example: What does the word mean?
- Have students use sentence stems and/or frames for support in their oral discussion.
- Allow students to create and share aloud their own sentences with the new vocabulary words. For example: "My favorite author is ____ because ____."
- Distribute the Goldilocks and the Five Beginnings worksheet.
- Read the directions to the students, and ask a volunteer to repeat the instructions back to you.
- Review the example. Ask: "Why is this a statement? How do we know?" Have students explain the clues.
- Have students work independently or in pairs to complete the rest of the worksheet.
- Distribute the Hook the Reader: the Tortoise and the Hare worksheet, read the directions to the students, and ask a volunteer to repeat the instructions back to you.
- Read the fable aloud.
- Have students turn and briefly summarize the fable to a partner.
- Have students work independently to complete the rest of the worksheet.
Additional EL adaptations
- Beginner ELs may need sentence stems and/or frames to complete the Hook the Reader: The Tortoise and the Hare worksheet. For example: The ____ tortoise felt ____ when ____.
- Advanced ELs may work independently on the Goldilocks and the Five Beginnings worksheet.
- Allow students that finish early to pick a story starter to illustrate and present to the class during the Review and Closing section.
Formative Assessment of Academic Language(3 minutes)
- Assess students' understanding of story starters by evaluating their accuracy with partner talk, worksheets, and participation throughout the class.
Review and closing(3 minutes)
- Instruct students to share their Tortoise and the Hare story starters in groups of 3–5.