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Four Cities, Four Causes: A Reading Group Lesson Plan

Name: Kelly Gibbons Grade Level/Subject: 5/Reading Prerequisite Knowledge: The students should have developed independent reading skills. The students shouldalso have an idea of what is means to be a critical reader (pick out specific elements of a story, etc.) Thestudents should have worked in a discussion group previously to this assignment so that they understand howsmall group discussion runs. Approximate Time: 30-40 minutes Student Objectives/Student Outcomes:

Student should be able to identify cause and effect relationships in literature.

Student should be able to define specific vocabulary words mentioned in the story.

Student should be able to identify the text features of a nonfiction work.

Students should be able to orally explain their thoughts on specific literary questions.

Student should be able to follow oral directions in order to complete a task.

Student should be able to work independently without much guidance from the teacher. Content Standards:1.A. Apply word analysis and vocabulary skills to comprehend selections1.A.1a Apply word analysis skills (word patterns, phonics, etc.) to recognize new words1.B. Apply reading strategies to improve understanding and fluency.1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfictiontexts to improve comprehension.1.B.2d Read age-appropriate material with fluency and accuracy.1.C. Comprehend a broad range of reading materials.1.C.2b Make and support inferences and form interpretations about main themes and topics.3.C Comprehend a large range of reading material3.C.1b Identify important themes in language and topics in order to make predictions4.A Listen effectively in formal and informal situations4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said4.A.1b Ask questions and respond to questions from the teacher to improve comprehension4.A.1c Follow oral directions accurately Materials/Resources/Technology:1.

Four Great Cities by Margaret Lysecki (copy for each student)2.

Writing Utensil (one for each student)3.

Hard surface (one for each student)4.

Chair (one for each student)5.

Vocabulary picture cards (made by teacher)6.

Before/After worksheet (one for each student) Implementation

Time

10 minutes Opening of lesson:The teacher should instruct the student to sit in his/her chair and be attentivewhile directions are explained to the whole class. The teacher should tell the studentsthat they are going to work in a reading groups. The expectations of the readinggroup are that each student reads independently and quietly. There will be a groupmeeting before the chapter is assigned and then a discussion after everyone hasfinished reading the story. The teacher will then break the class up into their designated reading groups (grouped by ability level according to teacher preference.)The teacher will first ask the group to talk about what is means when somethingis ³nonfiction.´ The teacher will also ask the students what features they expect tobe included in a nonfiction text. After the students have been given a chance torespond, the teacher will have the students open their books and have them followalong while they look through the table of contents, the index, the glossary, labelsand sidebars. The teacher should explain to the students that nonfiction texts areinformational and can help the reader to find out factual information about a specificsubject. The teacher should also inform that students that nonfiction texts areusually organized in a specific way. The teacher should have the students flip throughthe book again to try and find out how this specific text is organized.The teacher will then have the students use the text features to makepredictions about what cities are going to be covered in the book and what they willlearn about the cities in each chapter. The teacher will hold a discussion andestablish that Toronto, Sydney, London and New York are the four cities that willbe covered in the book and that the book will tell us about the industrialization andgrowth of each of these cities. The book is organized in a before and after sequence.The teacher will tell the students that they are going to be reading the chapter onLondon for this session of reading group The teacher will then use the picturevocabulary card for the London chapter to have the children first try and guess whateach vocabulary word means and then listen to the actual definition of the word. Thevocabulary words for this chapter are: urban, efficient, goods, interact, rural andthrive. The teacher will pass out the before and after worksheets to the students.The teacher will ask them to select 4 parts of the chapter about London and recordhow these 4 events were years ago (before) and how they are not (after) and whatevent or thing sparked the change. 15 minutes Procedure:The students will read the chapter on London and fill out their before/after worksheet.When they are finished reading, the teacher should tell the students to go back through the text and find the vocabulary words. The teacher should let the studentsknow that he/she will be available for questions during the lesson, but most of thework should be done independently if possible during this time. If a student isreally struggling, the teacher can use prompts such as, ³Think about what you justread. Describe one thing that has changed and one thing that has not changed,´ ³Howdo the headings help you understand the chapter?´ 10 -15 minutes Summary/Closing:The teacher should instruct the students to reread page 6 and compare and contrastLondon of the past to modern day London. The students should talk freely to oneanother during this time without much direction from the teacher. After thestudents have pointed out the changes in industry, transportation and people hold agroup discussion about the following questions:1)

How did comparing and contrasting help you understand what you were reading?

What are some of the similarities and differences that you noticed in thischapter?3)

Was there anything that surprised you about this chapter?After having the students answer these questions through oral discussion (with littleintervention from the teacher), the teacher should ask the studentsto define a cause and effect relationship. The teacher should tell the students that acause is the event or action and the effect is what happened as a result of that event or action. The teacher should tell the students that there are many cause/effectrelationships that happened with the development of London. The teacher shouldpose the following questions for small group discussion.1)

What caused so many people to move to London?2)

What effect did this have on the city?The students should be given 5 minutes to freely discuss these questions amongeach other. The teacher should then pull the students back together to go through their worksheets and talk about some of the causes that they came up with for the beforeand after events they chose in the chapter. The teacher should have each studentshare one thing they filled in from the worksheet. The teacher should offer constructive feedback for the students. For example, if a student came up withan unlikely cause for the before/after the teacher may say ³do you think that causemakes sense with what we just learned about London? Do you think its logical for that to happen. If that was the cause, does it make sense that the µafter¶ stagewould look like the chapter described?´ The teacher should review the vocabularywords one last time to check for student learning, collect the worksheets and thensend the group back to their seats in the classroom. Student Assessment:The students will be assessed on their participation in group discussion, as this is thebest way for the teacher to see if they understand what is going on in the story. Thestudents will also be assessed on their completion of the worksheet. Finally, thestudents will be assessed on their listening and behavior in the group work setting.