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Small Group Reading Lesson Plan Day 3

Small Group Reading Lesson Plan Day 3

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Published by See Empee

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Published by: See Empee on Nov 24, 2011
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05/02/2012

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Small Group Reading Lesson PlanGrade Level:
______3_____
Number of Students:
_____6_____
Students Linguistic Backgrounds:
_________English____________
Instructional Location:
_Classroom___________
Length of Instruction:
___20 minutes_______
Standard(s) Addressed
 
What Common Core standards will be addressed during the lesson?
 
 
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
.
 
 
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to thesequence of events.
 
12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.
Content Objectives
 
Language Objectives
 
 
Students will identify a text’s theme, characters, and
setting and determine how they are related whilereading. independently, with partners or in a group.
 
Students will refer to the text and use examples tosupport responses during discussions.
 
 
Students will describe themes, setting or situationswhich are not explicitly stated in the text.
 
Students will describe the characters and setting in astory to a partner and teacher.
 
Students will be able to articulate, in writing,summaries of what has happened at the end of eachchapter and answer questions pertaining to thechapter.
 
Students will compare and contrast, in writing, the
differences of Sarah and Jacob’s family and their own
families/experiences.
Title:
Sarah Plain and Tall
 Author:
Patricia MacLachlan
 
Publisher:
Harper Trophy
Date:
1985
 
Genre:
Historical Fiction
Text Structure:
Narrative
Level:
3
 
Theme(s)
 
 
New Beginnings
 important to accept newthings as they come but also to hold on to sacredand cherished memories
 
Family
many familiesare special and uniqueand all can be loving.
 
Abandonment 
thefamily fees abandonedby their mother who hasdied and is afraid Sarahis going to run awayfrom them and leave liketheir mom.
Strategy Focus
 
 
Recognition of howcharacters and settingrelate to the theme.Would the themes foundthroughout this book berelatable to childrengrowing up today? Howwould they be different,or would they at all bedifferent?
Vocabulary
 
 
Theme
 
Setting
 
 
Characters
 
 
Buzzard
 
 
Dune
 
Conch
 
 
Eerie
 
Feisty
 
 
Flax
 
 
Gully
 
 
Hearthstone
 
 
Hitch
 
 
Killdeer
 
 
Mica
 
 
Paddock 
 
 
Pesky
 
 
Plow or plough
 
 
Primly
 
 
Pungent 
 
 
Rascal
 
 
Reins
 
 
Roamer
 
 
Scuttling
 
 
Shingles
 
 
Sly
 
 
Sputter
 
 
Squall
 
 
Squint 
 
 
Tumbleweed
 
 
Whicker
 
 
Windbreak 
 
 Assessment 
 
Informal:
 
Are students readily ableto recognize themes that are salient throughout the story? Note thestudents who struggle toidentify theme.
 
Asking them quick plot related questions to seeif they understand theseries of eventsFormal:
 
 
Chapter questions at theend of every chapter tobe answeredindependently accuratelydescribing the definingtraits of characters andhow the characterscontribute to the overallstory.
 
Evaluate the writtenresponses to the text related to variousthemes - are theysynthesizing all theinformation andunderstand that more isoccurring than the wordson the page imply?
 
When we finish, can thestudents idenifty themost common theme?
 
Writing a compare and
 
 
Wretched
 
contrast paragraph onSarah versus Jacob andhis family. How are theydifferent? How are theythe same?
 
 Add any relevant information that is essential to understanding the context of your lesson:Reflection Notes-
 
Questions/Concerns you have after teaching the lesson(s)?Day: 3
 
(Make sure and write-out what you will say to your students.)
 
Before (Introduction)
 
1.
 
Say: “
Today we are going to continue reading. Who would like to volunteer to share with the class what happened in chapter oneand make a prediction for what is to come in chapter 2?
 
2.
 
Review what happened in chapter 1 and call on some students to make prediction on what will happen in chapter 2.
3.
 
Today we are going to begin our lesson by going over words that were unfamiliar or interesting to us that we came across inchapter one. We are going to use our bookmarks that we received on the first day of our reading group. Does anyone have a wordthey would like to share? (If st 
udents do not have a word, some we can use are “hearthstones (
A flat stone forming a fireplaceor part of a fireplace), Horrid (foul, not pleasing), feisty (resistant, with attitude; aggressive)
* Preview the skill (Teacher led)
 
We are going to begin chapter two today. Remember to jot down any words or phrases that may be interesting to you on yourbookmark. Before we begin reading chapter two, however, we are going to review where Sarah is from and where Caleb and Annalive.* Activate and build on prior knowledge about the topic (Teacher and Students Together)
 
Where is Maine? How far is it from the Great Plains (if we say the Great Plains are somewhere near Oklahoma, Nebraska, Kansas,

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