Michelle Ward CI 475 Small Reading Group Small Group Lesson Plan Grade Level: 2/3 Location: Classroom

Days: 1/4 Number of Students: 3 Instructional

Materials: Flossie and the Fox Inference chart pencil Standard!s" #ddressed: What Common Core Standards will be addressed during the lesson? $$SS%&L#'Literacy%$$(#%(%): Read closely to determine what the text says explicitly and to ma e logical in!erences !rom it" cite speci!ic textual e#idence when writing or spea ing to support conclusions drawn !rom the text $$SS%&L#'Literacy%(L%*%)+: $y the end o! the year% read and comprehend literature% including stories and poetry% in the grade 2&3 text complexity band pro!iciently% with sca!!olding as needed at the high end o! the range

$ontent ,b-ectives Lan.ua.e ,b-ectives What will the students now and be able to do What language will students be expected to utili)e by the end o! the lesson 'use obser#able when illustrating their understanding? language(? Students will be able to ma e at least one in!erence !rom the boo Flossie and the Fox by !illing out a graphic organi)er* Prere/uisite S0ills: Students need to be able to use the pictures in the boo as well as what is explicitly said in the text to draw conclusions* &ndurin. 1nderstandin.s !2i. Idea": +hrough #arious strategies% students will ha#e increased reading comprehension and be able to construct meaning out o! a text* &ssential 3uestions: What conclusions can you draw about this boo ? What can you assume ,lossie nows about the ,ox? -ow do you ma e these assumptions?

4itle: Flossie 4heme!s": Focus: 5 the Fox What themes will What strategies be explored during and s ills will be the lesson? the !ocus o! the #uthor: lesson's(? Patricia $% Characters .a ing in!erences Mc6issac0 Genre: Fiction

7ocabulary: What #ocabulary words will the students need to now? /bser#e% 0n!erence% $ac ground 1nowledge

2efore: Setting the stage% acti#ate and build bac ground nowledge% introduce and explain -ow will you set a purpose and help students learn why today2s lesson is important to them as readers/writers? 0 will set a purpose !or the lesson today by as ing students how they ma e decisions about what is happening in a story* 0 predict students will ha#e di!!erent ideas* 'i*e* !rom pictures% !rom what characters do% !rom what it says(* 0 will explain that ma ing in!erences is li e ma ing a guess about what is happening in the story based on what it actually says* -ow will you activate and build on prior nowledge about the topic? 0 will acti#ate and build on prior nowledge about ma ing in!erences !rom re!erring to a pre#ious lesson on ma ing in!erences !rom pictures* 0 will discuss the three step process we used* +he three step process was ma ing obser#ations !rom the pictures% as ing a 3uestion about what is happening in the picture% and ma ing an in!erence 'or educated guess( about what is happening in the picture* -ow will you introduce and explain this strategy/s ill so that students will understand the how and why? 0 will introduce and explain this strategy/s ill by introducing a similar three step process that we used with ma ing in!erences !rom pictures* .a ing obser#ations !rom what the text or pictures say% as ing a 3uestion about the text/picture% and ma ing an in!erence about what is happening in the story* 0 will explain that we are doing this with Flossie 5 the Fox because the text in the boo doesn2t always tell you exactly what the author wants you to now*

Durin.: 4xplicit instruction% acti#e engagement in meaning ma ing% and practice 'you should be chec ing !or understanding throughout( -ow will you model this strategy/s ill !or your students 'exemplars and/or demonstrations(? 0 would model this strategy !or my students by reading aloud to them* 0 will read the !irst !ew pages o! the story while also #erbally modeling how 0 would !ill out the ma ing in!erences graphic organi)er* 50 see in the story that it says that the !ox is a 6sly critter*2 +his would go in the /bser#e column* 0n the Wonder column 0 would write that 0 want to now why the !ox is called a sly critter* 0 could in!er !rom this that the !ox messes with the chic ens a lot and ne#er gets caught and that2s why he is called a sly critter* 0 would write that in the 0n!er column*7 -ow will you pro#ide opportunities !or .uided practice? 0 will continue to read aloud !or a !ew more pages* 0 will stop and as the students to come up with an obser#ation% a wonder% and then !inally an in!erence based on how ,lossie !eels about that !ox be!ore she meets him* 0 will do this with #erbal responses* 0 will ta e the students2 di!!erent ideas because 0 don2t expect them to ha#e the same obser#ations and in!erences* -ow will students independently practice using the strategy and the s ill it targets? With the time le!t o#er% 0 will ha#e the students continue reading Flossie 5 the Fox independently and also !illing out the graphic organi)er* 0 will guide them as they wor at di!!erent paces% and 0 will assist them in their !illing out the graphic organi)er*

#fter: Restate teaching point% clari!y ey points% extend ideas% chec !or understanding -ow will you restate the teaching point and clarify ey concepts? 0 will restate the teaching point by emphasi)ing the three step process to ma ing in!erences !rom the story* +he graphic organi)er helps in the organi)ation o! ma ing an obser#ation% as ing a 3uestion% and !inally ma ing an in!erence* 0 will clari!y ey concepts by as ing speci!ic 3uestions !or each step* 5What do you actually see in the story? What do you want to now about Flossie? What do you thin is happening based on that?7 -ow will you engage students in reflection o! how this strategy has de#eloped this particular s ill and how it has helped each o! them become a more e!!ecti#e reader/writer? 0 will engage the students in re!lection by emphasi)e that the strategy o! ma ing in!erences is #ery help!ul in understanding what isn2t explicitly said in the story* 0 will explain that this has helped them become a more e!!ecti#e reader because many boo s re3uire you to come up with your own conclusion about the story instead o! telling you* 58ou use what the words and pictures actually show you to ma e your own decision about the story*7 -ow will you encourage students to add today2s teaching point to their repertoire of strate.ies as readers/writers? 0 will encourage students to add ma ing in!erences to their repertoire o! strategies by encouraging their use o! ta ing time to thin about what they are reading* 0 will explain to the students that it is bene!icial to stop and thin about what they thin is happening in the story i! they are con!used* $y using the graphic organi)er% this is gi#ing them a #isual way to ma e in!erences rather than 9ust doing it internally* 0 will explain that they can create their own graphic organi)ers or 9ust write things down while they read to help them ma e in!erences* -ow will you pro#ide opportunities to extend ideas and chec0 for understandin.? 0 will pro#ide opportunities to extend ideas and chec !or understanding when 0 as !or the students2 responses during the guided practice section o! the lesson* $ased on the students2 ideas !or obser#ations% 3uestions% and in!erences 0 will e#aluate i! they are understanding the concept* 0 will then decide i! the three step process needs to be re#iewed*

#ssessment: -ow will you assess and determine that students are meeting the content and lan.ua.e ob-ectives? $e speci!ic and ma e sure your assessment measures are directly tied to your ob9ecti#es* 0 will assess that students are meeting the content ob9ecti#e o! ma ing at least one in!erence on their graphic organi)er using the three step process* $ased on their written responses on their graphic organi)ers% 0 can e#aluate whether or not they ha#e !ully grasped the concept o! ma ing in!erences !rom ma ing obser#ations and as ing 3uestions about the boo * 0 will loo !or at least one row o! the graphic organi)er to be completed gi#en the small time !rame we ha#e !or the lesson* &xtension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? I would extend this lesson by giving them more time to do individual practice with making inference and using the graphic organizer. I anticipate that there will not be enough time for them to fully practice and build meaning individually due to the small amount of time devoted to reading groups each day in my classroom. To extend the activity further, I would give the students a mystery book to work with because that would require a lot of inferencing to fully comprehend the story. This would allow them more opportunity to practice and build meaning. Differentiated Instruction: -ow will you adapt and differentiate instruction !or your learners? +o adapt and di!!erentiate instruction !or my learners% 0 will gi#e more support to the student who 0 ha#e noticed in the past re3uires more attention during writing acti#ities* -e struggles to !ocus when it is time to write his #arious ideas on paper so 0 anticipate that this will be di!!icult !or him to use the graphic organi)er* 0 will help him #erbali)e his ideas !irst and then guide him as he writes them* +he other two students in my group 0 anticipate will ha#e di!!iculty connecting the three step process and ma ing them a cohesi#e thought* 0 ha#e included speci!ic instructions !or each step at the top o! the graphic organi)er to guide them*

Modify and $han.es to Plan: $ased on today2s lesson% what chan.es will you ma e !or tomorrow2s lesson? +omorrow% 0 will !ocus on ha#ing the students thin o! thought!ul and meaning!ul 3uestions that aren2t only related to the #ocabulary o! Flossie 5 the Fox* 0 will not ha#e a writing portion !or the acti#ity tomorrow to allow them to !ocus on the comprehension strategy as 0 !eel that the writing too up a lot o! time today*

Michelle Ward CI 475

Small Reading Group Small Group Lesson Plan Grade Level: 2/3 Location: Classroom Days: 2/4 Materials: Flossie and the Fox Standard!s" #ddressed: What Common Core Standards will be addressed during the lesson? $$SS%&L#'Literacy%(L%*%): :s and answer such 3uestions as 8ho 8hat 8here 8hen 8hy and ho8 to demonstrate understanding o! ey details in a text $$SS%&L#'Literacy%(L%9%)" :s and answer 3uestions to demonstrate understanding o! a text% re!erring explicitly to the text as the basis !or the answers $$SS%&L#'Literacy%(L%*%)+" $y the end o! the year% read and comprehend literature% including stories and poetry% in the grade 2&3 text complexity band pro!iciently% with sca!!olding as needed at the high end o! the range Number of Students: 3 Instructional

$ontent ,b-ectives Lan.ua.e ,b-ectives What will the students now and be able to do What language will students be expected to utili)e by the end o! the lesson 'use obser#able when illustrating their understanding? language(? Students will be able to as at least 3 3uestions that impro#e their comprehension o! the story* Prere/uisite S0ills: Students will need to now what 3uanti!ies as a 3uestion* Students will need to now that as ing 3uestions is important in order to get new in!ormation* &ndurin. 1nderstandin.s !2i. Idea": +hrough #arious strategies% students will ha#e increased reading comprehension and be able to construct meaning out o! a text* &ssential 3uestions: What 3uestions are important to as ? -ow can as ing 3uestions help you understand? -ow can you use the text to as 3uestions?

4itle: Flossie 4heme!s": Focus: 5 the Fox What themes will What strategies be explored during and s ills will be the lesson? the !ocus o! the #uthor: lesson's(? Patricia $% Characters :s ing 3uestions Mc6issac0 Genre: Fiction

7ocabulary: What #ocabulary words will the students need to now? ;uestion% :nswer% Re!lect% Re#iew

2efore: Setting the stage% acti#ate and build bac ground nowledge% introduce and explain -ow will you set a purpose and help students learn why today2s lesson is important to them as readers/writers? 0 will set a purpose by as ing students why they as 3uestions during school* 0 expect students will ha#e di!!erent ideas 'i*e* so we can get learn things% so we get an answer% etc*(* 0 will explain that it2s important to as 3uestions as readers/writers because it helps you be more aware o! what you are reading* -ow will you activate and build on prior nowledge about the topic? 0 will acti#ate and build on prior nowledge by as ing students what they now about as ing 3uestions while they are reading* 0 will build upon their responses and re!lect on when they as ing 3uestions during class discussions* 0 will !ocus on the students as ing 3uestions in order to get understand a topic or to ma e clari!ications* -ow will you introduce and explain this strategy/s ill so that students will understand the how and why? 0 will introduce and explain the strategy o! as ing 3uestions by explaining that we will as 3uestions as we are reading* 0 will explain to the students that it2s important that we as 3uestions while we are reading in order to understand what we are reading* 0! we don2t understand something in the story or i! there is a con!using part% we as 3uestions to oursel#es in order to comprehend the story*

Durin.: 4xplicit instruction% acti#e engagement in meaning ma ing% and practice 'you should be chec ing !or understanding throughout( -ow will you model this strategy/s ill !or your students 'exemplars and/or demonstrations(? 0 will read aloud !rom the part o! the boo that we le!t o!! at the day be!ore* 0 will stop and as 3uestions that clari!y was is happening in the story or parts where there could be con!usion* 5Why doesn2t ,lossie belie#e that the ,ox is actually a !ox? Why does the ,ox seem so upset with ,lossie?7 -ow will you pro#ide opportunities !or .uided practice? 0 will continue to read aloud !or 2 more pages* 0 will stop at e#ery page and as the students to as a 3uestion !rom the page 0 9ust read* 0 anticipate that the students will as 3uestions about the actual text because the grammar and #ocabulary is di!!erent !rom what they are used to in this boo * 0 will guide them to use context clues and !igure out what the text is actually saying* +hen 0 will push them to as another 3uestion about something happening in the story% rather than about the grammar* -ow will students independently practice using the strategy and the s ill it targets? 0 will ha#e the students independently practice by ha#ing them read to themsel#es !or the rest o! the lesson* 0 anticipate that this will be about <&= minutes* 0 will as them to read silently% but challenge themsel#es to come up with a 3uestion to as !or e#ery page they read* 0 will guide them during this independent practice by ha#ing them tell me their 3uestion orally*

#fter: Restate teaching point% clari!y ey points% extend ideas% chec !or understanding -ow will you restate the teaching point and clarify ey concepts? 0 will restate the teaching point by emphasi)ing that the students should be as ing 3uestions about what is happening in the story* 0 will explain that it is also important to as 3uestions about words they don2t understand or grammar that doesn2t ma e sense to them* -owe#er% 0 will clari!y that we are !ocusing on as ing 3uestions about actual e#ents in the story and the characters* -ow will you engage students in reflection o! how this strategy has de#eloped this particular s ill and how it has helped each o! them become a more e!!ecti#e reader/writer? 0 will engage the students in re!lection o! how as ing 3uestions is help!ul when trying to become a more e!!ecti#e reader by calling bac to when we discussed why we as 3uestions in general* 0 will recall that we as 3uestions to get more in!ormation or to better understand a topic* 5Why do you thin it is important to as 3uestions while you are reading? Can as ing 3uestions help you to better understand a story? >o you ha#e to as the 3uestions to another person or can you try and answer them yoursel!?7 -ow will you encourage students to add today2s teaching point to their repertoire of strate.ies as readers/writers? 0 will encourage students to add as ing 3uestions to their repertoire o! strategies as readers by emphasi)ing again how o!ten we as 3uestions during the school day* 0 will reiterate that as ing 3uestions will gi#e them an opportunity to re#iew what has 9ust happened* 0 will also say that as ing 3uestions can help you learn something new about the boo when you try to answer your own 3uestion* -ow will you pro#ide opportunities to extend ideas and chec0 for understandin.? 0 will pro#ide opportunities to extend ideas and chec !or understanding during the guided practice section* ,rom the students responses% 0 will allow the students to try and answer each others2 3uestions% gi#ing them an opportunity to wor together and sol#e a problem* 0 will extend their ideas when they as speci!ic 3uestions about only grammar or #ocabulary as 0 anticipate* 0 will push them to as 3uestions about the story and its e#ents*

#ssessment: -ow will you assess and determine that students are meeting the content and lan.ua.e ob-ectives? $e speci!ic and ma e sure your assessment measures are directly tied to your ob9ecti#es* 0 will determine that the students are meeting the content ob9ecti#es by listening to their oral responses as there is no written wor !or this lesson* 0 will as !or the students to as at least 3 3uestions !rom this section o! Flossie 5 the Fox* 0 will assess that they are meeting the ob9ecti#es by e#aluating their 3uestions in terms o! how many the produce 'minimum 3( and the 3uality o! the 3uestions in terms o! their relation to the text* Speci!ically% are the 3uestions about a word in the boo or are they about a character/e#ent? &xtension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? I could extend this lesson by creating a writing portion to it. I would have students do a doublesided journal entry. This entails students selecting a portion of the text that they have a question about and writing this on the left side of the paper, and writing the question on the right side of the paper. This activity would allow students to practice and building meaning by making them commit to a question and show the source of their question from the text. Differentiated Instruction: -ow will you adapt and differentiate instruction !or your learners? 0 will adapt and di!!erentiate !or the students by guiding one student towards as ing appropriate 3uestions where 0 now that she can be silly or distracted easily i! there is no written wor to guide her* +his lesson allows !or students to wor at their own pace at their reading speed* Modify and $han.es to Plan: $ased on today2s lesson% what chan.es will you ma e !or tomorrow2s lesson? +omorrow2s lesson will also not continue a writing portion because 0 want to spend more time introducing a di!!erent boo * +he changes 0 will ma e are to be a more supporti#e presence during the guided practice section and do that !or a longer period o! time*

Michelle Ward CI 475 Small Reading Group Small Group Lesson Plan Grade Level: 2/3 Location: Classroom Days: 3/4 Number of Students: 3 Instructional

Materials: Mirandy and 2rother :ind Standard!s" #ddressed: What Common Core Standards will be addressed during the lesson? $$SS%&L#'Literacy%(L%*%;: ?se in!ormation gained !orm the illustrations and words in a print or digital text to demonstrate understanding o! its characters setting% or plot $$SS%&L#'Literacy%(L%*%)+: $y the end o! the year% read and comprehend literature% including stories and poetry% in the grade 2&3 text complexity band pro!iciently% with sca!!olding as needed at the high end o! the range

$ontent ,b-ectives Lan.ua.e ,b-ectives What will the students now and be able to do What language will students be expected to utili)e by the end o! the lesson 'use obser#able when illustrating their understanding? language(? Students will be able to #erbally ma e 3 predictions about the story and what will happen to .irandy and $rother Wind* Prere/uisite S0ills: Students will need to now what a prediction is* Students will need to understand what it means to thin about the !uture o! the story* &ndurin. 1nderstandin.s !2i. Idea": +hrough #arious strategies% students will ha#e increased reading comprehension and be able to construct meaning out o! a text* &ssential 3uestions: -ow do you use the text to ma e predictions? -ow do you use the pictures to ma e predictions? Why is it help!ul to ma e predictions?

4itle: 4heme!s": Focus: 7ocabulary: Mirandy and What themes will What strategies What #ocabulary words will the students 2rother :ind be explored during and s ills will be need to now? the lesson? the !ocus o! the lesson's(? @redict% Se3uence% Context clues #uthor: Se3uence .a ing predictions Patricia $% Mc6issac0 Genre: Fiction 2efore: Setting the stage% acti#ate and build bac ground nowledge% introduce and explain -ow will you set a purpose and help students learn why today2s lesson is important to them as readers/writers? 0 will set a purpose !or ma ing predictions by as ing students what a prediction is* 0 expect the students will ha#e di!!erent ideas 'i*e* when you say something about a boo % etc*( -ow will you activate and build on prior nowledge about the topic? 0 will acti#ate and build on prior nowledge by re#iewing when students ma e predictions !or science* 5Why do we ma e predictions in science? -ow do you ma e a prediction?7 -ow will you introduce and explain this strategy/s ill so that students will understand the how and why? 0 will introduce and explain the strategy o! ma ing predictions by re#iewing what a prediction usually starts with '0 predict***(* 0 will explain that ma ing predictions is ma ing a decision about what is going to come next in a story* 0 will emphasi)e that this is based on what you ha#e read so !ar in the story*

Durin.: 4xplicit instruction% acti#e engagement in meaning ma ing% and practice 'you should be chec ing !or understanding throughout( -ow will you model this strategy/s ill !or your students 'exemplars and/or demonstrations(? 0 will begin by ha#ing the students loo at the co#er o! Mirandy and 2rother :ind and decide what they thin the boo will be about and why* +hen explain that they 9ust made a prediction based on the in!ormation the co#er ga#e them* 0 will start to read aloud !rom the beginning o! the boo and made predictions aloud* 0 will emphasi)e that 0 am using in!ormation !rom the text to help me ma e predictions about what is going to come next* 5:!ter reading this page% 0 see that .irandy wants to win the ca ewal dance* 0 predict that .irandy is going to try and get $rother Wind to help her win*7 5/n this page% .irandy is as ing di!!erent people how to capture $rother Wind* 0 predict that it is going to be really di!!icult to capture him because no one seems to now how to do it*7 -ow will you pro#ide opportunities !or .uided practice? 0 will pro#ide opportunities !or guided practice by reading a !ew more pages aloud and gi#ing students the opportunity to orally ma e predictions a!ter each page about what is going to come next* 0 will as each student to ma e a di!!erent prediction and 0 will also as them why they made that prediction* 0 will continue to do this most o! the boo because 0 thin it2s necessary to guide them through ma ing these predictions* -ow will students independently practice using the strategy and the s ill it targets? 0 will ha#e students independently practice by continuing to read silently on their own and !ocus on ma ing predictions a!ter each page* 0 will only ha#e them to do this !or a !ew pages% because most o! the time will be spent doing guided practice* 0 want the students to tell me their predictions and support them with e#idence !rom the story*

#fter: Restate teaching point% clari!y ey points% extend ideas% chec !or understanding -ow will you restate the teaching point and clarify ey concepts? 0 will restate the teaching point by emphasi)ing that students should be ma ing predictions based o!! o! what they actually see in the text* 0 anticipate that students will ma e outlandish predictions without any e#idence to start% so 0 will ha#e them 9usti!y their predictions using either pictures or text !rom the story* -ow will you engage students in reflection o! how this strategy has de#eloped this particular s ill and how it has helped each o! them become a more e!!ecti#e reader/writer? 0 will engage students in re!lection by calling bac to when we ma e predictions in science* 5-ow do you ma e a prediction in science? 8ou ma e an educated guess about what is going to happen in the experiment based on what you already now* .a ing predictions about a story is similar*7 0 will ha#e students explain why they thin it is help!ul to ma e a prediction and how it helps them when they are reading or being read to* -ow will you encourage students to add today2s teaching point to their repertoire of strate.ies as readers/writers? 0 will encourage students to add ma ing predictions to their repertoire o! strategies as readers by explaining that it can help you see how much you understand a story* 0! your prediction comes true then you ha#e a good grasp on what is happening in the story or what the author is trying to get across* 0! your prediction is not accurate then you can re#iew where you went wrong* -ow will you pro#ide opportunities to extend ideas and chec0 for understandin.? $y extending the guided practice section to ma e it a larger section o! the lesson% 0 want the students to really collaborate on their predictions during that time* 0 will guide students to helping each other explain their predictions and support them using the boo * 0 will chec !or the students2 understanding o! the topic by e#aluating their predictions and how well they !it with the story during the guided practice and independent practice sections*

#ssessment: -ow will you assess and determine that students are meeting the content and lan.ua.e ob-ectives? $e speci!ic and ma e sure your assessment measures are directly tied to your ob9ecti#es* 0 will determine that students are meeting the content and language ob9ecti#es by listening to their predictions orally because there is no written wor * +he ob9ecti#e is !or each student to ma e 3 predictions about the story* 0 will also ta e the predictions that the students say during the guided practice section into account because 0 thin those are #alid predictions !ormed with the help o! the other students and mysel!* &xtension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? I could extend this lesson by adding a writing portion such as a graphic organizer to help the students organize their predictions and their evidence for the predictions. I could also use a double-sided journal entry for making predictions. One side would have the prediction and the other side would have the evidence from the story to support it. I think that this would allow students to practice with making predictions and build meaning by having to take time to write out their predictions and commit to them. Differentiated Instruction: -ow will you adapt and differentiate instruction !or your learners? +his lesson will di!!erentiated !or the learners based on their responses during the guided practice section* 0! a student needs extra guidance during the small amount o! independent practice time% 0 will gi#e them that support* 0 will also allow one o! the students to loo along in her own boo while 0 am reading aloud to eep her attention on the story as she has di!!iculty staying !ocused !or a long period o! time during a read aloud* Modify and $han.es to Plan: $ased on today2s lesson% what chan.es will you ma e !or tomorrow2s lesson? +omorrow2s lesson will ha#e a writing portion% and 0 will !ocus on ma ing connections between the two stories* $ased on this lesson% 0 will continue to spend more time guiding them than doing completely independent practice because 0 !ound they responded well to that*

Michelle Ward CI 475 Small Reading Group Small Group Lesson Plan Grade Level: 2/3 Location: Classroom Days: 4/4 Number of Students: 3 Instructional

Materials: Mirandy and 2rother :ind venn dia.ram pencil Standard!s" #ddressed: What Common Core Standards will be addressed during the lesson? $$SS%&L#'Literacy%(L%9%<: Compare and contrast the themes% settings% and plots o! stories written by the same author about the same or similar characters $$SS%&L#'Literacy%(L%*%)+: $y the end o! the year% read and comprehend literature% including stories and poetry% in the grade 2&3 text complexity band pro!iciently% with sca!!olding as needed at the high end o! the range

$ontent ,b-ectives Lan.ua.e ,b-ectives What will the students now and be able to do What language will students be expected to utili)e by the end o! the lesson 'use obser#able when illustrating their understanding? language(? Students will be able to ma e 2 connections between two stories !rom the same author by using a #enn diagram* Prere/uisite S0ills: Students will need to now how to !ind basic in!ormation !rom a boo 'ie* author(* Students will need to be !amiliar with both stories% Flossie 5 the Fox and Mirandy and 2rother :ind% &ndurin. 1nderstandin.s !2i. Idea": +hrough #arious strategies% students will ha#e increased reading comprehension and be able to construct meaning out o! a text* &ssential 3uestions: What are the similarities between the two boo s? What are the di!!erences between the two boo s? -ow does ha#ing the same author a!!ect them?

4itle: Flossie 5 4heme!s": Focus: 4he Fox= What themes will What strategies Mirandy and be explored during and s ills will be 2rother :ind the lesson? the !ocus o! the #uthor: Patricia $% Mc6issac0 Genre: Fiction

7ocabulary: What #ocabulary words will the students need to now? Similarities% >i!!erences% ,iction% ,antasy

lesson's(? Characters% e#ents .a ing connections

2efore: Setting the stage% acti#ate and build bac ground nowledge% introduce and explain -ow will you set a purpose and help students learn why today2s lesson is important to them as readers/writers? 0 will set a purpose by as ing students what it means to them to ma e connections* 0 will connect these responses to reading by tal ing about the !act that the two boo s we read are !rom the same author* +hese boo s will ha#e similarities and di!!erences and we can learn more about them by loo ing at them in depth* -ow will you activate and build on prior nowledge about the topic? 0 will acti#ate and build on prior nowledge by re#iewing how a #enn diagram wor s* 0 now that students are !amiliar with the idea% 0 will ha#e them explain to me what each section o! a #enn diagram represents* -ow will you introduce and explain this strategy/s ill so that students will understand the how and why? 0 will introduce and explain the strategy o! ma ing connections by saying that the boo s already ha#e a similarity 'same author(% but they already ha#e many di!!erences as well* 0 will explain that there are conclusions we can draw about the author based on the similarities and di!!erences*

Durin.: 4xplicit instruction% acti#e engagement in meaning ma ing% and practice 'you should be chec ing !or understanding throughout( -ow will you model this strategy/s ill !or your students 'exemplars and/or demonstrations(? 0 will model this strategy o! ma ing connections by re#iewing how a #enn diagram wor s* We will also re#iew what a similarity is and what a di!!erence is* 0 will ha#e the students explain this to me* 0 will demonstrate how we are going to use the #enn diagram to ma e connections between Flossie 5 the Fox and Mirandy and 2rother :ind by gi#ing examples !or each section o! the #enn diagram* 50 now that these boo s both ha#e a girl as the main character so 02m going to put that in the middle section o! the #enn diagram as a similarity between the two boo s*7 -ow will you pro#ide opportunities !or .uided practice? ,or guided practice% 0 will ha#e all the students !ocus on a particular section o! the #enn diagram* ,irst we will thin together about something that Flossie 5 the Fox has but Mirandy and 2rother :ind doesn2t and we will brainstorm ideas together out loud* 0 will guide the students to ma e these decisions !or each section with some prompting !rom me about e#ents or characters !rom the boo s* 5What is di!!erent about .irandy !rom ,lossie?7 -ow will students independently practice using the strategy and the s ill it targets? +he students will independently practice by silently !illing out the #enn diagram to compare the two boo s* +hey are allowed to use both boo s in !ront o! them to guide them* 0 am also a#ailable right there to as 3uestions or guide them i! they get stuc *

#fter: Restate teaching point% clari!y ey points% extend ideas% chec !or understanding -ow will you restate the teaching point and clarify ey concepts? 0 will restate the teaching point by guiding the students to !ocus on e#ents and characters in the boo % but also remembering that the boo s ha#e the same author* 0 want them to ta e time to thin about the similarities between the two boo s* 0 will as " 5Why do you thin the boo s ha#ing the same author ma e them similar? >o you notice anything about how the boo s are written?7 0 will clari!y that the students should not only thin about the super!icial parts o! the boo s 'i*e* what the characters loo li e( -ow will you engage students in reflection o! how this strategy has de#eloped this particular s ill and how it has helped each o! them become a more e!!ecti#e reader/writer? 0 will engage students in re!lection by as ing students when they ma e connections in daily li!e* 0 will guide them into thin ing about similarities and di!!erences in the tree pro9ect that we ha#e been doing this semester* We are constantly comparing and contrasting di!!erent trees to learn more about them and it is a similar strategy to do when reading* -ow will you encourage students to add today2s teaching point to their repertoire of strate.ies as readers/writers? 0 will encourage students to add ma ing connections to their repertoire o! strategies as readers because it is something that they could do #ery easily and it doesn2t ha#e to be on paper in a #enn diagram* 0 will emphasi)e that students can ma e connections while they are reading silently to themsel#es* -ow will you pro#ide opportunities to extend ideas and chec0 for understandin.? 0 will chec !or the students2 understanding based on their #erbal and written ideas !or similarities and di!!erences* 0 will correct them or re#iew based on what their ideas are* +o extend their ideas in terms o! ma ing connections% 0 will !ocus on what the similarities are and how ha#ing the same author ma es them similar*

#ssessment: -ow will you assess and determine that students are meeting the content and lan.ua.e ob-ectives? $e speci!ic and ma e sure your assessment measures are directly tied to your ob9ecti#es* 0 will determine that students are meeting the content and language ob9ecti#es by re#iewing their #enn diagrams a!ter the lesson* 0 will guide them during the lesson to ma e at least 2 connections in the #enn digram total gi#en the short amount o! time* 0 will !ocus on at least one o! the written connections being a similarity* &xtension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? To extend this lesson, I would give them books by the same author that have the same characters or are part of a series. I also would give them two different versions of the same story by different authors. I believe that this would allow them to practice making connections between similar stories, but practice being able to make distinctions between different authors. Differentiated Instruction: -ow will you adapt and differentiate instruction !or your learners? +his lesson is di!!erentiated !or each learner because they are able to wor independently on their graphic organi)er at their own pace* -owe#er% there is also opportunity !or the students to brainstorm their ideas together% guiding those who need extra support* 0 will also accept less writing !rom one o! the students who has a reluctancy to write* Modify and $han.es to Plan: $ased on today2s lesson% what chan.es will you ma e !or tomorrow2s lesson? +o continue with this small reading group% 0 will continue to implement these strategies we2#e practiced and use them with di!!erent boo s next wee * +he students will now be reading the same chapter boo that they will decide on together* 0 will also introduce more typing !or one o! the students because he struggles to !ocus when hand writing*