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Comprehension Weekly Lesson Plans

Name_______Marissa Schade_______________

Student Grade Level____________________2nd grade__________________________

Information here should be summary of what found on assessmentinclude stage of development and
strengths/weaknesses in stage.
Rachel was successful with answering a majority of the questions asked during the QRI. However, Rachel had a
hard time answering a couple of the comprehension questions. I believe that while she can accurately read fifth grade
level words, Rachel has a hard time understanding their meaning, which makes it hard when answering questions. I came
to this conclusion because one of the types of questions Rachel missed was asking the definition of a word. She also had
a hard time answering a question about a detail in the story. I believe Rachel should work on strengthening her
comprehension skills by using these non-text features such as a glossary to better understand a words meaning. She
could also use photographs, headings, and captions in order to better understand whats happening in the story.
Objectives for week

Students will be able to answer questions with the help of a glossary.


Students will be able to answer questions with the help of headings.
Students will be able to answer questions with the help of photographs and captions.

SOLs for week


The student will demonstrate comprehension of information in reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.
Monday
Students will work in
small reading groups to
read the first two
sections of All About
Chocolate. The students

Tuesday
The teacher will work
on introducing the
writing the students
will be working on.
The students will

Wednesday
Students will
continue to
brainstorm
about their
favorite

Thursday
Students will start and
hopefully complete
the final draft of their
writing. Students will
be able to conference

Friday
Students will be given some time to
finish their pieces they have written.
The class will meet in their small
reading groups to go over their
reading and questions. The teacher

will make predictions as


to what they may find
out in the first two
sections of the reading.
With the help of the
teacher they will then
read the first two
sections.
They will then work
together to answer these
questions on their own
or for some with the help
of the teacher:
1. Using the table of
contents, on what
page will you read
about where
chocolate comes
from?
2. What does the
caption on page 5
tell us about
where chocolate
grows?
3. What is the
weather like near
the equator?
a. cold and dry
b. hot and dry
c. cold and wet
d. hot and wet
4. Using the
glossary, what

brainstorm their
favorite type of
chocolate dessert
they wish to write
about. They will
create a web to write
what they already
know about their
dessert. The students
will then go on to read
the third section of
the book. They will
then go on to
complete questions
that correlates to this
portion of the book on
their own or with the
help of the teacher:
1. Using the
glossary, what
is a machete?
2. Using the
caption what
does the
photograph on
page 9 show?
3. Using the
index, what
page can you
read about
fermentation?
4. How long does
it take cacao
beans to
ferment?
a. more than a

chocolate
dessert. They
will add
information
they learned
from their
book to
incorporate to
their web.
Students will
then begin
working on
rough drafts
of their
writing.
Students will
then go on to
continue
reading the
fourth section
of the book
and answer
these
questions.
1. Based on
the heading,
From Beans
to Chocolate
what do you
think the text
will be about?
2. What
happens to
the beans in
order to bring
out the

with the teacher. The


students will then
begin to read the fifth
section of the book.
They will then respond
to these
comprehension
questions.
1. Using the table
of contents, on
what page can
the History of
Chocolate be
found?
2. How long ago
were people
using
chocolate?
a. almost 500
years ago
b. almost a
million years
ago
c. almost 2,000
years ago
d. almost 200
years ago
3. Using the index,
on what pages
can you read
about
Christopher
Columbus?
4. What is
Hernando
Cortez known
for?

will share facts with students about


Switzerland since it is the country
that consumes the most chocolate.
The teacher will tell students the
facts from this website:
http://www.ehow.com/facts_5315675
_swiss-chocolate.html. Students with
then be expected to read the last
two sections of their books and
answer the following questions:
1. Write one fact you have
learned so far about
chocolate.
2. Using the glossary, what does
the term mole mean?
3. Using the table on page 21,
what country consumes the
most chocolate?
a. Sweden
b. Denmark
c. Switzerland
d. Austria
4. Using the glossary, what does
the term consume mean?

does cacao mean?


5. Cacao pods are
shaped like what?
a. baseballs
b. footballs
c. basketballs
d. chocolate
6. Using the index
what pages would
you read about
cocoa?

year
b. more than a
month
c. more than a
day
d. more than a
week
5. At what point
do cacao beans
get shipped to
the makers of
chocolate?
a. After they
are
fermented
and they are
dried
b. Before
fermentatio
n
c. Once the
pods are
pulled off
the trees
d. Once the
pods are cut
open with a
machete
6. Using the
gloassary, what does
the term fermentation
mean?

chocolate
flavor?
a. The beans
are cleaned
and dried.
b. The beans
are roasted.
c. The pods
are pulled off
of trees.
d. The beans
are pulled out
of the pods.
3. What does
the caption
on page 12
tell you about
the
photograph?
4. When do
English
speakers use
the word
cacao today?
a. When
talking about
the tree,
flowers, pods,
and chocolate
products
b. When
talking about
where
chocolate is
eaten
c. When

a. Helping find
chocolate in
Europe
b. Helped
Europeans
see the
value in
cacao beans
c. Figured how
to make
cacao beans
into
chocolate
d. Found pods
on cacao
trees
5. Using the
glossary, what
does the term
mills mean?
6. Using the
timeline on
page 19, what
happened in the
year 1828?

grinding
chocolate
beans
d. When
roasting the
chocolate
beans
5. Using the
glossary,
what does the
term conching
mean?
6. List three
processes
that occur
when
chocolate is
made.

Describe in detail all materials you would use for these lessons:

6 copies of All About Chocolate by: Robert Charles


Worksheets with the questions on them for each day