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³Lou Gehrig: The Luckiest Man´ By: David A. Alder Illustrated by: Terry Widener
DOK 1 Question: Where did Lou go to college? a. Nevada State b. Columbia University c. Harvard University d. Boise State DOK 2 Question: What does Lou Gehrig¶s record tell about him? a. He was strong enough to play everyday b. He was determined to play even though he was sick c. He was lazy d. A and B DOK 3 Question: Describe how Lou¶s baseball skills change throughout the story. Describe your feelings as you were reading this story. Use details from the passage to support your response.
Day: 1 Monday Goal: Students will be able to identify what a biography is and create a timeline. Standard: 2.4.1 Select before-reading strategies appropriate to text and purpose: preview text, access prior knowledge, build background knowledge, set purpose for reading, make predictions, determine reading rate, and determine text type. Stage One- Pre-Reading ± Direct Lesson: 15 minutes Introduction: ³Good morning students. This week we are going to be learning about Biographies. A biography is a story about a person¶s life written by another person. Today we are going to look at a biography before we read our story.´ Demonstration/model: Read (a picture book- of Anne Frank). While reading this story I will stop and tell you different elements that make this story a biography. I will place a post-it note on each certain thing that we will then right on the board. Guided Lesson: After reading the story out loud as a class I will make a timeline on board. Let students know that time lines help us organize information that has happened. Then I will have the students recall significant things that happened in Anne¶s life. I will write them on the board in chronological order showing the students how to do this. Guided Practice: With your shoulder partner, brainstorm a few more important events that happened that you can add to your time line. These events will prove that this is a biography. Share, Review, Closure: Ask students to review some of the things that they added to the time line. The teacher will then add these to the timeline that was started earlier. Tell the students that with every biography it is most important to have a timeline. A timeline is an outline of a biography. Stage Two- During-Reading ± Independent Work (Small Group, Seat, Center): 60 minutes In small groups students will then read, ³Home Run: The Story of Babe Burleigh, Robert´. Each student will have their own copy of the book. Each group will be given post-it notes. While reading students can mark the pages that have significant things that happened so that they can put that information on their very own timeline. Then independently the students will reference back to their post-it notes and create their very own timeline. After creating a timeline as a group the students will then share the things that they have placed on their timeline. As a group they will create a group timeline on a poster board. Students will be able to add things that they placed on their own timeline on the group timeline. Students will be required to list at least 10 things on the timeline. They will then hang these on the wall. Stage Three- After-Reading ± Reflection: 15 minutes Each group will then share their timelines with the class. Then let the students know that they are all now experts on identifying what a biography is and how to make a timeline. Now all of the students will share with their shoulder partner 3 things that they learned about Babe Ruth¶s life. Then let the students know that tomorrow we will be viewing biographies and doing other activities. Materials/Resources Needed: y Anne Frank picture book y 30 copies of Home Run: The Story of Babe Burleigh, Robert y 5 poster boards y Markers y Post-it notes y Pencils/Paper
Day: 2 Tuesday Goal: Students will become familiar with vocabulary words from the story. Students will be able to make predictions and test them based on the vocabulary, illustrations, and reading. Standard: 2.4.2 Select during-reading strategies appropriate to text and purpose: use selfcorrecting strategies; make, confirm, and revise predictions; understand and use key vocabulary; identify main idea and supporting details; make inferences; adjust reading rate; apply knowledge of text type. Stage One- Pre-Reading ± Direct Lesson: 15 minutes Introduction: Yesterday we learned about biographies. Today we will read the story, Lou Gehrig: The Luckiest Man by David A Adler. We will look at the vocabulary in the book to get a better understanding of some of the words we will encounter. This will help you understand the story better and expand your vocabulary knowledge. Demonstration/model: Teacher will write vocabulary words on the board from the story: Lou Gehrig: The Luckiest Man by David A Adler. Let the students know that by looking at the vocabulary words prior to reading will help us to make predictions and fully understand what the story is about. You can also make predictions by looking at illustrations. Guided Lesson: First the teacher will do a quick book walk, but showing the illustrations to the class. The teacher will pick a word from the list: Sportsmanship. The teacher will pronounce the word and the class will repeat. The teacher will write the vocabulary word on the board along with a prediction. Then the teacher will write the dictionary definition (by looking up the word in the dictionary) on the board along with the part of speech. Then the teacher will ask the students based on the definition what is a synonym for this word? This will be written down as well. Together the class will come up with a sign or motion to help remember this word. The class will write a sentence using this word. Guided Practice: The students will work in groups of 5 (6 groups). The students will work together in coming up with the following: Word, prediction, dictionary definition, part of speech, synonym, a motion, and a sentence for the word valuable. Share, Review, Closure: The teacher will call on each group to share their findings. Let the students know that after finding the meanings of these words it will help you to make predictions about the story before reading it. For example, the word sportsmanship is used when playing on a team. I predict that Lou Gehrig had excellent sportsmanship. Stage Two- During-Reading ± Independent Work (Small Group, Seat, Center): 60 minutes Each student will then work with their small group to fill in the vocabulary chart for the following words: Immigrants, Courageous, Appreciation, and Modest. Students will then independently do another book walk. Then the student will write down a prediction of what they think the story might be about based on the illustrations vocabulary words that were presented. Once they have made predictions the students will then read the story independently. After reading the story the student are to write down if their predictions were correct or not. Students will be asked to explain why by providing information from the text. Stage Three- After-Reading ± Reflection: 15 minutes After reading the text students will use think pair share and discuss what their predictions were and whether or not they were correct. Then the class will come together as a whole and discuss how looking at the vocabulary words and illustrations prior to reading really helped them make predictions and understand the text better. Students will then share one thing that they learned about Lou Gehrig or something they learned in reference to a vocabulary word.
Materials/Resources Needed: y 30 Vocabulary charts y 30 copies of Lou Gehrig: The Luckiest Man by David A. Adler (Trophies Text) y 30 Dictionaries y 30 Thesaurus y Pencils/Paper Day: 3 Wednesday Goal: Students will learn how to make text to self, text and the world connections. Standard: 3.4.9 Make connections to self, other text, and/or the world. Stage One- Pre-Reading ± Direct Lesson: 15 minutes Introduction: Yesterday we read the biography, Lou Gehrig: The Luckiest Man by David A Adler. We made predictions, studied vocabulary words, and revised some of our predictions after reading. Today we are going to make connections to self, other text, and the world. Let¶s review the biography we read about Lou Gehrig. Then the class will briefly review the story. Demonstration/model: The teacher will use the book Anne Frank (which they read on Monday) to demonstrate how to make text to self, text to text, and text to world connections. Guided Lesson: What we will do as a class is find connections. Text-to-Self connections that readers make between the text and their past experiences or background knowledge Text-toText connections that readers make between the text they are reading and another text, including books, poems, scripts, songs, or anything that is written Text-to-World connections that readers make between the text and the bigger issues, events, or concerns of society and the world at large. There are no wrong answers. The teacher will then give one example of each connection from the story Anne Frank. These will be written on the board in complete sentences along with a quote that helped them make this connection. For example, A text to self would be I too write in a journal each night. Some of the things that I write in my journal are about my feelings and what is going on each day in my life. I thought of this when I read page 9«.(and then quote the book) Guided Practice: Students will group up in pairs of three and each look to find either a text to self, text to text, or text to world connection. Students will then share these with their group. They will discuss other text connections they may have thought of. Share, Review, Closure: After making connections the students will then be asked to share one of their connections their group thought of. The teacher will explain that there is no right or wrong answers in making connections. It is important for a reader to make connections while reading. This is important while reading. Stage Two- During-Reading ± Independent Work (Small Group, Seat, Center): 60 minutes Students will work independently. Students will read through Lou Gehrig: The Luckiest Man by David A Adler to make connections. Students will be asked to make 3 connections for text to self, text, and world. Each connection will be linked with a page from the book. All of these will be written down on a piece of paper in complete sentences. Once the student have finished they will then use talking chips in small groups and discuss some of their text connections. When students finish they will start reader¶s workshop. They will pick a ³just right´ biography from the bins available in the reading corner. Stage Three- After-Reading ± Reflection: 15 minutes The class will meet back together as a whole group. Students will be asked to share one connection that they made from the story. The teacher will explain the importance of their
connections. Connections can really help when recommending a book to another person. Maybe from your connection you share they may want to read the same book. Quickly turn to a neighbor and ask them to share one thing they learned about making connections that you didn¶t know before today. Then share your thoughts. Materials/Resources Needed: y Anne Frank picture book y 30 copies of Lou Gehrig: The Luckiest Man by David A. Adler (Trophies Text) y A variety and multiple copies of biographies at various reading levels (minimum of 50) y Pencil/Paper Day: 4 Thursday Goal: Students will make a trading card about a person that they have read a biography about. Standard: 2.4.3 Select after-reading strategies appropriate to text and purpose: recall details/facts, restate main ideas, organize information, record information, synthesize text, and evaluate the effectiveness of reading strategies. Stage One- Pre-Reading ± Direct Lesson: 15 minutes Introduction: Today students we are going to take all the information we learned from the biography and create a unique trading card. Trading cards are a creative way to show brief summary of a person¶s life a certain moment. It tells some of the accomplishments, timeline of their life, and many more things. Demonstration/model: Since the students are all familiar with the story Lou Gehrig: The Luckiest Man by David A. Adler as a class the teacher will use this book and the class will all see how to create a trading card based on the biography they read. Guided Lesson: The teacher will draw on the board 2 boxes. Inside the left hand side the teacher will write: full name, date of birth, place of birth, family members, special talent, and accomplishments (number 1-3). In the right hand box the teacher will write insert picture and below that it will say, nick name. The teacher will then fill in all the blanks with the help of the classroom. The only thing the teacher will not do is illustrate the person. The teacher will also explain that if some of the information is not located in the biography students may use an encyclopedia to look that information up. Guided Practice: In small groups the students will get an article on Dot Richardson. They will read the article together and then create a trading card for her just like we did as a class for Lou Gehrig. Each group will be required to fill in the following: full name, date of birth, place of birth, family members, special talent, and accomplishments (number 1-3). Share, Review, Closure: The class will then come together. Each group will show and tell their trading card based on the article they read about Dot Richardson. The teacher will explain that these trading cards are like a brief description of a biography or an article about a person. Trading cards allow us to recall facts, organize information, and highlight the most important things about this individual. Stage Two- During-Reading ± Independent Work (Small Group, Seat, Center): 60 minutes Students will each get one biography that is a just right book for them (the teacher will assign it). Independently the students will read their biography. After reading the biography the student will then create a trading card. By using the book and an encyclopedia. After students have finished their trading card they will pass their card to the person on the right until they have viewed their entire group¶s trading cards. They will each silently read the trading card to become more familiar with that certain person.
Stage Three- After-Reading ± Reflection: 15 minutes The class will then come together. The teacher will ask the class if they thought this activity was effective and why? The teacher will ask 4 students to share their trading cards to the whole class. The teacher will then tell the students that the trading cards are a creative way to show brief summary of a person¶s life a certain moment. Today they did an excellent job at reading the different biographies and coming up with a trading card. Materials/Resources Needed: y Lou Gehrig: The Luckiest Man by David A. Adler (Trophies Story) y Construction paper, markers, and crayons y A variety and multiple copies of biographies at various reading levels (minimum of 50) y Pencil/Paper Day: 5 Friday Goal: Students will look at qualities of hero¶s by reading two biographies, look for similarities and differences, and read a variety of other biographies. Standard: 4.4.4 Compare texts from different cultures and time periods. 6.4.5 Write responses to expository text. Stage One- Pre-Reading ± Direct Lesson: 15 minutes Introduction: Today students we will be comparing two different heroes by reading their biographies. Most biographies that are written are about heroic people who have made an impact on a community or world. A hero is a person who has showed great strength, courage, or has fought for a cause. Let¶s compare and contrast two different heroes on two different people we have already read about this week. Demonstration/model: The teacher will draw a double bubble map on the board. In one circle the teacher will write Babe Ruth. In the other circle the teacher will write Lou Gehrig. Next to the double bubble map the word hero will be written. Under the word hero the teacher will write a definition of what the word means. Teacher will record their ideas on the board. Guided Lesson: Teacher will start off by giving the students two examples from the text that shows the similarities of both people as well as how they are heroic. The teacher will describe why these two people have similar characteristics of being a hero. This will allow students to see the similarities of the two famous baseball players. Guided Practice: Students will work in pairs to come up with other similarities. On their own bubble map. The students will also write down in paragraph from why they think these two people show similar characteristics of being a hero. Students are encouraged to write down their feelings or thoughts if they finish early on both people. Share, Review, Closure: The class will then share what they wrote down in their bubble map. The teacher will add these ideas to the board. The teacher will then ask several students to share what they wrote. The teacher will tell students that today we learned how to compare two people using a bubble map as well as write out our responses to our reading. Now we are going to read two other articles on two different people and map out heroic characterizes similarities. Stage Two- During-Reading ± Independent Work (Small Group, Seat, Center): 60 minutes Students will work in groups of four. Students will read biographies; Louis Braille, The Boy Who Invented Books for the Blind and Helen Keller both by Margaret Davidson. After reading both biographies students will create a bubble map finding similarities between the Louis and Helen. Students will then independently write in paragraph from their responses to both books. If students finish early they will be asked to write a text to self connection that they had while
reading both of these biographies. Stage Three- After-Reading ± Reflection: 15 minutes The class will come together as a whole. The teacher will then draw a new bubble map on chart paper. The class will share the similarities that they came up with. The teacher will then ask a few students to share what they wrote down along with text to self connections if anyone made any. The teacher will tell the students that today they looked at two heroic people in history and were able to make similar connections by looking at their characteristics. The teacher will then ask each student to turn to their shoulder partner and name one thing they learned about Louis and one thing that they learned about Helen. Materials/Resources Needed: y 30 copies of Louis Braille, The Boy Who Invented Books for the Blind by Margaret Davidson y 30 copies of Helen Keller by Margaret Davidson y 60 bubble maps y Chart Paper y Pencil/Paper Guided Reading Lesson Plan http://kidshealth.org/kid/grownup/conditions/als.html Find some difficult words that you could provide strategies for decoding. Write down the prompts you would use. Amyotrophic Lateral Sclerosis (Also known as the Lou Gehrig Disease) Lets split this word up: Amyotrophic- Lets sound this out together, (ah-my-uh-tro-fik) Lateral- Lets sound this out together, (lah-tuh-rul) Sclerosis- Lets sound this out together,(skluh-ro-sis) y Electromyogram- Look at this word. What are some words you see inside look for a root word? Let¶s sound this out together. Vocabulary: Identify at least 4 words that you would discuss with your students prior to reading the text and identify why you chose those 4 words. y Disease y Hereditary y Diagnosed y Symptoms y Biopsy y Ventilator These words will be gone over prior to reading the text. Stage One- Pre-Reading: Before reading the article I will ask students what they know about ALS disease. I will make a schema suitcase on the board that we can add do throughout this guided reading lesson. Stage Two ± During Reading: Each student will stop at the indicated (*) while reading. They will then fill in their two column notes. ³I am thinking«Because«´ Stage Three ± After Reading:
Students will partner up and share what they wrote in their two column notes. Then as a class we will go over some of the things that they were thinking while reading this article. During this time the teacher will add things to the schema suit case. List three questions you might ask to prompt a grand conversation and require students to dig deeper. What did you find most interesting in this article? Were you surprised to see that Lou Gehrig survived as long as he did, and why? Do you think they will ever find a cure for this disease? Why or why not? Centers/Literacy Stations Center #1 Reading Response Story This center, your task is to write a response to what you have read recently for independent reading time. You may write the response in your reading journal and turn it in at the end of our center time today. To write a response, choose a response card from the red pocket on the other side of this folder. Read the response option carefully, and then write your response. If you have questions, try asking a friend first. If they can¶t help you, pick another response option. Have fun! Response Options: Write a letter to a character in your book. Write a book review Create a story map or story cube to show how the plot is organized. Compare two characters in the story. Make a character map. Create a new title and cover for your book. Write a plot-summary of your book. Keep a journal as you read. Map the events of a character¶s life. Complete a ³plot-relationships´ chart. Read an informational text about the time or place in which the story you read was set. Make a chart that ranks all the books you have read during the past six weeks. Explain why the top three books are first on your list. Retell the funniest, saddest, scariest, or happiest part. Evaluate the author¶s craft. Share some examples from the book to illustrate. Collect the most interesting words from your book. Explain something you would change about the book. Create a diary or log a character from the story might write. Write a poem with a similar theme as the story. Center #2 Writing a Newspaper Article Students will write a news story about the day Lou Gehrig was honored. Tell when, where and why the event took place, what happened, and who took part in it. Use a graphic organizer with all of those things in it to help you plan out your article. Then use the completed graphic organizer to help write your article. Center #3 Making Connections Students will answer the following questions after reading the story: 1. What can people learn from Lou Gehrig¶s life that may help them in their own lives? 2. How does the author¶s word choice change after Lou is selected as American League
Most Valuable Player in 1936? 3. Compare the way the authors of the biography and the article feel about their subjects, Lou Gehrig and Dot Richardson. 4. Think of a biography you have read about a person who was not an athlete. What qualities or characteristics did that person have in common with Lou Gehrig? 5. What resources could you use to learn more about the history of baseball? Center #4 Letter Writing The students will create a graphic organizer to organize their thoughts. Then they will write a rough draft letter to the teacher from the point of view of a character. They will have the option of having their partner edit and critic their letter or not. Final they must turn in a letter to the teacher once a week, written from the point of view of a character. Rubric: Made on Rubistar
Additional Texts 1. Home Run Heroes: Mark McGwire and Sammy Sosa by Joseph Layden. 2. Stealing Home: The Story Of Jackie Robinson by Barry Denenberg 3. We'll Never Forget You, Roberto Clemente by Trudie Engel All three of these books would be good to read as an additional book to the trophies story: Lou Gehrig: The Luckiest Man. These biographies are all about famous baseball players like Lou Gehrig. Students will be able to compare and contrast the differences between all baseball players.
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