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THE GIRL WITH THE SILVER EYES : LESSON PLAN 1Name: Madeline MorrisonGrade Level/Subject: 3rd grade – Advanced readers (small group consisting of 3 students)The Girl With The Silver Eyes – Part 1 of 4 Book Club sessions over 4 weeksFocus on Reading, Fluency, Comprehension, Critical Thinking & Vocabulary of an advanced novel Prerequisite Knowledge:Students will come prepared having read Chapters 1-3 of the novel beforehand, so they will have a general idea of what the book is about and its setting, characters, etc. Approximate Time: 30 minutesStudent Objectives/Student Outcomes: The student will be able to:Participate both individually and cooperatively in a group settingUnderstand what a Question Cube isAnswer questions both orally and written, prompted by the question cubeAsk each other questions, thinking critically about what has already been answered and using inferencing to develop a new set of questions not yet askedUse a dictionary to look up a wordUse their own words to define a word, allowing them to understand the word when they see it againUnderstand what a complete sentence is, and how to use it when answering questions, including the subject and unit (even if its already listed in the question)Common Core Standards: CC.3.R.L.1-3 Key Ideas and DetailsCC.3.R.L. 4-6 Craft and StructureCC.3.R.L. 7-9 Integration of knowledge and ideasCC.3.R.L. 10 Range of reading and complexity of textCC.3.R.F.3. Phonics and Word RecognitionCC.R.F.4. FluencyCC.3.W.1-3 Text Types & PurposesMaterials/Resources/Technology:Copy of The Girl With The Silver Eyes for each studentPacket of prompts & questions for each studentQuestion CubeDictionary for each studentPencil for each studentImplementation:Time:Opening of lesson: (Objectives, hook, behavior expectations)Introduce book, discuss what the objective of a book club isWe can all read and discuss the same bookUse some of our daily 5 strategies to apply our knowledge to a novelProcedures: Include critical thinking questions and accommodations for individual needsBegin with a discussion on chapter 1, using the question cube to prompt the questionExplain that each student will have 1 or 2 chances to roll, then they will answer the “Who, what, where, when, why, or how” question written by the teacher and listed on the first page of their packetTeacher led questions:Why is it different for Katie to live with her mom? What does Mr. Pollard think of Katie? What is so special about Katie?What happened to Katie’s grandma? Why did Katie say she’d been locked up during the time she’d been away from her mom? After students answer, direct students to find evidence of their answer in the bookWrite the answer and page number with evidence down on the paperAllow students to ask each other questions in the book, using the cube to prompt their discussionChapter 2Vocabulary wordsRead sentence where word is found aloudHave them try to define the word orally without looking at a dictionary, using context cluesIntroduce dictionary and how to use it; Tell them to look up each word, and define it as a group using easier to understand languageEmphasize defining “in your own words” Word list:GleamDisconcertingTremorSolemnPeculiarResignAppropriateChapter 3On packet – In the space provided, write what we know so far about each character listedMrs. MichaelmasLoboJackson JonesMr. PollardMiss KAnswer following questions using complete sentencesHow does Katie know that Lobo is sick? What does Lobo mean in Spanish?What happened to Mr. P’s nose? What do you think will happen in chapter 4?Vocabulary (if time, repeating steps above)Summary/ClosingLead discussion based on what we’ve learned so far and what we think will happen in the coming chapters, using textual clues and inferences. Instruct them to read chapters 4-6 for the next Book Club meetingStudent AssessmentInformal assessment evaluating student understanding by clarifying questions and small group discussion ................
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