Lesson Plan 2 (Guided Reading)

Lesson Plan 2 (Guided Reading)

3/26/13 12:27 PM

Lesson Plan 2 (Guided Reading)

Plan Framework

Grade Level and Subject Area

This lesson is prepared for a second grade guided reading group.

by Allison Vigna

Date your are scheduled to teach the lesson

This lesson will be taught on January 26, 2012.

Time frame of lesson

10:20 am- 10:45 am

Purpose of Lesson

The purpose of this lesson is for students to read a short text and determine the importance of what they read. Students will use the setting, main characters, problem, and solution to determine the importance of the text. Determining importance is a strategy/skill students will use to become proficient readers.

Learning Objective(s)

The students will be able to: 1. Identify the setting, main characters, problem, and solution in Pompeii. 2. Use the elements or "keys" of setting, main characters, problem, and solution to determine the importance of the text. 3. Use the prediction strategy to determine the sequence of events.

Standards US-CC-ELA-2010.1.RL.3 Describe characters, settings, and major events in a story, using key

details. US-CC-ELA-2010.1.RL.7 Use illustrations and details in a story to describe its characters,

setting, or events. US-CC-ELA-2010.1.RI.1 Ask and answer questions about key details in a text. US-CC-ELA-2010.1.RI.2 Identify the main topic and retell key details of a text.

Materials Required

1. Determine Importance in Fiction graphic organizer



Page 1 of 5

Lesson Plan 2 (Guided Reading)

2. Pencil 3. Post-It notes 4. Prediction chart 5. Pompeii 6. World map 7. Map of Italy

3/26/13 12:27 PM

Instructional Sequence

Introduction (5 minutes):

Question: What is an archaeologist? (Answer: Someone who finds old things. Someone who digs for dinosaur bones. Someone who loves history.) Question: Imagine that you are an archaeologist, and you have just uncovered or discovered an entire city that had disappeared hundreds of years ago. How would you feel? Why would you feel that way? (Answer: Answers vary.) Anticipatory Set: Today, we are going to read about a lost city called Pompeii. As we read we are going to use the title, illustrations, and prior knowledge to make predictions about what we are going to read. Not only are we going to use skills in prediction, but we are also going to work on the skill of determining importance.

Detailed Instructional Sequence (15 minutes):

Question: In order to determine importance, what are the four keys we look for to help us? (Answer: The setting, the main characters, the problem, and the solution.)

Students scan the text.

Each student receives 3 Post- It notes. After the students write down 3 predictions, they stick their Post-It notes to the Prediction Chart. Use the following questions to help guide the students: Question: What is Pompeii? (Answer: Pompeii was a city. It was a lost city.) Question: Where is Pompeii located? (Answer: Pompeii is located in Europe. Pompeii is located in a different country.) Question: What do the illustrations tell us? (Answer: The illustrations tell us that there was a big explosion. The story is about a volcano.) Question: What might this story be about? (Answer: A lost city. A family on vacation.) Question: Explain what a volcano is. (Answer: A large mountain that erupts. It erupts and spews lava. The lava is hot.) Question: What can a volcano do? How do you think this is important to our story? (Answer: A volcano erupts. A volcano destroys things. A volcano will destroy the city.)

Students scan page 2.

Pass out the graphic organizer to each student. Question: What do you see on the graphic organizer? (Answer: The four main keys to determining importance.)



Page 2 of 5

Lesson Plan 2 (Guided Reading)

3/26/13 12:27 PM

Explain: Together, we are going to fill out this graphic organizer. Whenever we come to a key in the story, we will write a description in the box using our own words. Question: Looking at page 2, who are the main characters? (Answer: The dad, the daughter, and the son.) Students record the main characters in the "Main Characters Box" of the graphic organizer, students will learn more about the characters as they read. Question: By looking at the pictures and text, do you forsee a problem in the future? (Answer: They're going to go on an adventure. They're going to explore.) Question: Looking at the text, what is the setting? (Answer: The daytime. In a city called Naples. At a hotel.) Students record the setting in the "Setting Box" of the graphic organizer. Question: What do you already know about Mt. Vesuvius and the ruins of Pompeii? (Answer: Answers will vary.)

After students scan page 2.

Display the world map. Question: On what continent are we located? (Answer: North America) Question: On what continent would you find Italy? (Answer: Europe.) Display the map of Italy. Question: Can you locate Pompeii? (Answer: Student points to where Pompeii is located.) Explain: We've already discussed what an archaeologist is, but what does the word ruins mean? (Answer: Something that is old.)

Students begin reading on page 2.

Explain: As we read, I want you to find out what the problem was that the children had. How was the problem solved? Also, gather some facts about what happened in Pompeii many years ago. Students read Pompeii independently. After reading review: Question: What did Chris and Jenny think about going to the ruins? (Answer: They thought it would be boring. They didn't want to go.) Question: What did Chris and Jenny want to do? (Answer: They wanted to stay at the hotel.) Question: How would you feel if Naperville were dark for two whole days? (Answer: Answers will vary.) Question: If you were an archaeologist, then what would you want to find? (Answer: Answers will vary.) Question: Why do archaeologists need to have patience? (Answer: Many of the things they find are old. Things break easily.) Question: How did Chris and Jenny's attitudes change from the beginning of the story to the end? (Answer: They didn't want to go and then they wanted to go. They learned to appreciate history.)

After reading.

Question: Using the text, what is the problem? (Answer: The problem is Chris and Jenny do not want to go and visit Pompeii.) Students write this in the "Problem Box." Question: Still using the text, how does the problem change? (Answer: The problem changes when dad tells Chris and Jenny about the ruins.) Students write this in the "Problem Box" next to "The problem changes when..." Question: What are the events and actions that lead you to believe this is when the problem changes? (Answer: Chris and Jenny begin to become interested. Chris and Jenny ask dad questions.) Question: How was the problem solved? (Answer: The problem was solved when dad



Page 3 of 5

Lesson Plan 2 (Guided Reading)

3/26/13 12:27 PM

started talking about what the archaeologists found. Chris wanted to become an archaeologist. ) Students write this in the "Solution Box." Display the predictions chart, and give each student 1 or 2 more Post-It notes. Question: What new information can you add about what happed in Pompeii many years ago? (Answer: Answers will vary.) Sequence the events that students predicted. Question: What event took place first...next? (Answer: Answers will vary.)

Vocabulary (if time permits)

Question: Were there any words that you didn't understand? (Answer: Answers will vary.) Question: What is your understanding of ancient? (Answer: Something that is really old.) Question: What is your understanding of evacuate? (Answer: When you need to escape. When you need to get out.) Question: What is your understanding of two centuries? (Answer: Twenty years.) Question: What is your understanding of poisonous gas? (Answer: Something that's invisible. Something that prevents you from breathing.) Question: What is your understanding of fumes? (Answer: Something that you smell.) Question: What is your understanding of lava? (Answer: Something that comes out of a volcano.) Question: If you don't know a word, then who or what can help? (Answer: You can look in a dictionary. You can ask an adult or a teacher.)

Closure (minutes):

Question: What is the major skill we used today? (Answer: Determining importance.) Question: Why is it important to determine the importance of a text? (Answer: It's important to know what you're reading.) Question: What four elements help to determine the importance of the text? (Answer: The setting, the characters, the problem, and the solution.)

Attachments Italy_Map.docx, World_Map.docx, Determine_Importance_in_Fiction_1.jpeg

Assessment Tools or Strategies

1. Objective 1 is assessed before and after the reading when the students fill out the "Setting Box," "Main Characters Box," "Problem Box," and "Solution Box" of the graphic organizer. I will know whether or not the students have met objective 1 when I review the "Setting Box," "Main Characters Box," "Problem Box," and "Solution Box" of the graphic organizer.

2.. Objective 2 is assessed after the reading when the students have completed the graphic organizer. I will know whether or not the students have met objective 2 when I review the entire graphic organizer.

3. Objective 3 is assessed after the reading when the prediction chart is reviewed. I will know whether or not the students have met objective 3 when I hear their verbal answers and see them move the Post-It notes into sequential order.

Adaptations/Accommodations

1. New concepts are introduced with pictures.



Page 4 of 5

Lesson Plan 2 (Guided Reading)

2. New words are introduced with predictable language structures.

3/26/13 12:27 PM

Sources Cited

Burkins, Janice. "Teacher Read-Aloud That Models Reading for Deep Understanding." Read Write Think. International Reading Association and NCTE, n.d. Web. 28 Jan 2012.

Burkins, Janice. "Using Guided Reading to Develop Student Reading Independence." Read Write Think. International Reading Association and NCTE, n.d. Web. 28 Jan 2012. Capobianco, Sharon. Pompeii. New York: Macmillan Education, 2001. Reading Safari Magazine. New York: Macmillian Education, 2001.

Attachments APA_Citations.pdf

Resources

Resources

Six Common Mistakes in Writing Lesson Plans (and what to do about them) While this site does not follow the NCC lesson plan format, it contains useful information to help you improve in your abilities to plan lessons. Help with Lesson Planning Resource that will help with thinking about the plan as a whole and with writing effective objectives. Lesson Plan Writing Guide Page that will help you think through writing a lesson plan. Writing Lesson Plan Guide Overview of essential elements to consider.

Created with LiveText -



Page 5 of 5

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download