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Goal(s): Oregon State Standards

Literature: CCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

EL.03.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature--including poetry, fiction, non-fiction, and drama--from a variety of cultures and time periods.

Objective:

• Content Objective: After reading “Wilbur’s Boast” and a lesson on making judgments, students will demonstrate the ability to judge events in the story by making and writing a judgment for at least one given event on the judgment chart worksheet.

Assessment:

• The judgment charts worksheets will be used to assess students’ comprehension levels. It will be clear if a student understood the lesson or not, by looking at the judgments they wrote on the judgment chart.

Key Vocabulary:

judgment opinion action event

Materials:

• For the Teacher

o Copy of “Wilbur’s Boast”

o Judgment chart worksheet for modeling

o Marker

• For the Student

o 19 copies of “Wilbur’s Boast”

o 19 copies of the judgment chart worksheet

o Pencils

Anticipatory Set:

• Give me a thumb up if you have ever seen a spider.

Did you know that Baby Spiders Have Invisibility Powers?

Because baby spiders are so small, spiderlings could be easy prey for other insects. Luckily, spiders are born with almost no color, making them nearly invisible in the air.

• Today we are going to be reading a story with a spider as one of the main characters. We are going to be reading “Wilbur’s Boast,” a chapter from the book Charlotte’s Web.

Beginning of the Lesson:

• Begin by setting behavior expectations.

• Tell students, “Today we are going to practice making judgments.”

• We are going to read “Wilbur’s Boast” from the Treasures book to help us learn to and practice making judgments.

• Ask students to please open their Treasures book to page 326.

➢ CFU: When you have your book open to page 326 and are ready to read please give me a thumb up.

• Tell students, “We are going to be listening to a recording “Wilbur’s Boast” on CD today. I expect for you to follow along carefully in your book during the recording.”

Middle of the Lesson:

• Ask students, “What does it mean to make a judgment? Turn to a neighbor and tell them what you think it means.”

• Call on students to share out what they think a judgment is.

• Tell students that, “Making judgments means forming an opinion about a character’s actions. To make a judgment readers ask themselves questions, such as: Was this a good thing to do? Readers can support their opinions or judgments with information from the story.”

• Tell students to “turn to the student next to them and tell each other what a judgment is.”

➢ CFU: When you and you partner have an idea of what a judgment is put your hands on your head so I know you are ready to move on.

• Call on student to share out what a judgment is.

➢ CFU: Give me a thumb up if you agree.

• Explain to students that, “Making judgments can help them understand what a character is like and what happens in the story.”

• Ask students to “make a judgment about what the lamb says to Wilbur.”

o “ Is it a nice thing to say or not?”

o Tell students to turn to a partner at their table and tell them if you think it is a nice thing for the lamb to say to Wilbur or not. Then we will share out as a group.

o Call on student to share out what they think. Ask them “why do you think that?” What information in the story supports your judgment?

o Make sure students understand, it is not a nice thing to say because it is rude, and it makes Wilbur feel bad.

• Have one student from each table come up and collect judgment chart worksheets for each student in their table groups.

➢ CFU: Give me a thumb up when you have your judgment chart work sheet and a pencil, so I know you are ready to begin.

• Place your judgment chart beneath the document camera so students can see. Model the first box on the judgment chart, have students fill it in along with you.

• Complete the next two judgments with the students as a whole class.

o Call on a student to read the action.

o Ask students to “to make a judgment about the action.”

o Have students share out their judgments with their table groups.

o Ask students to raise their hands to share their judgments with the whole class. Then fill out the judgment section of the worksheet under the document camera with students. Students will fill out their judgment sheets simultaneously.

➢ Action 1: Wilbur tells Charlotte that she has hairy legs. Does Wilbur’s comment show good manners?

➢ Judgment 1: I think that Wilbur’s comment about Charlotte’s legs does not show good manners because it might make Charlotte feel bad.

➢ Action 2: Wilbur boasts that he can spin a web. Do you think this is a good idea? Why or why not?

➢ Judgment 2: I think that this is not a good idea. Wilbur is bragging about something that he cannot possibly do. It just makes him look silly.

➢ Action 3: Based on Charlotte’s actions in the story, do you think Charlotte is a good friend to Wilbur? Why or why not?

➢ Judgment 3: I think that Charlotte is a good friend to Wilbur because she finds something positive about his smelly pen and leftover food. She is proud of him for not quitting.

End of Lesson:

• Have the students complete the last judgment independently. Allow students to discuss the fourth action for thirty seconds with a partner. Then have students make a judgment on it and fill out their judgment chart worksheets independently.

➢ Action 4: Think about Wilbur’s boasting and his attempts to spin a web. Were these attempts smart?

➢ Judgment 4: I think that Wilbur’s actions were not smart. He should have known that pigs cannot spin web like spiders can. Because of his actions Wilbur ended up looking silly and feeling bad.

Closure:

• Ask students, “What did we learn a judgment is today?”

o Call on someone to share out what a judgment is with the class.

o Or have students turn to student in their table group and tell them what we learned a judgment is today.

o Or have students turn to partner and tell his or her partner what judgment is, then allow students to volunteer to share out what judgment is with the class.

Adaptations:

• TAG: There will be extra boxes on the judgment sheet, so students who need more of a challenge can pick out additional events in the story and make judgments about them.

• ELL: There will be a model of judgment chart on the document camera. The chart will be clearly labeled and I will guide students through the first three judgments for the chart. Students will have numerous opportunities to discuss what we are learning in small groups and in partners.

• Behavior Challenges: I will make sure to monitor this student’s on task behavior. I will praise him when he follows the behavior expectations. I will use proximity to help keep him on task. I will also have students around him repeat directions when possible.

Extensions:

• If students finish early they can continue to pick events and make judgments on them in the extra boxes in the chart. The students can also reread “Wilbur’s Boast.”

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Friday May 6, 2011

Lesson Plan for: Making Judgments

10:00 am- 10:40 am (40 minutes)

3rd Grade Reading: Making Judgments from “Wilbur’s Boast”

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