Title of Lesson: Reading- Envisioning: Inferential. / Grade Level: 5th / Date: 03/18/08
Materials/Equipment Needed:
Chart paper, Her Stories: Catskinella, by Virginia Hamilton, paragraph from story, The Shepherdess and the Chimney-sweep, by Hans Christian Andersen.
Prior Knowledge:
-The students should already know how to make an inference from a text from previous lessons.
-The students should already know to identify the good and bad characters as well as their purpose in the story from previous lessons.
-The students should be familiar with the story, The Shepherdess and the Chimney-sweep, by Hans Christian Andersen from the previous read aloud lesson.
Content-Specific Standard:
Standard 2- Language for Literacy Response and Expression: Speaking and Writing.
-Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.
Objectives:
-TLW be able to envision part of a story and draw it.
-TLW be able to make an inference about senses and emotions from part of a story and write about it.
- TLW be able to observe how the teacher models reading with fluency.
Procedure:
a) Connect: (3 min.)
Who remembers what we did in reading workshop the last time? (Take answers). Good, we identified good and bad characters and their motives. Today we are going to learn about making an inference about what we envision from our stories. What we sense when we read a story? What emotion do we get from the story about the characters?
Activities/Step: (40 min)
b)Teach (model): (10 min.)
I thought the story, Catskinella, was very interesting and I made inferences through reading and envisioning or imagining in my mind. I will read part of the story that I want to focus on. Remember listen to how I read with fluency. I do not stop or make long pauses. I read as if I am talking to my friend, not to fast or to slow. I raise my voice when needed and pay attention to the quotation marks because I can change my voice to make it sound like a character in the story. (read p.23 – read 3rd paragraph) I sensed that Ella was in a hurry not to get married to the woodsman, although it was not mentioned in the story. I could envision her having a sad look on her face, running to her godmother for help. (Draw and write about it on chart paper).
Also, (p. 26-2nd paragraph) I envisioned the queen being mean and did not like Catskinella. I can picture in my mind a look of disgust on her face. I also sensed that her emotion was upset. (Draw and write about it on chart paper).
c)Active Engagement (25 min.)
Now you will have a chance to practice making an inference by envisioning what you read, then sketching a thumbnail picture and write your inference. You will receive a paragraph from the story, The Shepherdess and the Chimney-sweep, by Hans Christian Andersen.
d)Link:
Remember, good readers make an inference about senses and emotion through envisioning what they read.
e) Closure (5 min.)
After sufficient time, gather the class as a group for share time. Ask a few students to share their drawings and inferences.
f) Evaluation/Assessment:
For this reading workshop lesson, I will evaluate the students drawing and writing about what they had inferred, about the paragraph, in their reading journals.
How have I considered diversity:
-Verbal students can tell me using language, what they had envisioned and inference from a scene of the story.
-Visual learners would be able to draw a picture of what they envisioned after reading a scene of the story.
-Auditory learners would be able to listen as I read parts of the story so they could envision the scene in their mind.
-I will model the activity by drawing what I had envisioned from reading my story, then make an inference so students would see as well as hear me thinking out loud.
-During the activity, I will help students who do not understand what to do, if they need me to read the story to them or scribe for them.
Teacher Reflection:
If the students drew and wrote what they had inferred from envisioning a scene from the story, then my lesson was successful.
The Shepherdess and the Chimney-sweep, by Hans Christian Andersen (p. 138)
There really was one star in the sky which was shining straight down at them, as if to show them the way. So they crept and they crawled, it was a dreadful journey, higher and higher, but he lifted her and eased her way, held her and showed her the best places to put her little porcelain feet and at last they reached the rim of the chimney, where they sat down, for they were tired now, as well as they might be.
They had the sky with all its stars above them and all the rooftops of the town beneath; they could look out to far horizons. The poor little shepherdess had never thought it would be like this and she laid her little head on the chimney-sweep’s shoulder and wept until the gold fell from her sash. “It is all too much!” she said, “I cannot bear it. The world is much and too big. If only I were back on the little table under the looking-glass! I shall never be happy until I am there again. Now I have followed you out into the wide world, so you can take me home again if you love me at all!”
Draw what you envisioned.
What do you infer about the sense and emotion from envisioning this part of the story?
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