Lesson Plan

Name: Tina Waddy
Date: 2/17/2010
Grade Level: 3rd Grade Reading Block / Week: ____28____
Day: _Monday___
Objective (TEKE):
Read Aloud & Shared Reading 9(G), Identify similarities and differences across texts such as in characters.
Guided Reading 9 (F) Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions. / Resources / Materials:
Chart Paper, Markers
“Fly Away Home” by Eve Bunting
“Bessie Coleman” by Jane Sellman
“Barack Obama” by Kira Freed
Student Expectation: The student is expected to tell similarities and differences in characters (people) feelings, actions, and situations.
Teaching

Read Aloud - Whole Group 15 Minutes

Input (Direct Instruction): First, teacher discusses the “Reading is Thinking” theme to encourage students to think about the characters in the book “Fly Away Home” by Eve Bunting. Next, teacher discusses & reviews vocabulary from the book toactivate student prior knowledge.
Modeling (Show student examples): Teacher reads “Fly Away Home” by Eve Bunting, and models the following: making predictions, making inferences and generalizations (teacher thinks out loud), examining causes & effects, drawing conclusions, and reading fluently. As the teacher reads, he/she asks students questions. Teacher invites students to get lost in the book.
Input (Direct Instruction): Teacher says the following, “Tell me your thoughts about the characters.” Teacher refers to the list of character namesto validate (or correct) student comments about the characters. Teacher encourages students to use the word bank of character trait words to describe the main character. Teacher asks questions like, “How does the main character change by the end of the book?” Students explore character feelings, and changes by the end of the book, if any.
Check for Understanding (Activity or questioning): Students complete a graphic organizer telling about the main characters feelings, and actions in the book “Fly Away Home” by Eve Bunting.
Shared Reading - Whole Group 45 Minutes
Input (Direct Instruction): First, teacher hands out part 1 reading titled “Bessie Coleman”. Next, teacher reminds students that “Reading is Thinking.” Teacher says, “When we read we think about character’s feelings, actions, and changes.” Next, teacher previews text by “thinking out loud” to draw attention to text features. Next, teacher has students make a prediction, and record their prediction at the top of the page. Teacher tells students, “Read the passage quietly. Don’t forget to code each paragraph.” Teacher sets timer for 20 minutes, and circulates around the room checking making sure students are reading, coding properly, and understanding the text. When time is up, teacher reads the text aloud, and facilitates discussion about Bessie Coleman’s early life (15 minutes).
Check for Understanding (Activity or Questions): Students complete TAKS like question over the reading selection (10 minutes).
Guided Reading / Independent Work & Centers 20 Minutes
**Teacher prompts students to transitions to center time and guided reading. Teacher gives instructions and allows students to ready themselves before calling group one to the back table. (Note: teacher’s back is to the wall, guided reading group’s backs are to the class, and the teacher can monitor all behavior from the back of the room.)
Input (Direct Instruction): In guided reading group (small group), the teacher passes out part 1 of “Barack Obama” by Kira Freed (DRA level 18). The teacher states the expectation for students by saying, “Today you’ll read about President Obama, and identify his character traits. We find out about how characters feel by looking for key words that tell their feelings, and actions. Make sure to look for key words that tell about President Obama, and how he feels.” Next, the teacher introduces the book, author, illustrator, theme, and genre. Next, the students make predictions about the things they will learn while reading, and tell any background knowledge they may have about him. Next, students read silently while teacher asks individual students to read out loud (students use an appropriate volume level for reading). Teacher provides individual feedback. Next, students discuss the text, and explore for deeper meaning by going back into the text and confirming information. Finally, students complete a graphic organizer to solidify understanding of character traits in President Obama (check for understanding).
**Teacher repeats the process with the remaining two guided reading groups. The teacher uses a higher-level of the same text for each group to accommodate student’s needs & reading levels.
Shared Writing Modeled (Whole Group)
Input (Direct Instruction): First, the teacher says, “Today we will start pulling details about Bessie Coleman, and documenting it on our writing graphic organizer.” Teacher asks, “What’s the main idea of this graphic organizer?” Students answer, “Bessie Coleman.” The teacher begins the discussion, and acts as a scribe and models what students should write on their copy of the organizer.