North Dorchester Middle School
Standard Lesson Plan Format
During Reading Taking Sides: Chapter 2
Name: Cook / School: North Dorchester MS / Date:Subject: Language Arts / Grade: 6th / Certification:
Time: / Unannounced: / # of Students:
SC Objective with Assessment Limits / 1.E.2.c Make predictions and ask questions about the text
1.E.3.a-j Use strategies to make meaning from text (during reading)
Lesson Objective: / SWBAT use active reading strategies (predicting and making inference) in order to better understand chapter 2 of Taking Sides.
Formative Assessment: / Constant questioning by instructor.
Warm-Up:
AM
PM / Chapter 1; page 4
He liked the hedges where jays built scrawny nests and bickered when cats slithered too close.
Bickered means ______.
a. to squabble
b. to sleep
c. to hush
d. to stroll
Answer – a. to squabble
Chapter 2; page 6
His mother harangued him about his clothes, but he wore jeans busted at the knees, and his coat was a hand-me-down from an uncle.
Harangue means ______.
a. to lead in the right direction
b. to criticize and physically abuse
c. to deliver a long, noisy speech
d. to hand over a citation, or warning
Answer – c. to deliver a long, noisy speech
Explicit Instruction:
Direct Instruction – “I Do” / 1-warm-up
2-review objective
3-Summarize chapter 1, review characters, Mission District, Sycamore
4-Begin reading chapter 2 of Taking Sides
4-Set in chunks, read aloud, check predictions, purpose for reading
5-Teacher Model opening chunk of text using the question and prediction strategies; turn-and-talk
6-Gradual Release of Reading
7-Independent Reading
Purpose – Read to find out what a school day is like at Columbus Junior High.
MODEL 1st Portion of Text:
· I will read the story aloud to the students, in order to capture the setting and mood in the short story. Periodically I will stop to summarize the events of the story discuss and clarify the information. Students will follow along and participate in the discussion. (Page 6 – Page 6 “...to the weekend.”)
· Inference – Infer what type of school Columbus Junior High is.
· Prediction – Make a prediction on whether or not Linc will fit into his new school.
· Purpose – To find out Lincoln adapts to Columbus Junior High.
Guided Practice – “We Do” / 2nd Portion of Text:
· Rest of Page 6 – Page 7 “…your last name, Linc?”
· Inference – Infer how Linc feels about his classes thus far.
· Prediction – Make a prediction about Linc and his new friend Monica.
· Purpose – To find out if Linc and Monica have anything in common.
3rd Portion of Text:
· Rest of Page 7 – Page 9“What’s aikido?”
· Inference – Infer why Monica’s parents had her quit playing basketball.
· Prediction – Make a prediction about Linc and his new friend Monica.
· Purpose – To find out (let students make their own purpose now).
You DO / 4th Portion of Text:
· Rest of Page 9 and Page 10
· Inference – Infer how Linc feels about Monica. Use details from the text to support your response.
· Prediction – (Let students make predictions in class).
· Critical Thinking – What do Linc and Monica have in common. Make a list with your partner.
Summary/Closure: / Today you have finished Chapter 2 of Taking Sides.
- You found out what kind of school Columbus Junior High is and how Linc spends his morning and lunchtime at school.
Columbus Junior High
§ no candy wrappers or potato-chip bags scuttled across the campus
§ cedar trees stood in front of the administration building
§ statue of Christopher Columbus outside with a telescope
§ principal, Mr. Kimball, waited outside with tardy slips
§ kids dressed stylishly; teeth gleamed with braces
§ students don’t shop at K-Mart, or reuse paper bags
Questioning: / Chapter 2
1-Describe Columbus Jr. High
2-How does Lincoln dress and why?
3-What classes does Lincoln have at school?
4-What do Lincoln and Monica have in common?
5-How long had Monica attended Franklin?
Differentiated Instruction: / HIGHLY ABLE:
- Students will independently fill in Study Guide as they are reading.
§ After reading: Discuss Chapter 2 and write a summary of chapter 2. Give chapter 2 a title which ties in with the reading.
- Scaffolding Summary: Review steps for main idea, (1) find topic, (2) details which support topic, (3) and main idea of chapter 2
STRUGGLING LEARNERS:
- Students will use active reading guide while reading
- Fill in the blank review for KIB students
Warm-up
He liked the hedges where jays built scrawny nests and bickered when cats slithered too close.
Bickered means ______.
a. to squabble
b. to sleep
c. to hush
d. to stroll