North Dorchester Middle School
Standard Lesson Plan Format
During Reading Taking Sides: Chapter 4
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 4 of Taking Sides.
Formative Assessment: / Constant questioning by instructor.
Warm-Up:
AM
PM / Chapter 4; page 21
He smiled as he pictured hordes of white-throated chickens clucking over sand dunes and taking boats up the Nile to Alexandria.
Horde means ______.
a. one person
b. unoccupied
c. containers
d. crowds
Answer –d. crowds
Chapter 4; page20
Since they were early, the boys stopped at the 7-Eleven and wolfed down a pair of apple pies.
In which sentence does the word wolf mean the same as the sentence above?
a. I didn’t even recognize the scoundrel because he was a wolf dressed in sheep’s clothing.
b. Is she really sick or is she just crying wolf?
c. The big, bad wolf is going to huff and puff and blows your house down.
d. Mr. Cook can wolf down some hotdogs when hungry.
Answer –d. Mr. Cook can wolf down some hotdogs when hungry.
Explicit Instruction:
Direct Instruction – “I Do” / 1-warm-up
2-review objective
3-Summarize chapter 3
4-Begin reading chapter 4 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 who Roy is and how Lincoln feels about him.
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 18 – end of Page 19 “...fun at school.”)
· Inference – Infer how Lincoln feels about Roy?
· Prediction – Make a prediction on what will happen to the first stringer.
· Purpose – I will read to find out ______.
Guided Practice – “We Do” / 2nd Portion of Text:
· Page 20 – Page 21 “…couldn’t answer Mr. Green.”
· Inference – Why is Lincoln unable to answer Mr. Green’s question?
· Purpose – I will read to find out how Lincoln deals with all that’s going on in his mind.
3rd Portion of Text:
· Rest of Page 21 – bottom of Page 21“…journal for English.”
· Critical Thinking – How is Lincoln’s school like North Dorchester Middle School? How is it different?
· Prediction – How is Lincoln going to approach Monica?
· Purpose – To find out (let students make their own purpose now).
You DO / 4th Portion of Text:
· Bottom of Page 21 “He walked up to… –Middle of Page 22 …did it again.”
· Prediction – Predict what Lincoln’s going to ask Monica.
· Purpose – To find out what Lincoln asks Monica.
5th Portion of Text:
· Middle of Page 22 “Monica, I was… – End of chapter 4
· Summarize – In groups, have each person summarize the chapter.
· Critical Thinking – Explain what Monica and Lincoln have in common.
· Prediction – What do you think will happen in chapter 5.
Summary/Closure: / Today you have finished Chapter 4 of Taking Sides.
- You found out Lincoln is not adapting well to Columbus Junior High.
Do you believe Lincoln can overcome the problems in his head?
Differentiated Instruction: / HIGHLY ABLE:
- Students will independently fill in Study Guide as they are reading.
§ After reading: Discuss Chapter 4 and write a summary of chapter 4. Give chapter 3 a title which ties in with the reading.
STRUGGLING LEARNERS:
- Students will use active reading guide while reading