North Dorchester Middle School Standard Lesson Plan Format During Reading Taking Sides: Chapter 3

Name: Cook School: North Dorchester MS Date: Subject: Language Arts Grade: 6th Certification: Time: Unannounced: # of Students:

SC Objective with 1.E.2.c Make predictions and ask questions about the text Assessment Limits 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 3 of Taking Sides. Formative Constant questioning by instructor. Assessment: Warm-Up: 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. AM 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. PM 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: 1-warm-up 2-review objective 3-Summarize chapter 1-2 4-Begin reading chapter 3 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 type of person Coach Yesutis is. Read to find Direct Instruction – out what type of relationship Lincoln has with his mother. “I Do” 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 11 – Page 12 “...on the laces.”)  Inference – Infer what type of person is Coach Yesutis.  Prediction – Make a prediction on what will happen to the first stringer.  Purpose – I will read to find out ______. Guided Practice – 2nd Portion of Text: “We Do”  Rest of Page 12 – to the bottom of Page 13 “…into his back?”  Inference – How is Lincoln feeling in this section?  Prediction – What do you think will happen next?  Purpose – I will read to find out how Lincoln’s toe heals.

3rd Portion of Text:  Rest of Page 13 – bottom of Page 15“…you two dollars?.”  Critical Thinking – Describe how the author makes Lincoln and his surroundings seem realistic or plausible.  Prediction – What do you think will happen next?  Purpose – To find out (let students make their own purpose now). You DO 4th Portion of Text:  Top of Page 16 – bottom of Page 17 …a Milk Bone.”  Inference – How is Lincoln’s relationship with his mother?  Prediction – (Let students make predictions in class). Summary/Closure: Today you have finished Chapter 3 of Taking Sides. - You found out what kind of coach Lincoln’s new coach is and how he is being treated. Do you believe Lincoln is being treated fairly in this chapter Differentiated HIGHLY ABLE: Instruction: - Students will independently fill in Study Guide as they are reading. . After reading: Discuss Chapter 3 and write a summary of chapter 3. Give chapter 3 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