Novel Planning for IWT

Lesson Plan for Imagine It! Date: October 3, 2011

Lesson Topic: Corduroy-Day 1 Objectives: Teacher Input: TSW practice Practice the kinesthetic movements for the vocabulary words so that their kinesthetic meanings will be fresh in student’s minds. TTW help students set purpose for reading the story by browsing the first few pages and finding examples of movements for characters showing kindness toward each other. TW assist the students in vocabulary of reading aloud pages 98-107.. Ask students : How can being kind help you make selection. friends? Should kindness be determined by outward appearances? Why TSW review the doesn’t the little girl’s mother let her take Corduroy home? 102 literary Where does Corduroy find a button? 106 characteristics of a Student Input: fantasy story TSW complete the vocabulary activity writing a definition, a synonym, and an TSW listen and antonym for each vocabulary word. The student will participate in reading the read for selection aloud through page 107 understanding. TSW summarize the selection.

Assessment: SW complete the vocab activity

Ways to Modify for Different Learners: Remediation: Enrichment:

*Pre-test should be given on Friday of each week to determine appropriate lists for each S. S who master the original 10 should be given the challenge words as their words for the week.

Spelling for the Week: (short vowels) Bonus Words: (for test) Homework 1. Wren 6. Graph 1. Alphabet One tic tac toe activity 2. Knot 7. Wrap 2. Wrinkle each night 3. Knife 8. Wrist 3. Known 4. Write 9. Phase 4. Nephew 5. Phone 10. Knit 5. Photo

Challenge for week 1. Palace 2. Escalator 3. Dashing 4. Yanked 5. fastened Lesson Plan for Imagine It! Date: October 4, 2011 Lesson Topic: Corduroy -Day 2 Objectives: Teacher Input: TSW read the Review the selections vocabulary. TW read the Dictation lines selection for and sentences on T381 and have the students write what they meaning. TSW hear. After each line write the words on the board and have listen and record students correct with a crayon. Tell them to circle any missed what they hear to words and write the correct word or phrase. TW have students improve spelling practice reading fluency by reading the Daily News aloud and vocabulary chorally. development. TTW direct the students in reading the remainder of the selection. Students will be questioned to assess meaning as we read together. Play Fantasy/Reality vortex. Review the genre and its characteristics with the students.

Student Input: SW practice reading fluency by reading Daily News for day (slide) TSW read the selection with the class. TSW complete the dictation activity. Assessment: Higher Level Questions: Making Connections: How was Lisa’s kindness to Corduroy similar Assess the to the kindness the shoemaker and his wife shoed to the elves? students on their (Text to Text) listening skills with Drawing Conclusions: Is it better to give kindness or receive it? the dictation. Why? Fluency can also be informally assessed Drawing Conclusions: What does the story of Corduroy add to with the Daily your knowledge about kindness? News. Making Connections: Would you choose a bear like Corduroy if you saw him in the store? Why or why not?

Ways to Modify for Different Learners: Remediation: Enrichment: Lesson Plan for Imagine It! Date: October 5, 2011 Lesson Topic: Corduroy-Day 3 Objectives: Teacher Input: 3.04, 3.02 Review the selection’s vocabulary having S play “I’m thinking of a word that….”

TTW guide S through a second reading of the story and completion of the Following questions in the Day Book.

Student Input: TSW answer questions in their day book. Making Connections: How was Lisa’s kindness to Corduroy similar to the kindness the shoemaker and his wife shoed to the elves? (Text to Text) Drawing Conclusions: Is it better to give kindness or receive it? Why?

Drawing Conclusions: What does the story of Corduroy add to your knowledge about kindness? Making Connections: Would you choose a bear like Corduroy if you saw him in the store? Why or why not?

Assessment: TSW Write a descriptive paragraph about how they have shown kindness. Ways to Modify for Different Learners: Remediation: Have students work with a partner Enrichment: Lesson Plan for Imagine It! Date: October 6, 2011 Lesson Topic: Corduroy-Day 4 Objectives: Teacher Input: 3.04, 2.06 TW lead the students in ORF practice with the Daily News (Slide) TW call out dictation and have students write what they hear. TW model correct spelling after each line. SW make the corrections with crayon. TW remind students of some of the sequencing words and phrases in the story and tell them they should use the words in their writing as well. A discussion of Characterization should be held to tell students that authors use these techniques to tell the reader what the characters say think and feel. Have students identify how the Lisa is like the shoemaker and his wife in the previous story. Student Input: SW complete the scavenger hunt by referencing the text to find answers to aid in students’ comprehension of the story . Assessment: TW assess the student answers for the scavenger hunt.

TW work with small group of students to model how to find answers in the text and include the page numbers where they find their answers.

Imagine It Day 5 October 7 , 2011 “Corduroy”

All students will complete the Comprehension test for the selection. SW reference the text and write page numbers where they find their answers.

Remediation: TSW have the number of answer choices reduced by one and they will have matching activity for the vocabulary section of the test. The number of open ended questions will be reduced to one.