Lesson Plan: Charlotte s Web Literature Focus Unit. Massachusetts Frameworks Learning Standards, Concepts and Skills taught and assessed

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1 Lesson Plan: Charlotte s Web Literature Focus Unit Teacher: Jessica Davis Topic: Read and Respond Date: April 6, 2015 Content Area: Reading Literature Grade Level: Third Duration: 1.5 Hours Rationale: Day three of the Charlotte s Web Literature Focus Unit introduces students to new vocabulary words and guides them in reading and completing response questions in relation to chapters 3 and 4 of Charlotte s Web. Students will work as a whole class to participate in guided reading and will work in small groups to complete the response questions. Massachusetts Frameworks Learning Standards, Concepts and Skills taught and assessed Strand: English Language Arts Concepts and Skills: Decoding Fluency (Prosody, automaticity, speed) Reading comprehension Whole-class participation Peer collaboration Standards: (English Language Arts) Strand: Reading Standards for Literature Key Ideas and Details RL Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Craft and Structure RL Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas RL.3.MA.8.A - Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia).

2 Range of Reading and Text Complexity RL By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independently and proficiently. Strand: Reading Standards: Foundational Skills Phonics and Word Recognition RF Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. Fluency RI Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Strand: Language Standards L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

3 Knowledge of Language L Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written English. Vocabulary Acquisition and Use L Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Goals: Students will learn vocabulary words for chapters 3 and 4 of Charlotte s Web. Students will recall vocabulary words and their meanings from chapters 1 and 2 of Charlotte s Web. Students will participate in whole class guided reading of chapters 3 and 4 of Charlotte s Web. Students will comprehend chapters 3 and 4 of Charlotte s Web and use their knowledge to answer response questions. Objective: 1. Given class time, students will be able to read chapters 3 and 4 of Charlotte s Web and use the information to accurately complete the Response Questions in their Reader Response Journals. Resources/Materials & Equipment: Book copies of Charlotte s Web Spelling List (Cover chapters 1 12) Reader Response Journal packets Vocabulary student packets Vocabulary cards Small group list Whiteboard Dry Erase markers Sticky notes

4 Spelling homework page Daily language packets week 24 Lesson Introduction: Agendas/Homework: o Have students pull out their agenda books and write down tonight s homework (spelling 3x each). o Pass out spelling list and homework paper for writing down spelling words. o Then, have students put their agenda books away and call groups to get their Charlotte s Web packets out of their activity boxes. o Students can work on daily language packet week 24 if time Activator/Recall of Prior Knowledge: o Have students answer the connection question on sticky notes and place it on the post-it board. (Question: Has anyone ever tried to convince you to do something that later you realized wasn t a good idea? Explain what it was and what happened.) o Ask students to recall what happened in chapters 1 and 2 of Charlotte s Web. Recall vocabulary words and their meanings briefly. Informing learners of the lesson agenda and objectives: Review the lesson agenda (posted on the side board) and the lesson objective (posted under the homework board) with the students. Lesson Procedure: 1. Inform students of lesson procedure ***Make connections (sticky note activity) o Review vocabulary for chapters 3 and 4 o Focus skill: Response Questions o Read chapters 3 and 4 (Whole class guided reading) o Complete Response Questions in small groups o Vocabulary Review: Chapters 5, 6, and 7 (Whole class/small group) 2. Review vocabulary cards for chapters 3 and 4 o Use vocabulary cards for chapters 3 and 4 to review words o Have students review the definitions in their Reader Response Journal packets 3. Discuss focus skill: Response Questions o As students read chapters 3 and 4 in small groups, look for answers to the response questions in the Reader Response Journal packets. 4. Read Chapters 3 and 4 (Whole class guided reading) o Students will read chapters 3 and 4 in predetermined small groups

5 o Students will use the response questions in their Reader Response Journal packets to guide comprehension 5. Response Questions o Students will work in their small groups to answer the Response Questions in their Reader Response Journal packets 6. (If Time) Vocabulary Review: Chapters 5, 6, and 7 (Whole class/small group) o Introduce vocabulary for chapters 5, 6, and 7 (use Vocabulary web packet and vocabulary cards) o Go over the definitions and sentences together or in small groups o Fill in antonyms, synonyms, and part of speech on the handout Practice/Activity: Early finishers can complete the synonyms, antonyms, parts of speech, and illustration boxes for vocabulary words in their vocabulary packets. Early finishers can begin answering Pocket Chart Pig questions on chapters 1 through 4. Assessment: o Informal: Students participation will be monitored throughout the lesson. Their ability to complete activities will determine their understanding of chapters 3 and 4 of Charlotte s Web and the vocabulary for chapters 5 7. o Formal Response Questions: This aligns with objective 1 (see above). Students will use their reading comprehension and understanding of chapters 3 and 4 of Charlotte s Web to complete response questions in their Reader Response Journals. Accommodations/Modifications: Agenda and objectives are provided for students to self-monitor their progress throughout the lesson. Students bookmarks can be used to follow along in the book as they read or are read to. Whole class instruction helps keeps students on task and focused. Small group work gives students the opportunity to work collaboratively with peers and digest information in student words. Vocabulary cards are provided for students to use at their desks to copy down definitions as needed. Students Reader Response Journals and Vocabulary packets are available to them at their desks to refer back to as necessary. Mini-lessons on the skill set they re working on enhances their understanding. Students on IEPs and 504 receive pullout services and enhanced instruction during reading. (Vocabulary and reading activities are planned accordingly)

6 ELL/Special Considerations: Vocabulary words are reviewed orally and in writing. Vocabulary cards are provided for students who need visual definitions. (Also writing definitions on the board aids in student understanding) Pausing during reading to ask questions and clarify non-vocabulary words helps ELL students comprehend the text. Students with emotional and behavioral concerns are monitored during whole class and small group work. Teacher Reflections: What went well? What should I change/add for next time? What additional accommodations and modifications need to be added to meet my students needs? Were the ELL students able to understand the vocabulary words and comprehend chapters 3 and 4 of Charlotte s Web? Was there enough time to finish the lesson and all its components? Other -