Teacher:TawnyAllen Subject:ReadingThinkAlong/ThinkAloud

Grade:2 Date: March 18,2014 Time: 1Hour

Topic:DeterminingImportantIdeas

I. PAAcademicStandards:
CC.1.3.2.B:Askandanswerquestionssuchaswho,what,where,when,why,and
howtodemonstrateunderstandingofkeydetailsinatext.
CC.1.3.2.G:Useinformationfromillustrationsandwords,inprintordigitaltext,
todemonstrateunderstandingofcharacters,setting,orplot.

II. Instructional/BehavioralObjectives:
SWBATexploreimportantideasinastory
SWBATreadindependently
SWBATgivereasonstosupporttheirthinking

III. Materials:
MeFirstbyHelenLester
ExitSlips

IV. StructuralOrganizationoftheLesson:
Thefirstpartofthislessonwillbedesignedforwholeclassparticipationandthe
secondhalfwillconsistofstudentsworkingindividually.

V. Rationale:
Thislessonisdesignedtogivestudentstheknowledgebasetothinkcritically
aboutastory,includingtheabilitytoexploreimportantideas,givereasonstosupport
theirthinking,andtheabilitytoreadindependently.

VI. AnticipatorySet/Motivations:
Tellthestudentsthattodaytheywillhearastoryanditisuptothemtodetermine
whatisimportantinastoryandexplainwhytheythinkso.Showstudentsthe
coverofMeFirstandreadthetitleandthenamesoftheauthorandtheillustrator
aloud.ExplainthatthisisastoryaboutapignamedPinkerton.Askthestudents:
Whatdoyouthinkthisstorymightbeabout?Howmanyofyouhaveeverwanted
tobefirst?
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Tomodelhowtofindanimportantideawithinastory,teacherwillreadasmallpassage
andexplainwhatisthemainideainthepassageandwhy.Asavisualaid,achartwillbe
visibletothestudentsduringthelessonthatwillhelpthemdecipherwhatisthemainor
importantideainastory.

VII. Procedures:
1. ReadMeFirstaloud,showingtheillustrationsasyouread,andstopping
forwordcomprehension.
2. Havethestudentsclosetheireyesandaskthemtovisualizeasyouread
pages34withoutshowingtheillustrations.Stopafter:Mefirst!hecried
atstorytime,settlingonhisroundbottomwithhisbigheadrightsmackin
frontofthebook.
3. Ask,WhatpictureofPinkertondoyouhaveinyourmind?
4. Continuereading,stopafterp.17whereitsaysIamaSandwich,andI
liveinthesand,andyousaidyouwouldcareforaSandwich,sohereI
am.Careforme.
5. HavethestudentsuseTurntoYourPartnertodiscussthefollowing
question:
Whathashappenedsofarinthestory?Whatdoyouthinkwill
happennext?
6. Withoutsharingasaclass,rereadthelastsentenceonpage17and
continuereadingtotheendofthestory.
7. Facilitateawholeclassdiscussion,usingthefollowingquestions.Be
readytorereadpassagesaloudandshowillustrationsagaintohelpthe
studentsrecallwhattheyheard.Remindthemtogivereasonsfortheir
thinking.
WhatisPinkerton
WouldyouwanttobefriendswithPinkerton?Whyorwhy
not?
8. Discussimportantideasusingtheturnandtalkmethodwiththeclassbyasking
questionssuchas:
WhatisPinkertonlikeatthebeginningofthestory?
Whatishelikeattheendofthestory?
WhatisanimportantlessonthatPinkertonlearns?Whyisthis
animportantideaforeveryonetoremember?
9. Uponconclusionofthelesson,havethestudentsfilloutanExitSlipstatingwhat
theimportantidea(s)was/wereinthestory.

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VIII. Summary/Closure:
Studentswillreadindependentlyforupto20minutes.Astheyarereading,
teacherwillconductconferenceswithgroupstoassessoverallcomprehension.

IX. Assessment/Assignments:
Studentswillbeassessedusingavarietyofquestioningduringthefirstpartofthe
lessontocheckfortheirabilitytodeterminewhatisimportantinastory.

Duringturnandtalktoyourpartner,Iwillaskmyselfthefollowingquestionstogauge
studentunderstanding:
ArethestudentsabletoidentifytheimportantlessonPinkerton
learns?
Aretheyabletousethetexttosupporttheirthinking?

Studentswillalsobeassessedduringindividualconferencesinwhichtheteacher
willcheckforunderstandingofimportanceinthestorytheyhavechosenfor
independentreadingtime.

AnExitSlipwillbeusedasaformofassessmentattheendofthelesson.

X. Differentiation:
ESL:Becauseexposuretobooksisimportant,teacherwillensurethatPavloscan
clearlyseetheillustrationsandgettheoverallimpressionofthebookthroughthe
useofdifferentexpressionand/orvoice(s)duringthereading.

Priortothelesson,thedifferencebetweensandwichandsandwitchwillbeexplainedto
theclass,specificallytheELLstudents.

Vocabularywillbereviewedforthefollowingwordsbeforeandduringthereading:
plump,snouts,troughateria,faint,prickedup,trot,smear,andconcerning.

XI. SelfAssessment/Reflection:
Iwillassessmylessonbasedonhowwellthestudentswereabletoanswerthe
questionsandhowmanypromptsIhadtousetoguidethemtoananswer.TheExit
Slipswillprovidemewithagoodideaofhowwellthestudentscomprehendedthe
importantideasinthestory.