readinglesson

Author:Amandawilliams
Datecreated:10/10/20145:40PMESTDatemodified:12/01/20141:03AMEST

VITALINFORMATION
TotalNumberofStudents

12girls
10boys

Area(s)StudentsLiveIn
rural

Free/ReducedLunch
Allstudentsreceivefreelunch

EthnicityofStudents

17caucasian
6Hispanic/Latino
1AfricanAmerican/Black

EnglishLanguageLearners

EisfromaspanishspeakinghomeandisLeplevel1
sandtarerepeating1stgradetoworkontheirlanguageartsskills
N,A1,A2areLeplevel2

StudentswithSpecialNeeds

LhasbehavioraldifficultiesbutnoIEP,hewillbeseatedatthefrontofthegroup.

Subject(s)

LanguageArts(English)

TopicorUnitofStudy
ThisispartoftheLanguageartscurriculum,focusidentifyingelementsofastory,andlearningtodoaretell.
Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ThebookSylvesterandtheMagicPebblebyWilliamsSteigisastorywithmanythemes.Oneofthesimplist
themesillustratesthatfamily/loveismorevaluablethanmaterialobjects.
Whathappenswhenanywishyouhaveisgranted?Isthereadownsidetogreed?WhatmakesSylvesterhappiest,
whenhecanmakehiswishescometrueorwhenheishomewithhisfamily?
Anotherthemeisfearanddecisionmaking:Sylvesterisscaredwhenheseesthelion.Hecouldhavewishedmany
thingslikethatthelionwouldturnintoabutterflyoradaisyoragnat,buthepanicked.
Haveyouevermadeaquickdecisionandwishedyouhadthoughtitaboutitmore?Wasitagooddecision?

WhenSylvesterisarockhereallywantstotalktohisparentsbutcan'tbecauseheisarock.Haveyoueverwantedtotellsomeone
somethingbutdidnotknowhow?

LearningOutcome(s)
Studentswillidentifytheplot,setting,andmaincharactersinabookwhenitisreadaloudtothemmorethan1time
withuseofcharactercards,aretellingguideandinpartners.

Summary
Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade1students:
ContentArea:LiteratureK5
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
1.Askandanswerquestionsaboutkeydetailsinatext.
Standard:

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2.Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.
Standard:
3.Describecharacters,settings,andmajoreventsinastory,usingkeydetails.
Strand:Writing
Domain:
TextTypesandPurposes
Standard:
3.Writenarrativesinwhichtheyrecounttwoormoreappropriatelysequencedevents,includesomedetails
regardingwhathappened,usetemporalwordstosignaleventorder,andprovidesomesenseofclosure.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersand
adultsinsmallandlargergroups.
a.Followagreeduponrulesfordiscussions(e.g.,listeningtootherswithcare,speakingoneatatimeaboutthe
topicsandtextsunderdiscussion).
b.Buildonotherstalkinconversationsbyrespondingtothecommentsofothersthroughmultipleexchanges.
c.Askquestionstoclearupanyconfusionaboutthetopicsandtextsunderdiscussionher.
Standard:
2.Askandanswerquestionsaboutkeydetailsinatextreadaloudorinformationpresentedorallyorthrough
othermedia.
a.Give,restate,andfollowsimpletwostepdirections.

Comments

ASSESSMENTS
Assessment/Rubrics

Ihaveaddedaformativerubric

Rubrics:
1. readinglessongrade11

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

1.LiteratureBookSlyvesterandtheMagicPebblebyWiliamsSteig
2.15setsofcharacter/settingcards
3.29whiteboards
4.29anticipationguides
5.29retellingguides

Comments

IMPLEMENTATION
SequenceofActivities

Tier1

Tier2

confused

ceased

hobbies

gratified

shiver

bewildered

puzzled

perplexed

frightened

hind

gnat

fetlock

Hook:WearegoingtositonthecarpetandI'llreadfromSylvesterandtheMagicPebble.

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Connectiontopreviouslesson:Talkaboutsetting:Rememberwhatthesettingofthestoryis?Whereittakesplace?
Iwantyoutobethinkingaboutwhoarethemaincharactersinthebook.Rememberthemaincharacteriswhoisdoing
mostoftheactioninthebook.
Wearegoingtobelookingforthesettingwhileweread,thisoneistrickybecausethereismorethanonesettinginthis
book.
Sequence
Gooverthesightwords:His,they,was,then,all,Introducevocabularyandsightwordsrelatedtothebook
(pronouns).
ThisisastoryaboutSylvesterDuncan.Readthroughtotheconflict.Useananticipationguidetohavethestudents
makepredictionsfortherestofthestory.
Readtotheend.Wewillbedoingaretellingofthestory.WhileIreadthinkaboutsomeofthethingsyouwillwantto
tellyouraudienceaboutthestoryyouread.
Whathappenedtothemaincharactersandhowdidthestoryend?
Readthebooka2ndtime,stoppingafterparticularpassagestoaskquestionsandcheckforunderstanding,ask
differentchildrentoanswerthequestions.
Pg1WhatdidSylvesterliketocollect?Pebbles.
pg2"...hefoundanextraordinaryone.Itwasflamingred,shiny,andperfectlyround,likeamarble."
WhydidSylvesterpickupthatpebble?Whatwasspecialaboutit?Thepebblewasred,shinyandround.Thepebble
wasmagic,whenhewasholdingthepebbleandwishedfortheraintostop,itdid.
Pg4TheauthorsaysthatSylvestmadeatestforthemagicpebble.Howdidhetestit?Sylvesterwishedfortherain
again,anditdidn'train.butwhenheheldthepebbleandwishedforrainitdidbegintorain.
pg6WhoscaredSylvester?Themean,hungrylionscaredSylvester.
'...hewasstartledbyameanhungrylionlookingrightathim...'
pg7WhydidSylvesterwishtobearock?Syvesterwasscaredandwishedtobearocksothelionwouldn'teathim.
(Explainsynonymwhenyoutalkaboutthewordsperplexed,confused,bewildered,andpuzzledfrompg.7)
'thelion...wentawayconfused,perplexed,puzzled,andbewildered.MaybeI'mgoingcrazy,"hemuttered'
pg8"Oh,howIwishIweremyselfagain,hethought...."HowdoyouthinkSylvesterisfeelingrightnow?scared,sad,
lonely
pg10WhowaslookingforSylvester?Hisparents,MrandMrsDuncan
Pg12HowdoyouthinkSylvester'sparentsfeltwhentheycouldn'tfindhim?Worried,theymissSylvester.
Pg22'thenthesnowmelted.Theearthwarmedupinthespringsunandthingsbudded.'WheredidSylvester'sparent's
goforapicnic?Whattimeofyearisitonstrawberryhill?StrawberryHill,it'sSpring,andtheyaregoingtocheer
themselvesup,becausetheymissSylvester.
pg23"Whatafantasticpebble!"heexclaimed,"Sylvesterwouldhaveloveditforhiscollection."Heputthepebbleon
therock'
pg24Isthisanordinaryrock?Whoistherock?
pg25HowexactlydidtheyfindSylvester?'...whatmorecouldtheywishfor?...'Howdidthefamilyfeelattheendofthe
story?
Inthegroupintroducetheconceptofretelling,Passoutcharactercardsandhavestudentsworkwithpartnersto
determinewhothemaincharactersare.1minute
Askthepartnerstosaywhattheycameupwith.Inthegrouptalkaboutsetting,discussthesettingforthisbook.Have
childrenwritethesettingonwhiteboardsandholdup.
Talkabouttheproblem(conflict)andthewhathappenedtoresolvethestory.
Usingthecharactercardsandaretellingguidestudentsworkinpairstowritedown12sentencesforeachoftheparts
ofthestory:Plot,conflict,resolution
andsharewhattheywrotewitheachtheirpartner.
Inthegrouphavethemtaketurnsretellingpartsofthestorywithprompting.
Listofquestions:
WhydidSylvesterpickupthepebble?
WhatdidwefindoutthatSylvesterlikedtocollectinthebeginning?
WhydidSylvesterwishtobearock?
WhoscaredSylvester?
WhowaslookingforSylvester?
HowdidSylvester'sparentsfeelwhentheycouldn'tfindhim?
WhodidSylvester'sparentsask,whereisSylvester?
WheredidSylvester'sparent'sgoforapicnic?
HowdidtheyfindSylvester?

Modalities:linguistic,spacial
Questions:Who,what,where,when,why?
Whatisthesetting,Whoarethemaincharacters,whathappened?Whatwastheproblem?Howdiditresolve?Howdid
Sylvesterfeel?

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HowdidSylvester'sparentsfeelwhenhewaslost?WhydidSylvesterturnhimselftoastone?
Connectionstochildren:
Beingscared,makingamistake.Iwillknowtheymakeaconnectioniftheyrelateatimewhentheywerelostorafraid.
Objective:Theyhavecompletedtheobjectiveiftheychoosecharactersfromcharactercards,comeupwithatleastone
setting,andfillouttheretellingguide
Summary:Pleaseeraseyourwhiteboardandputyourcharactercardsbackinthebags.Inaminutewewillbereading
ourownbooks.Whileyouarereadingremembertothinkaboutthemaincharacter,wherethebooktakesplace,andthe
problemyourcharacterfaces.
Transition:Everyonemaywalkquietlytothebooknookandpickoutsomethingtoreadindependently.
GroupingStrategies
Pairsforshortsections,wholegroupformostofthelesson.ELstudentspairedwithahigherlevelELstudent.

DifferentiatedInstruction
IwillplacemyELLstudentsinthefrontoftheclass.Iwillpairthemwithintentionwithhigherlevelreader.
ElStudentsmayhavemoretimetocompleteretelling.

Comments

REFLECTIONS
PriortoLesson

Iwillhavethequestionswrittenoutformyselfwiththepagenumbersandmarkedonthebook,sothatIpauseafter
theappropriatepassagesforeachquestion.Iwillhavegiventhestudentsastorymap,andtheywouldbefamiliarwith
theconceptofmainidea,characters,problem,settingandresolution.
IwillknowiftheylearningoutcomeismetiftheycananswerquestionsthatIposeduringthereadingandiftheyare
abletoretellchunksofthestorycorrectly.

PostLesson
Comments

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