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Guided Reading Lesson Plan: Using Force & Motion

Book:
Phelan, G. (2003) Physical Science: Using Force and Motion. Washington, D.C.: National
Geographic.
Materials:
Using Force and Motion
Chart Paper
Cause & Effect Chart
Writing & Coloring Utensils
Standards/Goals:
CLL (Guided Reading):
Search for information in graphics (simple diagrams, illustrations with labels, maps, charts,
captions under pictures)
Understand when a writer has used underlying organizational structures (description,
compare/contrast, temporal sequence, problem/solution, cause/effect)
Common Core:
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
Objectives:
After reading and discussing Using Force and Motion, 5th grade students will be able to:
Accurately define cause and effect.
Provide at least one example of cause and effect from the text.
Identify and articulate the importance of at least two text features used in the book.

Introduction:

Briefly walk through the entire text pause to allow plenty of time for comments,
questions, and connections

What do you know about forces and motion?


o Pre-teach vocabulary if students do not show a general understanding
Forces pushes and pulls; causes an object to experience a change
Motion movement of an object; an objects motion changes when a
force is applied

Have students look for range of text features. Specifically:


o Table of Contents What can we learn from the table of contents? How is it
going to help us as we read? What about the index?
o Page 5
Whose voice is in this text? How can you tell? (Expository text, even
though the pictures and story aspect initially lead you to believe
otherwise).

Why is the word forces bolded? Where else, besides in the text, can we
find the definition of words we are unfamiliar with? Allow students
time to flip back to the glossary and understand its purpose.

o Pages 7 10 - Skim
What words stand out to you on the page? Headings can help us
understand what we are going to be reading about. Sometimes the
headings remind us of something and then we can use our background
knowledge to help us read. Draw students attention to the heading on
page 8. Are they familiar with the saying, What Goes Up?. Ive heard
that phrase before so based on what I know, I think that this section is
going to be about why things come down if you throw them in the air.

There are pictures on every page in Chapter 1. Why do you think the
author chose to do this? How can these help us understand the text?
The captions help us to understand the picture and relate it back to the
content of the text. In this book, the pictures are things that are familiar
to me as a reader so they help to make it more personal, meaningful,
and interesting.

o Page 19
What do you notice about this page that is unique? What does the
sidebar do? Why do you think the author chose to include it?
o Think-Aloud
Please turn to page 10 and follow along as I read the first paragraph.
The author tells me that friction acts on the ball so it slows down and
stops. I know that the ball doesnt just stop so it makes sense that a force
called friction is causing it to stop. In this example, friction is the cause
(something that makes something else happen) and the ball stopping
is the effect (what happens as a result of the cause). Teacher will fill

example in on chart paper. As you read today, I want you to pay special
attention to the cause and effects the author uses in the text.
Reading Plan:
Have the students finish reading Chapter 1 Action and Reaction, pages 13-19.
While students are reading they should note the authors use of cause and effect and
fill in their chart as was modeled for them. Encourage them to use visuals if they
help with their understanding.
As students are reading silently, check in with each to student to listen and check for
comprehension. Also note how they are filling out their charts and scaffold where
needed.
Discussion Points:
What was interesting? What was new that you learned? What did you already know,
but now understand better?
What helped you to understand as you were reading?
Processing Strategy:
Text Structure Cause and Effect
Text Features Pictures, captions, graphics, sidebar, glossary
Revisit the cause and effect charts they created continue filling in the chart on
chart paper
o Allow students time to turn and talk to their partner and then give each
student an opportunity to share one or two examples depending on time.
o How does the use of cause and effect help a reader?
o How does the use of visuals help student understanding?
Extension:
Have students create a visual representation of each of Newtons three laws of
motion.
o An object at rest will stay at rest unless a force acts on it.
o The more mass an object has, the more force is needed to change its motion.
o For every action there is an equal and opposite reactions.
Since Newtons Laws are based on cause/effect, the students can use the text and
their cause and effect chart to help extend their understanding of cause and effect.
If time, students will share their representations with the rest of the group and
discuss how many different ways there are to demonstrate their understanding.

Word Work:
Create a picture word wall. Allow each student to choose 2-3 words that they were
unfamiliar with prior to reading the text. Have them refer to the Glossary on page 31
for assistance.
Students will create a visual representation of the words they have chosen to help
with their understanding. For example, for the word inertia students could draw a

soccer ball. The ball has inertia, because it is not going to move until it is kicked,
headed, etc.
These visual representations will then be posted on the wall so students can refer to
them and continue to develop an understanding. If needed, students can make
traveling word walls in a folder so they can take the words home with them.

Assessment:

Students will be assessed based on the discussion had within the reading group. The
following checklist will be used to assess students throughout the lesson. The
assessment will primarily be used to direct further instruction.
______ Student accurately identified two or more text features.
______ Student explained why the text features are helpful while reading.
______ Student correctly defined cause and effect.
______ Student pointed out one or more cause and effect examples in the text.
______ Student actively participated in the discussion about the text.

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