Stanley and The Magic Lamp, Prologue – Chapter 1

Standard(s):

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.

RF.2.4. Read with sufficient accuracy and fluency to support comprehension.

A. Read grade-level text with purpose and understanding.
B. Readgrade-leveltextorallywithaccuracy,appropriaterate,andexpression.
C. Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.

Objective: Students will read and discuss narrative text and engage in discussion of key concepts and
vocabulary through the development of predictions and K-W-L charts to demonstrate comprehension at a
level of (3) proficiency based on a 4-point rubric scale.

I. Preparation for Reading

A. Activate/Build Prior Knowledge

Ask students to create a piece of artwork (a drawing) in which they can create their own
genie and magic lamp. Encourage students to use various colors and their creativity to create
their best work. Let students know that these art pieces will be displayed around the
classroom. Once students are done with their art projects encourage them to clean up and get
ready to talk about the book the class will be reading. Develop a discussion in which students
can talk about what they know about genies and magic lamps. Make sure that the students
understand that when it comes to magic there is always good things and bad things that come
with it. Have students share stories about movies they watched or books they have read
where magic can do harm or where magic can do good.

B. Preview Text and Make Predictions

Now preview the reading material with the students by reading a few excerpts from the
Prologue. These two excerpts will introduce the Genie King, the Queen, and Prince Haraz.
After reading the two excerpts, encourage students to make predictions about whether Prince
Haraz is a good genie or a bad genie. Have a few students share their predictions and why
they think Prince Haraz is good or bad. After hearing a few suggestions turn to the class and
and see if they had a similar prediction or one that was totally different. Then encourage the
students to agree upon one prediction that they can continuously go back to throughout the
chapter and the rest of the book.

C. Develop Vocabulary Knowledge and Academic Language

Throughout the chapter and throughout the book there will be some vocabulary words that
may pose a challenge to the students. After discussing predictions about Prince Haraz
students should be introduced to these challenging words so that they will be prepared when
they see the words appear in the chapter and throughout the book. When going over the
words it is important to make sure that the students understand their meanings and their
context as they appear in the story. Challenging vocabulary may include the words: palace,
patience, proposals, discipline, shameful, darning, and trousers.

Academic Language

After reading this chapter the students should be able to explain why Prince Haraz is good or
bad through the evidence provided in the two chapters. The students should also be able to
discuss how they think the King and Queen feel about the Prince.

Function: Vocabulary: Discourse/Syntax:

What is the function we are
performing with language?
What “job” are we doing with
the use of the language to
support comprehension? How
is language helping us in the
process of comprehension?
Consider the following –
 Tier 2 words
 Phrases and/or key words
 Figurative language
What are the
considerations regarding
the structure of language
and/or students ability to
use language to discuss or
write in support of
comprehension?

Tier 2 words: beaks, ladder, Use a K-W-L chart to

will power, climbed support students with
Explain – by locating evidence comprehending why
throughout the story that Terms/phrases: palace, Prince Haraz is a good or
answers purpose setting patience, proposals, bad genie and how the
questions we are able to explain discipline, shameful, King and Queen feel about
the main idea of the book. darning, and trousers. Prince Haraz

D. Set a Purpose for Reading

Encourage students to begin reading the Stanley and The Magic Lamp and remind them that
when it comes to magic there is always good things and bad things that come with it. Ask
them to read to discover if the Prince Haraz is good or bad and how the King and Queen feel
about him.
II. Reading
Encourage students to read on their own based on their reading levels. As students read
encourage them to fill out their K-W-L chart as they wait for the other students to finish up.
During this time, the teacher will be observing the room making sure students are on track.
The teacher will also be meeting with a group of students who may be on lower reading
levels and will help them through the story while the other students are working.

III. Responding
A. Revisit Purpose Setting Question

Students are requested to pause from reading and asked to revisit the purpose setting
question. Students are asked to find evidence throughout the chapter to help explain why
Prince Haraz is good or bad. Students are also encouraged to think about how the King and
Queen may feel about the Prince and why they might feel that way. Students are also asked
to revisit their predictions to see how accurate they are so far.

B. Clarify Concepts and Vocabulary

Students are asked to look at the chapter to see that with magic comes good things and bad
things. Students are also asked to look at the challenging vocabulary words, asked to locate
them in the book, and then asked to create a definition based on how the word was used in
the book. The students will then be encouraged to share their definitions with the class and
the teacher and the class will suggest ways to improve the definition.

C. Supporting Comprehension

Students will be encouraged to fill out a K-W-L chart in which they will determine the things
they already know, what they want to find out, and what they have learned after reading the
chapter. Students should be able to pick out the most important ideas and concepts that exist
in the book. This should include how the King and Queen feel about Prince Haraz, where
Stanley found the lamp, and more.

D. Additional Resources

Students will be encouraged to research about genies and how their magic can affect people.
They will be asked the common rules when it comes to genies and magic and how it was
introduced in our story. Students will also be asked to see how Prince Haraz compares to
other genies in other stories, movies, and TV shows.

E. Additional Purpose Setting Questions

Encourage students to keep reading until they reach each purpose setting question and pause
for discussion. Purpose setting questions can include: Where did Stanley find the lamp? How
long was Prince Haraz trapped in the lamp? Who does Prince Haraz say are the good and bad
genies? What is Stanley told not to wish for and why?

IV. Exploring
A. Literacy Skill/Re-Read

Fluency is a great literary skill that can be taught here. The book is written in a
conversational tone that makes the reading relatable and easy to read. A great way to improve
fluency is to focus on one aspect of fluency at a time. For this lesson students will be
working on phrasing to improve their skills. One phrasing strategy that students can work on
is pausing with punctuation. For this, the teacher will pick out some sentences from the
chapter that the students can work with. The teacher will provide the student with a sample
phrase along with the correct punctuation with a guide. The students will then be given
various sentences in which they will be asked to insert the punctuation they think belongs in
the sentence and where the think it belongs. When all the students have written down their
answers they students will be encouraged to share their answers.

V. Integrated Thematic Task

Engage students to explore how everything can have its pros and cons. Guide students in
researching how one choice can change things. Have students pick one thing they would be if
nothing could hold them back. Then have the students create a poster about it. Encourage
students to be creative and use plenty of color so that it could be hung up around the room.
Once students have created their poster have them write a brief paragraph about why they
chose that particular job and what may be the possible pros and cons of choosing to be what
they want to be. Take the brief paragraphs of the students and compile them into one book
with their pictures. This book can be displayed in the classroom. Students can look back on
this book at the end of the year or years from now to see how their aspirations have changed.