1. Topic-
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Horrible Harry in Room 2B
(2 day lesson plan) |
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2. Content-
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Vocabulary: revenge, invade, doom, salute, slithered, triple
New words this week: role, aisle
Comprehension: Chapter 3
Skill Focus: Character Analysis; Sequencing; Making Predictions
Fluency Check
Phonics: Word Study using Frye word lists |
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3. Goals: Aims/Outcomes-
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1. RL.4.1 Key Ideas and Details (Inference)
2. RL.4.3 Key Ideas and Details (Comprehension-Story Elements)
3. RL.4.4 Craft and Structure (Vocabulary) |
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4. Objectives-
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1.Students will Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the
text.
2.Students will Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the text (e.g., a
character's thoughts, words, or actions).
3.Students will Determine the meaning of words and phrases as they
are used in a text, including those
that allude to significant characters found in mythology (e.g., Herculean). |
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5. Materials and Aids-
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-Student copies of Horrible Harry in Room 2B
-Student packets
-Individual student word cards for drill and practice
-I have, Who has game cards
-White boards, erasers, markers
-Fluency check sheets |
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6. Procedures/Methods-
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A. Introduction-
Day 1:
1.Review Vocabulary from last week. *Play I have, Who Has? (5mins)
2. Introduce new vocab words for the week: role, aisle. Say it, write
it on the whiteboard, spell it (whole group, outloud), discuss what
it means, use in a sentence.(10 mins) |
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B. Development-
1.Guided Reading: Chapter 3 we left off pg. 32
2.Stopping often to check for comprehension
3.Model correct way to pronounce missed words, have student go back
and re-read the sentence with the correct word. (15mins) |
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C. Practice-
1. Allow students to silent read while you pull them for a 1 minute
timed fluency check. Have the students read the fluency check paper
and mark their words correct per minute. Please write down the words
they missed and tell them the corrected words upon completion of the
check.
Day 2:
1.Students are to re-read Chapter 3 with a partner. Have them pair
up and sit on the floor away from each other.
2.Pull students one at a time to drill/practice frye word cards. Also,
while you have them one on one, re-do the fluency check from Day 1.
Show the student their progress.
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D. Independent Practice-
1.Students are to complete the comprehension questions for Chapter
3 Independently
2.While students are working on comprehension questions, continue
to pull students one at a time to do drill/ practice and timed fluency
checks. |
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E. Accommodations (Differentiated Instruction)-
1.Provide visual cues by writing information on the board as well
as stating the information outloud.
2.Student drill/ practice cards are individualized by student.
3.Group students high to low so that students can help each other
during partner reading. |
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F. Checking for understanding-
After all Chapter 3 work has been completed review and check the
comprehension questions as a group. Write the correct answers on the
board
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G. Closure-
Students will continue with Chapter 4
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7. Evaluation-
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1.Student should show improvement on fluency check as well as drill/
practice cards
2.Students will be evaluated with a Vocabulary/Comprehension test
at the end of the book. Students will show mastery of skills by completing
Character Analysis Activity, Sequencing Activity, and a Book Report.
Students will also take an AR test. |
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