1. Topic-
Book Summary
All About Chocolate is an informational book that is sure to make the reader's mouth water. Interesting facts about the history of chocolate, where and how cacao trees are grown, and the steps taken to make chocolate into candy are included. A "chocolate" timeline and consumption chart by country provide additional details
2. Content-

Content words: cacao, conching, consume, fermentation, ingredients, machete, mills, mole, plantations
3. Objectives-
Use the reading strategy of making connections to prior knowledge to understand text
Sequence events
Identify simple and complete subjects and predicates
Make and confirm or revise predictions about the meanings of content vocabulary
4. Materials and Aids-

Book -- All About Chocolate (copy for each student)
Chalkboard or dry erase board
Sequence events, subjects and predicates, content vocabulary worksheets
Discussion cards
5. Procedures/Methods-

A. Development-

Before Reading

Build Background

Involve students in a discussion about their favorite types of candy. If necessary, suggest chocolate bars as one of your favorites. Make a survey chart on the board and write the five most popular types of candy named by students. Ask for a show of hands to determine which type students like best. Tally the numbers and share the results with the group.
Give students the content vocabulary worksheet. Explain that they are to write what they know or think each word means. Tell them that after they have finished the book, they will make a check mark if their definition was correct or write the new definition they learned from reading the book.
Preview the Book

Introduce the Book

Give students their copy of the book. Guide them to the front and back covers and read the title. Have students discuss what they see on the covers. Encourage them to offer ideas as to what type of book it is (genre, text type, fiction or nonfiction, and so on) and what it might be about.
Show students the title page. Discuss the information on the page (title of book, author's name).
Introduce the Reading Strategy: Connect to prior knowledge

Explain to students that having some prior knowledge of the topic they are going to read about, and making a connection with what they know while they are reading, helps them understand and remember the information in the book.
Model how to use prior knowledge as you preview the book.
Think-aloud: On the cover is a picture of a strawberry dipped in chocolate. I have never had chocolate-covered strawberries, but I do remember that my cousin used to make fudge for us on Saturday afternoons. Sometimes it was so soupy that we had to eat it with spoons. We didn't care, though. It was always good.
Review with students the table of contents. Model using it as a way to make connections to prior knowledge. For example, say: The third section of the book, "Preparing the Beans" must mean that beans have something to do with chocolate. I have seen chocolate beans in health food stores, but they were called cacao beans. I've never really thought about where chocolate comes from. It looks as though I'll find out in this book.
Have students preview the rest of the book, looking at photos, captions, and illustrations. Point out the timeline on page 19, the consumer chart on page 21, and the recipe on page 22.
Show students the glossary and index, and explain the purpose of each.
As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.
Introduce the Comprehension Skill: Sequence events

Review or explain that many writers present the events, or steps in a process, in a book in the order in which they happen to help readers understand the text. Writers often use sequence words to help readers identify the order of events. Give students examples of signal words (today, first, next, then, and so on). Explain that thinking about the sequence in which things are done, especially in a fact-filled book like All About Chocolate, will help them remember the important points.

Model using sequencing words to describe the process of making a peanut butter and jelly sandwich.

Think-aloud: I know that when I make a peanut butter and jelly sandwich, the first thing I do is gather all of the items needed to make a sandwich. I get two slices of bread, a knife, the jar of peanut butter, the jar of jelly, and a plate. Next, I spread the peanut butter on one slice of bread. Then, I spread the jelly on the other slice of bread. After that, I put the slices together, put the sandwich on a plate, and cut it in half. Last, I put everything away and eat my sandwich.

Ask students to share the steps they take to make a favorite snack. Remind them that many foods need to be made with the supervision of an adult.

Introduce the Vocabulary

Remind students of the strategies they can use to work out words they don't know. For example, they can use what they know about letter and sound correspondence to figure out the word. They can look for base words prefixes, and suffixes. They can use the context to work out meanings of unfamiliar words.
Have students turn to page 5 to find the bold word cacao. Review or explain that the syllables written inside the parentheses tell how to pronounce the word that comes before them.
Model how to apply word-attack strategies. Direct students to the bold word fermentation on page 10. Model how they can use context clues to figure out the meaning of the unfamiliar word. Explain that the sentence containing the unfamiliar word tells that fermentation is a type of process that changes the chocolate beans on the inside. Tell students that sometimes a context clue provides enough information for a sentence or paragraph to make sense, but not enough to fully understand the word. Model looking up the word in the dictionary for a more complete definition (a chemical process that changes one organic substance to another). Have students follow along as you reread the sentence on the page with the dictionary meaning of the word.

Remind students to always check whether a word makes sense by rereading the sentence in which it occurs.
As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

Set the Purpose

Have students think about what they already know about chocolate as they read the book.

During Reading

Student Reading

Guide the reading: Have students read to the end of page 11. As they read, remind them to look for information that they already know something about. Encourage those who finish early to go back and reread the text.
When students have finished reading, have them go back and underline parts of the text that they already had knowledge of before reading.

Model the reading strategy of connecting to prior knowledge.
Think-aloud: When I read that chocolate grows on a tree called the cacao tree, it made me think of other foods that grow on trees. I know that many types of fruits, like apples, bananas, and oranges, grow on trees. There are also trees that grow various types of nuts. All of these foods taste pretty good when they are picked off the tree. This makes me wonder if the beans in the pods that grow on the cacao tree taste good, too.
Have students share something they underlined and explain how the underlined text helped them better understand what they read.
Have students reread page 8. Ask a volunteer to tell the first step in the process of preparing the beans (taking ripe pods from the cacao trees).
Introduce and explain the sequence events worksheet. Have students order the remainder of the steps for pages 8 through 11.

B. Independent Practice-

Vocabulary Sheet

C. Accommodations (Differentiated Instruction)-

Reading Group of 4. Student desks and chairs.

D. Checking for understanding-

Check for understanding: Have students read pages 12 through 14. As they read, remind them to think about of what they already know about chocolate and how this information helps them to better understand and connect to the information in the book. Have students underline sections of the text that connect to their prior knowledge. Invite students to share the information they underlined and give explanations as to how their prior knowledge helped them understand what they read.

Have students reread page 12. Ask a volunteer to tell the next step in the process of making chocolate. Have students find this information on the sequence events worksheet. Have students complete the worksheet. Ask for volunteers to give the order of steps in the chocolate-making process.
Have students read the remainder of the book. Remind them think about what they already know as they read.
Have students make a question mark in their book beside any word they do not understand or cannot pronounce. Encourage them to use the strategies they have learned to read each word and figure out its meaning.

E. Closure-

Discuss what we will be concentrating on next week. Discuss/conference with each individual student on today's observations.

This Lesson Plan is available at (www.teacherjet.com)