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Guided Reading Lesson Plan Format

Your Name: Jessi Towne


School: Whittier Elementary

Date of Lesson: November 24, 2015


Grade Level: 5th

Master Teacher: Robyn Franz


Title of Text Used for This Assignment: Natures Fury
Lesson was reviewed with MT (X) not completely
1. CCSS:
RL.5.2 Determine the theme of a story, drama, or poem from details
in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarizes the text.
2. Objectives: After reading the story, students will be able to identify 3
ways the character responds to various challenges.
3. Tools/Resources/Supplies:
Natures Fury book
Pencils/pens
Lined paper for the kids to be able to write their 3 details from the
story about how the character overcame challenges
4. Summary: In this lesson, I will have the students read silently while I am
working with one of the students in the group for a few minutes. I will
have them all waterfall read to start reading because I do not want them
all to be reading at the same spot. The student I am working with one-onone will be reading aloud to me. I will be asking the student I am working
with to read to me aloud and then I will be watching and helping the
student while they are writing 3 details about the challenges the
character faced in the story.
5. Procedures [TPEs 2, 3, 5, 6, 11]
A. Step 1: Prereading
The purpose of the guided reading lesson is for the students to become more
fluent readers and understand what they are reading. I want them to be able to
comprehend the story well enough to give me detailed descriptions of the events
in the story. The questions I will ask about the the title and cover of the book are
What do you think the word fury means in the title? What are some types of
weather that you can think of? What do you think this story is going to be
about? I will make sure to find the words within the story that the students may
not understand, and I will go through the words with them on a whiteboard.

B. Step 2: Read the Text


The students will read aloud softly to themselves while I work directly with
another student. The student I am working with will be reading directly to me and
the rest of the students will read aloud softly to themselves. We will be reading
through the first 2 short chapters of the first section of the book. I will have the
students in the group start waterfall reading the book so that they all start reading
the same text at different times. When I am working with each student
individually, I will be asking them questions that verify they are understanding the
story. What would happen if Aunt Luelle did not drive away? If the hurricane took
Rylee and Chomper out in the storm, what might have happened next? What did
the bad hurricane storm make you think of? What did you like best/least about the
book?
C. Step 3: Respond to the Text (based on objective/s)
When I am working one-on-one with a student, I will ask him/her questions in
order for them to answer and discuss how the character in the story, Rylee
responded to various challenges in the story. I will encourage the students to
describe reactions, opinions, and related experiences for them to make text-to-self
observations. I will analyze the students use of reading strategies. The questions I
will ask them are: Why do you think Rylee was left all alone during the
hurricane? What did she do to keep herself and Chomper safe? What were some
of the challenges she faced during the hurricane?
D. Step 4: Explore/Revisit the Text
I will allow 10 minutes for the students to be able to reread the text to help build
their fluency and to help them to better comprehend what the story was about. For
those students that need the extra opportunity to finish the 3 details from the
chapters about how the main character responded to various challenges in the
story.
E. Step 5: Application
The students would be able to use the strategies we went through in the guided
reading lesson to be able to help them with reading and fully comprehending the
text and the main ideas in the story.

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