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Christina Eugene ELD 308 Lesson Plan Set 2 Lesson Plan: Interactive Read-Aloud Grade: 3 Time: 15 minutes Standard: SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Objectives: Students will listen as the teacher reads aloud stopping to point out facts. Materials: First Kids by Beth Sycamore

Lesson Sequence: Before Reading: Boys and girls, we are now in a time where presidential candidates are campaigning to run for president. Campaigning simply means going from state to state to convince us you are the perfect person to be the next president. Can anyone tell me when adults will vote for the next president? Student response: November. Yes, the first Tuesday of November. Up until November, voters will pay very close attention to what these men or women plan to do for the United States. Who will these candidates run against in November? Student response: president Obama. That is correct. President Obama is preparing for reelection as we speak. All eyes are on him. We pay so much attention to our president that we sometimes forget the people who are most important to him. Can anyone guess who that might be? Various student responses. Those are all important people, but I was thinking of the first kids: his daughters Shasha and Malia. Today, we will be reading First Kids by Beth Sycamore. This book gives us exclusive details of the lifestyles of first kids from the past. By what Ive told you so far, and looking at the cover of this book, what type of book do you think this will be? Student response: nonfiction Why will it be a nonfiction book? Student response: facts, real people, places, events etc Exactly! Nonfiction books provide us with facts the author wants us to know more about. As I read we will pay close attention to the new facts brought to us through this book.

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During Reading: What is the first families address? Student answers: 1600 Pennsylvania avenue, Washington, D.C Where can the first kids go to school? Possible answers: private school, home schooled in white house etc What are some facts that you heard about the president working at home? Possible answers: he works in the oval office; his kids might come disturb him. Kids will meet important men and women. After Reading: I dont know about you all but I feel so much closer to the first kids because of everything I learned about them. Im sure you learned a lot about them too. Beth Sycamore did her best to include the most important facts about first kids so that we can know more about them. Since we learned so much, I now need you to turn to your neighbor and share two facts that you remember. Pick on four students to share with class examples of facts. Assessment I will know students are successful if they are able to discuss examples of facts from the story.

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Reading Mini-lesson Grade 3 Time 20 minutes Standard: RLI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Objective: By the end of this lesson students will comprehend an authors purpose for using a table of contents. Students will also be able to make inferences and predict what a chapter will be about by using the table of contents in a non fictional book. Materials: First Kids by Beth Sycamore Penguins on Parade by Kay Winters Chart labeled table of contents Chart labeled Penguins on Parade. Table of content Worksheet (25 copies) Independent reading Non fiction book

Lesson Sequence 1. Lesson introduction/Anticipatory Set (Engagement) Boys and girls do you remember yesterday when I read to you First Kids by Beth Sycamore? Does anyone remember what we focused on when we read her book? Student answers: facts about first kids Yes, that is exactly right! Now can one person remind me of a fact they learned? Student answers First family lives at 1600 Pennsylvania Avenue Washington D.C. Wonderful memory! Yesterday when we read, the facts were organized into chapters. These chapters were titled and placed in the table of contents for the readers.

2. State objective and purpose Today, you are going to learn the importance of a table of contents. We will work together as a group to predict what will happen in a new story by questioning the table of contents. You will then be able to predict what will happen in your own independent non fiction book. By the time we are finished,

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you will be able to predict what will happen in any chapter book by simply using the table of contents 3. Teach and Model Yesterday we read First Kids where the first chapter was titled A very famous address. What was this chapter about? Record Student answers on chalkboard: where the president lives, who lived in the house, etc Very nice memory. Now the third chapter was titled When Dad works at home. What was this chapter about? Students response: oval office, famous people etc. Alright. Now from your answers what can you tell me about the title of any chapter? Student response: title tells you what the chapter will be about. Exactly. You were also able to remember the facts by thinking of the titles. Now these chapter titles are listed as the table of contents for several reasons. Have chart ready labeled table of contents. Why is it important that we have a table of contents? Record Student responses: for reference, to tell us where things are. Those are all good answers. I also think that if we need to find information right away we can look to the table of contents. Authors realize that is very important their readers are able to find the information they need quickly if need be. If we would like to know the facts that will be discussed in the book, the table of contents gives us hints. One thing that was not mentioned was to predict what the chapter will be about. As I said, titles are hints to what might be discussed in the chapters. So why not take a guess to what will be in our chapters? Dont forget boys and girls, being able to make predictions are signs of an effective reader. 4. Guided Practice Have Penguins on Parade ready with chart labeled Penguins on Parade. The first chapter of this book is titled Introduction. With out reading the book or looking at any pictures, I think the introduction will be about introducing different types of penguins that I will learn about in the book. Boys and girls before I allow you to help me I must tell you that the best way for this to work is to make a prediction, then ask two questions that you hope to be answered in that chapter. My two questions are What exactly is a penguin? And, Where do they live? Now you can help me. Read three more chapter titles (one at a time) Allow students to predict and create two questions.

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Record answers on chart paper. 5. Independent practice Thank you so much for your help. I am excited to read the book to find out which of our questions were answered and which predictions came true. Since we have so much experience making predictions and questioning I need you to go back to your seats and take out a non fiction independent chapter book of your choice. You will use this worksheet (Table of Contents) to record your one prediction and two questions on chapters you have not read yet. 6. Closure What kinds of predictions did you make? Allow for class discussion. How will these predictions help your reading? Allow for class discussion. 7. Assessment I will know this lesson was successful if students can comprehend an authors purpose for using a table of contents. It is also successful if students can make inferences and predictions by using the table of contents in a non fictional book.

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Lesson Plan: Writing Mini-lesson Features of Non Fiction: Table of Contents Grade 3 Time 20 minutes Standard: W.3.3.a Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally Objective: By the end of this lesson, students will have created their own table of contents for a previously written narrative that will one day become a story. Materials: First Kids by Beth Sycamore (mentor text) Chart paper labeled Organized thoughts Students previously written winter narrative Writing Journals Lesson Sequence 1. Lesson introduction/Objective and purpose Earlier today you did a wonderful job making predictions about chapters by using the table of contents. You also shared with me amazing examples of predictions you made in your independent reading books. The table of contents really did help us. Well now it is your turn to create your own table of contents. Last week you wrote on your own a narrative that described a winter setting. I soon realized that those narratives were the beginnings of genius stories. Today I would like for you to elaborate on those stories but we will only organize our thoughts for now. We mentioned earlier that a table of contents is the authors way of sharing what the book includes. Our table of contents will also share with our readers what our story will have in store for them. By the end of this lesson you will be able to organize your thoughts into a table of contents so that one day you can return and elaborate on your narrative. 2. Teach and Model Have chart ready labeled Organized Thoughts Have own sample ready of previously written autumn nights

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My narrative from last week talks about a walk I decided to take one autumn night that went completely wrong. Just like your stories Im sure I can write a lot more on this subject, even I begin to make it up. As you can see, I ended my narrative by saying what a walk this has turned into. I was thinking of going further by making things get a lot worse. Write my plans of tripping into a puddle, getting lost in the woods, thunder and lightening...etc If I were to write about these events in my next chapter then I would title it A turn for the worse Boys and girls do you see how I had to think of what I would talk about before I could even title my unwritten chapter. I had to plan what it could possibly be about. I wont be able to write my story right now but by creating a table of contents I can go back and write something with these plans and titles. Do two more examples of possible plans and chapter titles. Boys and girls by me planning out my table of contents I am actually organizing my thoughts. When else do we need to organize our thoughts? Student response: when writing an essay, narrative etc. Exactly. Dont let the thought of a table of contents mess you up. This is just another way of organizing your thoughts for your future writing. Guided Practice Now, following the model I just provided, I need you to return to your seats and take out your writing journal. Instruct students to expand on their narratives they began last week by creating their own table of contents. Independent practice At this point, students should be mapping out and listing a table of content to expand their narrative. Closure Would any one like to share an example or two from their table of contents? Allow class to make predictions from examples of chapter titles. How will your table of contents help you in the future? Boys and girls, you should be very proud of yourself because one day you will be able to turn back to your table of contents you created on your own and make a fabulous story. Who knows you might even be able to publish it! Assessment I know this lesson was a success if students were able to create their own table of contents.