Paige Petty Date: 10/27/10
School: Delta Elementary School Grade: 5th
Teaching Strategy: Read Aloud Time Required: 30 min
I. Subject/Content Area:
Reading/Language Arts
II. Course of Study:
Reading/Language Arts Standard 2005
1.) Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words.
4.) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
III. Concepts:
· awoke- wake from sleep (synonyms-awake, get up, rise) (antonyms- sleep, nap)
· gesturing- movement of a part of the body to express or emphasize ideas or emotions (synonyms- flag, signal, wave, indicate, act out) (antonym- speak)
· clutching- grasp or seize tightly (synonyms- catch, cling, snatch, clasp) (antonyms- unfastened, let go, release)
· coils- curl around (synonyms- loops, twist, wrap around, turn, spiral) (antonyms-line, straight)
· slumbering- to sleep (synonyms- asleep, dozing, at rest, snooze) (antonyms- alive, awake, lively)
IV. Behavioral Objectives: TSWBAT
· Comprehend the meaning of the story.
· Make predictions before, during, and after reading.
· Identify the meaning of the vocabulary words by using their context clues.
· Name synonyms and/or antonyms of the vocabulary words.
V. Evaluation:
Teacher observation of the students participation, ability to make predictions before, during, and after reading, ability to identify the meaning of the vocabulary words, and name a few synonyms and/or antonyms for the vocabulary words.
VI. Materials:
· The book “The Widow’s Broom” by Chris Van Allsburg
· Prediction Strategy Sheet
· Pencil/Pen
· Nutter Butters
· Hershey Chocolate
· M&M’s
· Green Icing
VII. Teaching/Learning Procedures:
A. Motivation:
· Ask students to raise their hands if they like Halloween.
· Allow some students to respond why or why not. Also allow them to tell what they are dressing up as if they are.
· Then ask students if they can tell me if they have ever made a prediction before. For example, about the weather, how a movie will end, what a book is about or how it will end.
B. Instructional Procedures:
· The teacher will tell the students that today we are going to read “The Widow’s Broom” and make predictions on what we think will happen.
· Distribute the prediction strategy to each student and explain that they are to listen to the story and I will tell them when to write their predictions.
· Show the book cover to the students.
· Tell the students the title and author.
· Ask students what they think the story is about and tell students to write their prediction on the worksheet. They are to write what they think will happen and clues from the story that helped make this prediction. Allow a few to respond.
· Begin reading the book.
· Stop on page 3 and tell students to write their prediction on the worksheet. Allow a few to respond.
· Stop on page 5 and ask students if they know what “awoke” means and then give a synonym and/or antonym for it. Allow a few to share.
· Stop on page 7 and ask students if they know what “gesturing” means and then give a synonym and/or antonym for it. Allow a few to share.
· Stop on page 13 and ask students if they know what “clutching” means and then to give me a synonym and/or antonym for it. Allow a few to respond.
· Stop on page 18 and tell students to write their prediction on the worksheet. Allow a few to respond.
· Stop on page 21 and ask students if they know what “coils” means and then to give me a synonym and/or antonym for it. Allow a few to respond. Tell students to write their prediction on the worksheet. Allow a few to respond.
· Stop on page 24 and ask students if they know what “slumbering” means and then to give me a synonym and/or antonym for it. Allow a few to respond.
· After reading the story, ask students what they think happened after the story ended. Allow a few to respond.
· Give students time to complete the last section of the prediction sheet (if the students prediction was right).
· When students are finished allow them to share their predictions they had before, during, and after.
C. Closure:
· Ask students what they liked about the story.
· Ask students to name some of the vocabulary words, their definitions, and synonyms and/or antonyms of the words.
· Distribute the bags filled with nutter butters, Hershey chocolate, and M&M’s. Tell students that we are going to make an edible witch. Pass around the green icing which will act as the glue that holds the Hershey chocolate hat and M&M eyes and mouth to the nutter butter. Allow students to show their creation and then enjoy them!
VIII. Supplemental Activities:
· Early Finishers- students will be asked/allowed to start on homework or read their AR book.
· An enrichment- allow students to go to the Library to find other books about Halloween.
· Remediation would occur during the actual activities to assure the student is on track with the class.
Professional Reflection:
The lesson went very well. They really enjoyed the activity at the end. The objectives were met. They had very great ideas for their predictions. The synonyms and antonyms they came up with were perfect. The students were engaged and on task at all times. They liked sharing their predictions a lot. They thought of some I would not have thought of. If I had to change anything I would ask students to write a different ending including some of the vocabulary words or synonyms that we discussed. Overall, the lesson went terrifically and I would love to teach this lesson again.
Name:____________________ Date:____________________
Predict and Infer
Choose specific events from the story and predict what you think will happen next. Use the words to give you clues as to what might happen. Then, write what really happened in the story to see if you were correct.
Title:____________________________
Event | What I Think Will Happen | Clues From The Story | What Really Happened |
