Name: Tiffany Cochran                                          Date: November 24, 2003

School: John Will Elementary                               Grade Level: Fifth Grade

Teaching Strategy: Group                                      Time Require: 30 minutes

 

Guided Reading

 

I.               Concepts: Realistic Fiction

 

II.              Behavioral Objectives: Upon completing this activity the students will be able to:

 

a.    Analyze words in a story

b.    Draw conclusions from pictures

c.     Make inferences about the text based on prior knowledge and text information

d.    Identify the main problem in the plot and explain how itÕs resolved

 

III.            Alabama Course of Study: (5) Interpret passage in print material.

 

IV.            Materials:

a.    Fast Track Reading, Twisters and Drenchers, Flash Flood, by Miriam Melchoir, and illustrated by Elena Petrov

b.    Fast Track Reading, Comprehension, Teacher Guide, Level Five

c.     Marker Board, and Marker

 

V.             Teaching Procedures:

a.    Motivation:

                                                     i.     Ask the students what they know about floods and if they have ever experienced a flood.

 

b.    Instructional Procedures:

                                                     i.     Tell the students the title of the story that they will be reading, Flash Flood and is by Miriam Melchoir.

                                                      ii.     Ask the students by the name of the title if they know what the story is going to be about. The students should respond that they think the story is going to be about floods.

                                                        iii.     Take a book walk with the students, using just your book. You may want to wait to pass out the books to the students after doing the book walk. Ask students questions while doing the book walk. Ask students, ÒBy looking at these pictures, what do you think is going to happen in this story?Ó Get students feedback about what is going to happen in the story. Tell the students to look at the illustrations on the first two pages and ask them to look at the characters faces and have them explain the mood of the characters.

                                                       iv.     Ask the students what they think the theme of the story is going to be. Go over the theme with the students.

Write some of the unfamiliar vocabulary words on the marker board and ask the students if they know what they mean. The unfamiliar vocabulary words in this story would be dike, and drown. Ask the students, ÒWhy might a word like dike be in a story about a flash flood?Ó

                                                      v.     Tell the students that they will now read the story and analyze the characters.

                                                       vi.     Have a student read to the first track symbol and then ask them these questions:

1.    What is the setting?

2.    Who are the characters introduced in this section?

3.    What do we know about them so far?

4.    Can we identify a conflict or problem in the story yet?

5.    What inferences can you make about the relationship between the two brothers?

                                                         vii.     Tell the students that you will read the next section together. Call on different students to read and read until the next track symbol. When you get to the track symbol ask the students, ÒWhat is happening in the story? What motive is driving the actions of the mother? What motive is driving Aunt Mayra? What is the conflict between Mama and Aunt Mayra? How do you think that conflict between them will affect the plot as the story goes on?Ó

                                                          viii.     Have students continue to read the story to the next track symbol silently to themselves. When they get to that next track symbol ask the students some questions. Ask them, ÒWould you have done the same thing that Pepe did to save his aunt? Was that a brave thing that Pepe did?Ó

                                                       ix.     Read along with the students until the next track symbol by calling on different students to read. Ask the students, ÒWhere do you think the mother is now?Ó

                                                      x.     Continue reading the rest of the story aloud by calling on different students to read. Read until the end of the story. At the end of the story ask them some closing questions. Ask them:

1.    How would the story have been different if Aunt Mayra had not been so concerned about her possessions and more concerned about saving herself and the children?

2.    Would the story have been as interesting?

3.    How are character differences and character conflict a good thing in a story?

4.    How were the inferences you made about the characters influenced by prior experience?

c.     Closure:

                                                     i.     Ask the students what the story was about.

                                                      ii.     Ask them if flash floods are very dangerous or not and what affects they can have.

 

VI.            Evaluation:

a.    Teacher observation

 

VII.          Professional Reflection:

a.    I enjoyed doing this guided reading lesson. Today was my first day to work with this certain group. For the past few weeks I have been working with my group, which is the highest group. I only had three students today because one student was absent. They answered questions and stayed on task. I think it really well.