Jason Resnick February 15, 2013 Lesson Plan: Interactive Read Aloud Lesson Grade: 5 Time: 45 minutes

Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Objective: Students will listen as the teacher reads aloud. The teacher will also stop to allow the students to make predictions, connections, and wonderings. Materials: Thank you Mr. Falker by Patricia Polacco Chart Paper Lesson Sequence Before Reading: o Today boys and girls I am going to read one of my favorite books to you. The book is titled Thank you, Mr. Falker by Patricia Polacco. Has anybody read any books by Patricia Polacco? For those of you who have read books by Patricia Polacco, her books are good arent they? For those of you who havent read books yet by her, I think you will really enjoy this book. Two years ago, Patricia Polacco came to my sisters school and read, told stories and autographed books for the children. My sister, like all of you, is currently in 5th grade. o Before I show them the book cover, I will ask them, Has anybody ever really wanted to learn something new, thought they would be able to learn it without any problems, and it was harder than they expected to learn it? If so, what did you do? Did you keep at it to learn the task, did you have someone help you? o Before I read the book, "I want all of you to look at the cover, can anyone make a prediction about what you think will happen in the book? Where do you think, this book takes place? Who do you think Mr. Falker is? Why do you think the girl on the cover is thanking Mr. Falker? When the child gives a prediction ask, Why do you think that? I will write the predictions on the chart paper, and we will discuss the prediction. o Very interesting predictions, I am now going to read the book to you. As I read I want you to determine if the predictions you gave me are still what you think is going to happen. If we find that a prediction, you made isnt what you think is now going to happen, then we will change the prediction. As I read the book, I also want you to think if this story is similar at all to anything that has occurred in your lives, as we discussed before I showed you the book cover? During Reading

o Stop reading occasionally and allow students time to confirm or change their predictions. o There are no page numbers throughout this book, so I have included below the first few words from the top of the page that I am going to ask the questions from, and I also placed a numbered post-it in the book where I would like to stop and ask the children a question: Trisha, the littlest girl in the family, grew up loving books. Post-it number one Do you remember how you felt when you were learning how to read? Boys and girls as we have learned in previous lessons, this is an example of a self-to-text (TS) connection. In first grade, Trisha sat in a circle with the other kids. Post-it number 2 Have you ever felt different like Trisha? Is this another example of a self-to-text (TS) connection? Yes, you are correct, this is a TS connection. Even though her grandma and grandpa were gone, the little girl didnt want to move. Post-it number 3 Do you think Trisha will be happier going to school in California? This question is an opinion/prediction question. Mr. Falker would stand behind Trisha whenever she was drawing Post-it number 4 How does Mr. Falker help Trisha? This question should be answered based on facts we just read. But one day at recess, Eric followed her to her secret hiding place. Postit number 5 How do you think all the things Eric said and did made Trisha feel? Has this ever happened to you or someone you know and if so, what did you/they do about it? Can someone tell me what kind of question do you think this is? I will then call on a student to answer. Yes, this is a TS connection, a self-to-text connection. Now almost every day after school, she met with Mr. Falker Post-it number 6 How do you think Trisha felt when she was finally able to read? Can someone tell me what kind of question this is? I will then call on a student to answer. Yes, this is an opinion/prediction. After Reading o Did your predictions come true; we will review the predictions that are written on the chart paper or the revised predictions if any of the original predictions were changed? o Have the students do turn and talk to their neighbors about the connections, they made to the book and how they have felt about themselves because of something that someone has said or done to them. o After a few minutes ask the students to share their connections with the entire class and write down the connections on the chart paper. o Readers we have made some good predictions and connections today about Trisha and the book, good readers make connections to help them get a better understanding of text in books. Assessment o Students will be successful if they are able to make reasonable predictions, accurate observations, and connections to the text through oral discussion.

Differentiation o To differentiate the lesson I will ask a variety of questions on various levels to promote critical thinking like Blooms Taxonomy.