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Name: Morgan Schertz Date: February 5, 2014 Grade Level/Subject: Third Grade, Reading Prerequisite Knowledge: Students have

read Why Mosquitos Buzz in Peoples Ears Approximate Time: 35 minutes Student Objectives/Student Outcomes: Each student will be able to read aloud individually or with a partner to a circle of his or her peers. Each student will answer at least one Think and Respond Question at the end of the reading. Content Standards: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of text; recount the key details and explain how they support the main idea. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occurred). RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. R.F.3.4 Read with sufficient accuracy and fluency to support comprehension. Materials/Resources/Technology: 5 copies of The World Next Door Area in the hallway to sit, read, and talk


Time Opening of lesson: (Objectives, hook, behavior expectations) The teacher will tell students, In class on Monday we read Why Mosquitos Buzz in Peoples Ears and yesterday we read Why Butterflies Were Made. Today we will be reading a new book called The World Next Door. While we are reading this book, I want you to identify our vocabulary words (satisfied, duty, council, mischief, nonsense, and tidbit) from this week. I also want you to consider any similarities or differences that this story has to the two previous stories we read this week. When it is your turn, you may read both pages out loud with your partner or you may each read one page out loud individually. Procedures: Include critical thinking questions and accommodations for individual needs When we sit in the hallway in a circle, I will separate Zion and Brianna from one another due to previous behavior problems. The first pair of students will read pages two and three. Where do you think Nigeria is located in the world? What does the word mischief mean? Is there another vocabulary word on one of these two pages? What is it? The second pair of students will read pages four and five and the third pair of students will read pages six and seven. What does the word duty mean on page 6? What does the word satisfied mean when Betty is talking to Sara? The fourth pair of students will read pages eight and nine. What does the word nonsense mean on page 8? The fifth pair of students will read pages ten and eleven. What does the word council refer to on page 10? One half of the group will read pages 12 and 13. The second half of the group will read pages 14 and 15. The entire group will read page 16. Summary/Closing: I will ask the students the following questions after the story has been read: If you were going to divide this book into chapter, what would the chapter titles be? Summarize the steps that led to Saras career at the Chicago zoo. What is the main idea of this story? How do you know that Sara will be successful? How is Sara similar to a character in another story youve read? How is she

different? If you could work part-time after school, what would you like to do? Can you think of a question about the story that you would like to ask?

Student Assessment: Students will be assessed on their cooperation, participation, and attention to the reading. All students will be asked to answer at least one question during the reading group to demonstrate understanding of the story. If students are talking to one another or being disruptive, they will be given one warning and then will be asked to put their names on the board. If the behavior continues, they will be asked to leave the circle.