Guided Reading Lesson Plan Format

Your Name: Monica Izzo

Date of Lesson: November 19, 2015
School: College Park Elementary
Grade Level:
Second
Master Teacher: Kristin Viramontes
Title of Text Used for This Assignment: Horrible Harry on the
Ropes by Suzy Kline
Lesson was reviewed with MT

yes_______ no_________

1) CCSS: 2.3 Describe how characters in a story respond to major events and challenges.
2) Objectives: After reading the text, students will identify how the
character responds to challenges by answering questions in a group
discussion
3) Tools/Resources/Supplies:
Horrible Harry on the Ropes by Suzy Kline
Post its
Pencils
4) Assessment Activity: After completing the guided reading, students will
be informally assessed
5) Plans to differentiate: (give a brief explanation for each area
separately): [TPE 6, 7, 8, 12]
ELS: I will differentiate the lesson for my ELS by defining words that
may be unfamiliar to them, such as blurted: say (something) suddenly
and without careful consideration; concentrating: focus one's attention
or mental effort on a particular object or activity; hoist: 1.raise
(something) by means of ropes and pulleys; cringed: 1.bend one's
head and body in fear or in a servile manner. I will then use those
words in another sentence to help them better understand the
meaning of the word and help them make connections.

Students with special needs: I will differentiate the lesson for the
students with special needs by reading at a slower pace and
emphasizing the sound of the words so that I can model the proper
way to say the words. I will also make sure to change my tone of voice

to match what the character is feeling. I will also have my facial

expressions match my tone all to engage the children.

Summary: The students will be sitting at the round table, in their

chairs across from me and I will be sitting on a chair in the middle and I
will introduce the story, Horrible Harry on the Ropes by Suzy Kline,
holding it up for all the students to see instructing them to turn to page
26 and have them begin to read chapter four until page 31.

6) Procedures (list possible questions for each section, provide all the
information necessary for another teacher to duplicate your lesson.) [TPEs
2, 3, 5, 6, 11]
A. Enjoy the Experience (Introducing the Text) [TPE 4, 5, 6, 7,
10,11]
Title: Horrible Harry on the Ropes
Author and Illustrator: Written by Suzy Kline, illustrated by
Amy Wummer
Questions: What do you think this chapter will be about? What
was the last chapter about?
Introduction: Today we will be reading Chapter four from
Horrible Harry on the Ropes by Suzy Kline
B. Talk about the Experience (Responding to the Text) [TPE 1,
2, 6, 7, 10, 11]
Okay today we will be reading chapter four from Horrible Harry on the
Ropes by Suzy Kline and I will be asking you questions related to what you
have read in previous chapters, as well as this one and I will have you make
predictions about what might happen in the next chapter.

What happened in the previous chapter?

Pg. 28 What does it mean to have your name on the Climbing ropes
chart?
Pg. 28 Why does Sid think that Song Lee is making a Valentine for
him?
Pg. 30 Why would counting to twenty-five help climb the rope?
How can Harry solve the challenge of climbing the rope during gym?
C. Remember the Experience (Extending the Text) [TPE 5, 6,
7, 10, 11]
Materials:
Chapter four from Horrible Harry on the Ropes by Suzy Kline
What was this chapter about? (Summarizing: Reducing
what has been read, either orally or in writing, to a few

sentences containing the main events of the story and its

theme)
What do you think will happen next? (Predicting: Making
an educated guess as to what will happen next)
Instructions:
After finishing the guided reading and having the students answer the questions I will have them
write on a post it to make a text to text connection, a text to self-connection, or a text to world
connection.