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at Lunchtime Lesson Plan

Subject: Reading/Literacy

Date: April 4th, 2016

Objectives: Students will be able to read Lions at Lunchtime fluently and read the words on the
page. Students will also be able to answer comprehension questions about chapters 8 and 9 that
will get them thinking about what they are reading and what they will be reading the following

Standards: Fluency Standard: RF.4.4 -Read with sufficient accuracy and fluency to support
a Read onlevel text with purpose and understanding.
b Read onlevel prose and poetry orally with accuracy, appropriate rate, and expression on successive
c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.
Reading Standard: RL.4.IA.1 -Employ the full range of research-based comprehension strategies,
including making connections, determining importance, questioning, visualizing, making inferences,
summarizing, and monitoring for comprehension.

Purpose: The purpose of the lesson is to help students with their fluency skills. It will help the
students to think about the words that are on the page and what they should be reading. Because
when we read, we are not just reading for the sake of it, but to work on comprehension and think
about what the story is about and how they can apply it to their lives.

Academic Language: The academic language in this lesson is any words that the students may
encounter in their fluency passage or in the book Lions at Lunchtime. Because each student is
different in their knowledge of words and their meanings, the academic language are the words
that students may not know beforehand.

Materials: The materials for this lesson are the fluency folders that the students use, the book
Lions at Lunchtime, sticky notes, and questions for each chapter that the students are reading.

Introduction/Opening: To begin with, the students will come in and grab their fluency folders.
For the first 10 minutes of each reading group, the students come in and work on fluency. Today,
the students will open their folders and choose a new passage. They will put their name and date
on it and then we will do a cold read. This is where the students will read out loud to me for a
minute. When the time is up, we will count the number of words that the student read. We will
then chart it and for the rest of the 10 minutes, the students will practice the passage they just
read. After the 10 minutes for fluency are over, the students and I will continue reading the book.

Lesson Sequence: The lesson sequence for this lesson is that we will start with 10 minutes of
fluency. When those 10 minutes are up, the students and I will read the Lions at Lunchtime book

After the students have practiced their fluency passage, we will continue reading the book where
we left off on Friday. We will start by reading Chapter 8. I will ask the student if they remember
what happened in chapters 6 and 7, which were read last week. The students and I will talk
about what they remember.
When we have talked about what happened in the previous chapters, we will start to read
Chapter 8. The students and I will take turns reading the chapter. Depending on the students,
there may be some words that they need help with and for that reason, I will help them with the
words that will trip them up. Throughout Chapter 8, I will ask them some questions, which they
will write down on sticky notes. After they have answered the questions, we will talk about them
whole group. I want the students working individually on answering the questions first, so that
they have to think about what they know and what they have read. We will then come together
as a whole group, so that we can discuss those questions. This will allow the students to hear
what their peers have to say and a different perspective with the questions.
The questions for chapter 8 are:
Chapter 8: Yum
1. What is Jacks peace offering? (p. 49)
2. Infer: Why do Jack and Annie have to teach the warrior what to do with the sandwich?
3. What adaptation do giraffes have for food obtainment? (p. 55)
4. What problem do Jack and Annie face with the tree house? (p. 55)
5. Text-to-self: How would you solve it?

We may not get to all these questions, but thats ok since we will also be reading Chapter 9. We
will do the exact same thing that we did for chapter 8, for this chapter as well. The idea is to get
students thinking about comprehension, while also working on their fluency. Again, we will work
as a whole group, answer questions individually, and then talk about the questions as a whole
group again.
The questions for Chapter 9 are:
Chapter 9: Tiptoe
1. What is a group of lions called? (p. 58)
2. When can other animals graze safely near lions? (p. 58)
3. What is Jacks plan? (p. 59)
4. What woke the lions? (p. 60)
5. Why does Jack want to hide under the giraffe? (p. 62)

Closing of the Lesson: At the end of the lesson, we will talk about what they think will happen in
the next chapter and think about what we just read. I want the students to think about what goes
into reading. The students will predict, so that they can think about what will happen next, so
they can practice text structure, since that is what they are working on in their general education

Assessing/Checking for Understanding: To assess what the students are learning throughout
this book, the comprehension questions will allow me to see if they understand what they are
reading. The assessment also will be to see how the students are progressing with their fluency,
so that they are able to read at a better pace.

Strategies for successful transitions: This is a relatively good group, so the transitions are
smooth. For transitions, I just ask the students to put away their fluency folders and to get ready
for actually reading the book that we have been working on.

Classroom behaviors to reinforce: This is a good group, so there really arent any behaviors
that need to be reinforced. If the students do have a good group, they get the chance to earn
stickers for their chart, which if they fill up a chart, they get the chance to pick a treasure. There
is a girl in the group that reads kind of low, so because of that, we are trying on working to get
her to speak louder when reading aloud. Otherwise, this group is good and does what they are