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Grade level: 1 Subject: Reading all levels Small Group

Indicator 2.1.A.1 Ask and answer questions about key details in a text.

Objective SWBAT: Ask and answer questions and identify words or phrases that
suggest feeling or appeal to the sense, identify who is telling the story.
What do you want the
students to know and be There will be a focus on character thoughts and feelings.
able to do by the end of the
Materials -7 Copies of, “Penny Hen,” by Barbara DeRubertis
-The question prompt for students, “What was Penny thinking when she
What materials are needed? saw the other two nests beside hers?
How will students, room,
etc. be organized?
Strategies/ Sequence of Introduction:
Above gl:
What instructional approach
will be used? What is the 1. Have students bring chromebooks and headphones to group and
sequence of the events/ have them log on to the reading classroom.
activities you will use to a. Make sure to pre-add on the epic link, so that they can
guide learning? Identify have the story re-read to them.
introduction, lesson b. Help with getting students set up.
development, assessment
activities and closure.
2. Tell students to keep in mind what Penny is thinking this time as
Attach worksheets: they read to preface the discussion.

3. Once we have read through the book, have students discuss,

“What was Penny thinking when she saw the other two nests
beside hers?”

4. This can be an active discussion format for practice.

Guided questions/ Suggestions:

● Tell students to keep in mind what Penny is thinking this time as

they read to preface the discussion.
● “What was Penny thinking when she saw the other two nests
beside hers?”
● Make sure to remind students that there will be another
discussion the next day, so they should only focus on the one
question being asked of them and to not stray away with other
ideas, but to hold onto those ideas for later.
● Having students see and hear a digital format of the book read to
them. The reader uses different inflectional tones, which can help
What considerations or them to pick up on different parts of the story that they may have
adjustments will be made to not noticed previously when I read the day before.
accommodate variations in
learning? How will content,
process, or product be
adjusted to meet the needs
of the learners?

Product: Students participated in reading the book fully, and had some
insight in the active discussion.
Formal assessment: How
will students demonstrate
learning? What product will
students produce to
demonstrate learning? What
criteria will be used to
determine is students
mastered the objective? How
will you give feedback?
Assessment Criteria: It is clear the the student had the entire book read
to them by closing their chrome book when they are done, and finishing
Informal/ worksheet: *If
at a time very similar to the other students given that they did not have a
there is no assessment, what
technical difficulty getting set up.
criteria do you have for the
students finished work?
-Participation or insights in the mini discussion.
What would have to be on
the student’s worksheet for
you to know that they
understood what they were
Feedback: Encourage students to participate by asking specific ones
what they think, or asking them after if they are too shy. If a student had
the book read to fast to them, have them go back and re-read.