Fiction+Lesson+Plan+Set

Kelly Nolan Lesson Set 1 September 29th, 2011

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences form the text. 1st stop- page 3- “What is a hermit? Do you think that this stranger is really a hermit? If not what do you think? Turn and talk. Are there any other reasons you can think of the he may not be able to talk or understand them? What do you think they could do to get him to talk?” 2nd stop- pg 4- “What does it mean when the mercury on a thermometer is all the way at the bottom?” 3rd stop- pg 23- “Look at the leaf, what happened to it? What usually makes leaves change colors like that? What do we now know about this stranger?” Other stops will be made if it seems like there are many students who would like to change their prediction or to re-engage.
 * Title ** - //The Stranger// Read Aloud
 * Grade ** - 5th
 * Standard ** - Reading Standards for Literature: Key Ideas and Details
 * Time ** : 15-20 Minutes
 * Objective ** - Students will ask and answer questions and make and alter predictions while also listening for things not explicitly stated in the text
 * Materials **// - The Stranger // by Chris Van Allsburg
 * Lesson Sequence: **
 * Pre-Reading ** - “Boys and girls, today I am going to read you a story by a great author that I love. His name is Chris Van Allsburg. Have any of you ever heard his name before? If so do you know what other books he wrote? Have you ever read his book “The Wrenched Stone?” If you haven’t you should. When Chris Van Allsburg writes stories they sometimes have two meanings. The first it the literal meaning of the text, the second he wants you to infer from clues he gives you. Today we are going to read this book and we are going to use the clues he gives us to figure out who “The Stranger” is. While I read you the story try to listen for these clues. For now let’s look at the front and see what predictions we can make based on the title and the picture. (Allow students to make predictions). We all know that our predictions are never wrong but if you hear something in the story that makes you want to change your prediction raise your hand so that I know. If you hear me read something that confirms the prediction you made make sure to use the connection symbol. “
 * During Reading- **
 * After Reading ** - What clues did you hear in this book that could help you to figure out who or what the stranger is? Do you think you know who/what he is? If you do keep it to yourself and write it in your reading journals because next time we will be looking at some clues as a class to see how we can use them to figure out who “The Stranger” really is!”
 * Assessment ** - I will know students are successful if they are able to pick out clues form the story that will help them to determine the identity of the stranger and if they are listening and making and changing predictions.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences form the text. - Transparencies or sheets for document camera containing passages from //The Stranger// - Chart Paper or blackboard to write chart on
 * Title ** - //The Stranger// Reading Minilesson
 * Grade ** - 4th or 5th
 * Standard ** - Reading Standards for Literature: Key Ideas and Details
 * Time ** - 20 minutes
 * Objective ** - Students will understand how to find clues and use clues that authors leave in their stories.
 * Materials ** - //The Stranger// by Chris Van Allsburg
 * Lesson Sequence ** :
 * Anticipatory Set ** - “Boys and girls, do you remember the book I read last time? Yes, //The Stranger// by Chris Van Allsburg. Do you also remember that I talked about how sometimes things in his books are not exactly what they seem to be and how he hides clues to help us figure out what they really are?”
 * State Objective and Purpose- ** “Well today I am going to show you how to find those clues and how to figure out how we find out what the clues are pointing to. It is important to know how to do this because there are many other authors that write like this and if you are able to use clues that the author gives you then you will be much more able to understand what you are reading. We call this strategy inferencing”
 * Teach and Model ** - First I will define and inference as “a clue in the text that has implied meaning” and I will show them an equation for inferencing (Background Knowledge + Text Clues = Inferencing). I will then show the students transparencies with copied pages from the texts containing clues that will help us to figure out what/who The Stranger really is. I will give them the example of the thermometer and we will discuss the background knowledge that they already have about thermometers and the text clues that tell us something.
 * Guided Practice ** - I will continue to show students pages from the book and they will pick out and discuss clues that they think will help us to figure out the man’s identity. I will underline these clues and write them on the chart. We will go through and pick out as many clues as we can and then look at them and put them together.
 * Independent Practice ** - I will ask the students to look in their independent reading book and see if they can find clues that lead them to make an inference. They will then be asked to write these clues and their inference in their reading journals.
 * Closure ** - We will add the clues together to determine that the man is actually the embodiment of autumn or jack frost. Then we will discuss how students could uses inferences in their own writing. “Boys and girl, how did we come to the conclusion that this man is Jack Frost? What are the two things that we use when we are inferring? Alright, let’s get our independent reading books and start looking for inferences!”
 * Assessment ** - I will know students are successful if they are able to find clues within their independent reading book that lead them to make an inference.

3.Write narratives to develop real of imagined experiences or events using effective technique, descriptive details, and a clear event sequence -Transparencies with sentences that I created -Students writer’s notebooks -Pencils/pens
 * Title ** - //The Stranger// Writing Minilesson
 * Grade ** - 4th or 5th
 * Standard ** - Writing Standards
 * Time ** - 20 minutes
 * Objective ** -Students will be able to use clues in their own writing that will lead the reader to make an inference.
 * Materials ** - //The Stranger// by Chris Van Allsburg
 * Lesson Sequence **
 * Anticipatory Set ** - “Boys and girls, remember the other day when we talked about how Chris Van Allsburg uses details and clues to hid a meaning in a text?
 * State objective and purpose ** - Well today you are going to begin writing a story using this very same technique. Giving your reader clues instead of telling them every detail explicitly makes your story much more interesting.
 * Teach and Model ** -What do you think of when I say “When the man got on the bus he was breathing very heavily”? You probably think he had to run to catch the bus right? What made you think that? You used your prior knowledge. When we make an inference we have to have prior or background knowledge. Could I have said “I watched the man run to catch the bus and by the time he got on he was breathing very heavily”? Yes, I could have but I do not need to say all of that, it can be implied or inferred by using the first sentence.
 * Guided Practice ** - I will give students several examples of sentences that can be combined to allow for inferencing, one such example being “It had gotten very hot outside while Cindy was in school so as she walked out the door she took off her coat”. Students could make that sentence “As Cindy walked out the door from school she took off her coat.” I will give them a few more examples and ask them to do the same thing.
 * Independent Practice- ** “Boys and girls as you are writing in your writing journals I want you to think about using clues in your writing to make it more exciting for the reader to read. Don’t forget though, people need to have background knowledge in order to make an inference so pick something that would be common knowledge.”
 * Closure ** - “Who can tell me why we use clues in our writing so that our readers can infer our intended meaning? What do people need to have in order to make an inference? Who can tell me what you are going to do in your writing today? Great now let’s get writing!”
 * Assessment ** - I will know students are successful if they are able to use clues in their stories that lead the reader to infer their intended meaning.