LESSON PLAN

Stone Fox Day 3

Student Teacher ___Breanna Slimmer____________ Date __2/12/14____________ College Supervisor Mr. Crossan_________________ Cooperating Teacher Stephanie Heffner__________ Grade Level __Third_______ Subject

Preliminary Planning:
PA Standards

R3.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text. R3.A.1.2.2: Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R3.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. R3.A.2.3.1: Make inferences and/or draw conclusions based on information from text.
Modifications Pair Students with those on similar level that they will work well together with. Objectives Students will: Read next two chapters in pairs Use the check for understanding strategy Vocabulary Tier 1: Tier 2: Dog sled City Slicker Taxes

Tier 3: Derringer Ricocheting

Essential Question(s) How would you describe the character or Willie? Stone Fox? Grandfather? How does the ending affect the novel?

Materials and Resources Stone Fox Novel Check for understanding check mark Youtube video on Sled Dogs Comprehension question packet

Learning Sequence
Instructional Procedure Introduction (10 minutes), Learning Activities (25 minutes), Closure (5 minutes) -Use the youtube video on power point slide to introduce the students to dog sledding -Play the first 30-40 seconds, point out the wind, the sled, the dogs running -Ask the class to discuss with their partners about dog sledding and how they think it plays a part in our novel -Have a couple of students share their stories or knowledge -Then tell the class that today they will read in pairs but in order to do it they have to follow something called check for understanding -show the students the check for understanding check mark, who, what, where, why, how, what happened? Are written on it -explain what these mean and explain that after one partner reads a page he or she should ask the other partner what they understood or heard. -The second partner will use the above sentence starters to answer what they understood or hear Model this with another teacher If there are no questions release the students to read in their pairs Pairs will be assigned When students have finished reading chapter 3 and 4 in Stone Fox they can work together to answer the questions. When the work together they need to remember to be quiet and work hard so that everyone can understand the novel and no one ruins the story. If students finish the questions and reading early there is a chapter 4 vocabulary fill in the blank At the bottom of this vocab is a place for students to draw a mental image of the novel so far. If this is finished as well there are activity pages in the packet. If this gets finished in time then students may read their other readers workshop novel. Assessment(s) Teacher will check packets, as students finish to ensure students have written in complete sentences and answered the questions using examples from the text when needed and to ensure students comprehended the novel. There will also be a final project at the end of the novel. Post Instructional Planning Reflective Action Plan Discuss with mentor teacher Take notes for future lessons Reflect in journal During this lesson, students did an amazing job checking for understanding. This strategy did take much longer and not all students finished the task during the allotted time. The next time I did this lesson I would consider only assigning one chapter. The modeling went really well too, students did not feel the need to ask any further questions after the technique was shown to the whole class.