Name: Sample

Date:

Subject: 2nd Grade ELA Close Reading When Charlie McButton Lost Power
Approximate time: 3 - 4 class periods
Day 1

CCSS:


RL.2.1, 2.3, 2.4, 2.5, 2.7,
2.10
RF.2.4
W.2.2; SL.2.2
L.2.1, 2.2, 2.3, 2.4

CCR Skills:


RL.1, RL.3, RL.4, RL.5,
RL.7, Rl.10
W.2, SL.2,
L.1, L.2, L.3, L.4
Objective:


Content: Use literacy
skills - reading, writing,
speaking, and listening to
understand how
characters respond to
challenges.
Language: Participation
in collaborative
conversations about a
text with peers and
adults, demonstrating
command of the
conventions of Standard
English.
Academic vocabulary:


Tier 1 - gray, folly, dread
Tier 2 - empire, gadget
Tier 3 - blackouts, bots,
tech

Syntax Activity (Steps) Questions (DOK Level)
Motivation



Read the entire text
aloud.

Demonstration




Sharing a part of the
story and describing their
favorite part. Teacher
demonstrates with a
student partner.
What kinds of activities
does Charlie like to do in
the story? (DOK 1)Have
students turn to a partner
to share
Check for
Understanding


Discuss their favorite
parts whole group to
check for understanding.
Write or sketch a special
part of the story.
Students do a partner
pair-share with the
sentence frame My
sketch shows
Structured Practice
4cs



Reread the first 2 pages
of the text to the
students.
Discuss the vocabulary-
work empire. What does
it mean that Charlies
empire came tumbling
down? (DOK 2)What
caused Charlies empire
to tumble? Pair/share
and discuss. (DOK 1)
Guided Practice
4cs


Discuss whole group the
use of illustrations to
have students think
critically and creatively
about the use of
illustrations and the
authors purpose.
Look at the illustrations in
the story. Do the
illustrations help tell the
story?(DOK 2)
Independent Practice
4cs



Students continually use
a pair/share format to
incorporate
collaboration and
communication into the
activity.


Closure




Allow students about 5
minutes to write about a
challenge Charlie faced.
Evaluate student
understanding of the
challenges that Charlie
faced.
What is a challenge
Charlie faced in the
story? (DOK 2)
What do you think would
happen if the power were
off for several days?
(DOK 3)
Relevance:



Understanding how
characters in a story
respond to major events
and challenges will
prepare them for
standard RL3.3;
explaining how a
characters actions
contribute to the
sequence of events.

Accommodations/Modif
ications for diverse
learners (EL, SPED,
GATE):
EL, SPED: Preview text
and vocabulary with the
students. By reading the
GATE: Extend this lesson
by having students write
the above stated



text aloud to the whole
group, struggling
readers will be able to
contribute to
conversations.

questions as well as
being able to explain their
reasoning from a specific
place in the text.

Day 2

CCSS:


RL.2.1, 2.3, 2.4, 2.5,
2.7, 2.10
RF.2.4
W.2.2; SL.2.2
L.2.1, 2.2, 2.3, 2.4

CCR Skills:


RL.1, RL.3, RL.4, RL.5,
RL.7, Rl.10
W.2, SL.2,
L.1, L.2, L.3, L.4
Objective:


Content: Use literacy
skills - reading, writing,
speaking, and listening
to understand how
characters respond to
challenges.
Language: Participation
in collaborative
conversations about a
text with peers and
adults, demonstrating
command of the
conventions of Standard
English.

Syntax Activity (Steps) Questions (DOK Level)
Motivation



Reread the text, pausing
and allowing students to
choral read the last
words of the rhyming
line with the teacher.

Have students pair/share
a challenge Charlie
faced at the beginning of
the story. (DOK 1)
Demonstration




Remind students that
we are looking at how
Charlie reacted to the
tumbling of his tech
empire.

Check for
Understanding



Collect words students
generate and write on
the board for students
for later use.
How did Charlie react
when the power went
out? What are some
words and phrases the
author uses to describe
Charlies reaction? (DOK
3)
Structured Practice
4cs



Looking at pages 4 and
5. Have students
partner up having one
student reading page 4
and the other page 5.
Discuss question whole
group.
Could anything be any
duller What is he
talking about? Why is
the word in italics?(DOK
2)
Guided Practice
4cs


Vocabulary discussion
of the word gadget.
Communicate whole
group the phrase from
the book,hed outgrown
last spring. It was
handheld, outdated, and
not much of a thing?
What is a gadget? What
problem does Charlie
face with his gadget?
(DOK 2)
Independent Practice
4cs



With student help,
collect the last words of
the lines and write them
on the board (dash,
flash, triple A, clay,
insane, Jane, walking
talking. Use critical
thinking and
collaboration to
discuss the question in
partners. When
discussion is finished
partners read together
pages 10-14
independently.
How do these words
help you understand
what is happening on
these pages?(DOK 3)
Closure




Students use words
collected today to write
about Charlies reaction.
Using some of the words
on the board, write about
how Charlie reacts to the
challenge of of his world
losing power.
Relevance:



See relevance as stated
above.

Accommodations/Modi
fications for diverse
learners (EL, SPED,
GATE):


EL, SPED: Preview text
and vocabulary with the
students. By reading
the text aloud to the
whole group, struggling
GATE: to extend this
lesson, look at pages 4
and 5. Why does Charlie
dive for a gadget that he
has outgrown?
readers will be able to
contribute to
conversations.




Day 3

CCSS:


RL.2.1, 2.3, 2.4, 2.5,
2.7, 2.10
RF.2.4
W.2.2; SL.2.2
L.2.1, 2.2, 2.3, 2.4

CCR Skills:


RL.1, RL.3, RL.4, RL.5,
RL.7, Rl.10
W.2, SL.2,
L.1, L.2, L.3, L.4
Objective:


Content: Use literacy
skills - reading, writing,
speaking, and listening
to understand how
characters respond to
challenges.
Language: Participation
in collaborative
conversations about a
text with peers and
adults, demonstrating
command of the
conventions of Standard
English.
Academic vocabulary:


empire, gadget, gray,
folly, dread

Syntax Activity (Steps) Questions (DOK Level)
Motivation



Read the entire text
aloud, encouraging
students to read along
chorally when they know
the lines.

Demonstration




Encourage students to
refer to the book as they
answer and discuss
questions.
Where did stop our
reading yesterday and
what was Charlie doing?
(DOK 1)
Check for
Understanding

Reread pages 15-18.
Discuss authors
purpose.
What does it mean when
the author says Charlie,
...couldnt help thinking


some things hed
forgotten? What were
the things hed
forgotten?(DOK 3)
Structured Practice
4cs



Students point out
specific details from the
text. 1) how rotten he
felt for hurting Isabels
Janes feelings, 2)other
examples of how she
was a good sister, 3)
how to make up with
her, since after time-out
he found her and played
hide-and-go-seek.
Discuss with partners.
(Communication)
In the line that
says,...He sat and he
thought What do you
think Charlie was
planning? (DOK 2)
Guided Practice
4cs


Students quickly write
thoughts on a small
piece of paper and then
the papers are tossed
into the center of the
room. Read out several
answers collaborating
and giving feedback on
responses. (Creativity)
Students quickly jot a
thought to the question;
How did Charlie and
Isabel Jane spend the
rest of the day? (DOK 1)
Independent Practice
4cs



Read from, At
supper to the end of
the book.
Charlie had another
thought. What was this
thought? Pair/share your
answer with a partner.
(DOK 1)
Closure





Relevance:



See relevance as stated
above.

Accommodations/Modi
fications for diverse
learners (EL, SPED,
GATE):


EL, SPED: Preview text
and vocabulary with the
students. Discuss
writing activity prior to
lesson. By reading the
GATE: To extend this
lesson continue from the
last question, What was
this thought? and
answer the question,
text aloud to the whole
group, struggling
readers will be able to
contribute to
conversations.
Why couldnt he explain
it?

Day 4

CCSS:


RL.2.1, 2.3, 2.4, 2.5,
2.7, 2.10
RF.2.4
W.2.2; SL.2.2
L.2.1, 2.2, 2.3, 2.4

CCR Skills:


RL.1, RL.3, RL.4, RL.5,
RL.7, Rl.10
W.2, SL.2,
L.1, L.2, L.3, L.4
Objective:


Content: Use literacy
skills - reading, writing,
speaking, and listening
to understand how
characters respond to
challenges.
Language: Participation
in collaborative
conversations about a
text with peers and
adults, demonstrating
command of the
conventions of Standard
English.
Academic vocabulary:


empire, gadget, gray,
folly, dread





Syntax Activity (Steps) Questions (DOK Level)
Motivation




Demonstration





Check for
Understanding




Structured Practice
4cs




Guided Practice
4cs



Independent Practice
4cs




Closure





Relevance:



See relevance as stated
above.

Accommodations/Modi
fications for diverse
learners (EL, SPED,
GATE):



EL, SPED: Preview text
and vocabulary with the
students. By reading
the text aloud to the
whole group, struggling
readers will be able to
contribute to
conversations.
GATE: