NAME: RICHARD SMITH DATE: MARCH 30, 2011 NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN

FORMAT
Lesson Topic: Previewing Description of Classroom: This is a fifth grade lesson plan. Background: Students have read the first two chapters of A Long Way from Chicago by: Richard
Peck.

Content Objective(s):
TSWBAT describe, make inferences and draw conclusions about obvious changes in characters and a reason for changes based on text. TSWBAT compare a character's traits (e.g., feelings, attitudes, decisions, etc.) from the beginning of the story to the end of the chapter.

Language Objective(s): Listening:

Students will listen to the story being read.

Speaking: Students will share their That Was Then.This Is Now sketches. Students will respond to think aloud questions posed during the story. Reading: Students will read the chapter One-Woman Crime Wave from A Long Way from Chicago Writing
Students will write/draw their That Was ThenThis Is Now

Nevada Standards:
3.5.2 Describe, make inferences, and draw conclusions about obvious changes in characters and a reason for changes based on text; describe, make inferences, and draw conclusions about how character motivation affects plot in text

Key Vocabulary:
Preview-An introductory or preliminary message, sample, or overview

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Process Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
That Was ThenThis is Now Cooperative Learning Literature Circle

Warm-Up Activity: Predictions

1. I will start the class with a question on the board. 1. Why is this chapter titled A One Woman Crime Wave? 2. Who do you think the One-Woman Crime Wave is? 2. Students will make predictions in their journals about the title A One Woman Crime Wave. 3. When students are finished writing in their journals they will work with their groups to discuss the possible reasons/who it is. 4. I will call on each group to tell me their predictions. 5. I will write on the board each groups predictions.

Lesson Sequence: Stage One

1. The class will transition from the warm-up anticipatory question into a class discussion about chapter three of A Long Way from Chicago. 2. I will ask students if they remember what the That Was ThenThis is Now strategy is. 3. While students are discussing the question I will pass out blank white paper 4. Instruct students to fold it hamburger style, labeling the left side That Was Then and the right, This Is Now. 5. I will explain previewing and how That Was ThenThis Is Now helps us preview what we read. Introduce the technique by telling students that we will sketch and label what we know about the topic (Grandma, The One-Woman Crime Wave) before reading and record it on the That Was Then side of their paper. Then after reading, we revisit our sketches and labels, note changes, based on what we read and record them on the This Is Now Side. 6. Students will use That Was ThenThis Is Now to form an opinion of Grandma. After reading two chapters from A Long Way from Chicago what do you think of grandma? 7. They will draw a picture and write a caption that describes the picture. After a few minutes of sketching students will put their That Was Then pictures aside.

8. As a class, we will read chapter 3 from A Long Way from Chicago, The One-Woman Crime Wave.

Stage Two
o Circle - Discuss students That Was Then pictures. 1. I will show students the picture and caption that I made in my That Was Then. 2. Students will share their opinion of Grandma based on their That Was Then.

Seat This Is Now

1. I will instruct students to finish the process (This Is Now) and write about their opinion of Grandma after reading chapter three. 2. Students will share their This Is Now portraits with the class.

Center 1. Literature Circle Students will work in literature circles to use That Was Then This is Now for other chapters of A Long Way from Chicago. 2. Art Center Comic Strip Students will create a comic strip summary of the events in chapter three of A Long Way from Chicago. Mind Portrait Students will create a mind portrait from either Mary Alice or Joeys perspective on what they think of their Grandma during the chapter. Compare/Contrast Students will create a portrait of how Aunt Puss Chapman sees Grandma Dowdel compared to how the children see her.

Stage Three
Coming back together as a whole class, I will reflect on the story and ask the students What was your favorite part of this chapter? Then I will wrap up the lesson by asking students what other ways can they can use That Was ThenThis Is Now. Accommodations: All required student accommodations will be met.

Materials and Resources:

A Long Way From Chicago White paper Student Materials: A Long Way From Chicago Pencils White paper Colored pencils/markers/crayons (optional)

Review / Assessment: Informal:

Discussion

Formal:
The students That Was ThenThis Is Now paper will be graded.