Small Group Reading Lesson Plan Grade Level: ______3_____ Number of Students: _____6_____ Students Linguistic Backgrounds: _________English____________

Instructional Location: _Classroom___________

Length of Instruction:___20 minutes_______

Standard(s) Addressed What Common Core standards will be addressed during the lesson? Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Language Objectives

Content Objectives

Students will identify a texts theme, characters, and setting and determine how they are related while reading. independently, with partners or in a group. Students will refer to the text and use examples to support responses during discussions.

Students will describe themes, setting or situations which are not explicitly stated in the text. Students will describe the characters and setting in a story to a partner and teacher. Students will be able to articulate, in writing, summaries of what has happened at the end of each chapter and answer questions pertaining to the chapter. Students will compare and contrast, in writing, the differences of Sarah and Jacobs family and their own families/experiences.

Title: Sarah Plain and Tall Author: Patricia MacLachlan Publisher: Harper Trophy Date: 1985

Genre: Historical Fiction Text Structure: Narrative Level: 3

Theme(s) Strategy Focus New Beginnings Recognition of how important to accept new characters and setting things as they come but relate to the theme. also to hold on to sacred Would the themes found and cherished memories throughout this book be relatable to children Family many families growing up today? How are special and unique would they be different, and all can be loving. or would they at all be Abandonment the different? family fees abandoned by their mother who has died and is afraid Sarah is going to run away from them and leave like their mom.

Vocabulary Theme Setting Characters Buzzard Dune Conch Eerie Feisty Flax Gully Hearthstone Hitch Killdeer Mica Paddock Pesky Plow or plough Primly Pungent Rascal Reins Roamer Scuttling Shingles Sly Sputter Squall Squint Tumbleweed Whicker Windbreak

Assessment Informal: Are students readily able to recognize themes that are salient throughout the story? Note the students who struggle to identify theme. Asking them quick plot related questions to see if they understand the series of events Formal: Chapter questions at the end of every chapter to be answered independently accurately describing the defining traits of characters and how the characters contribute to the overall story. Evaluate the written responses to the text related to various themes - are they synthesizing all the information and understand that more is occurring than the words on the page imply? When we finish, can the students idenifty the most common theme? Writing a compare and

Wretched

contrast paragraph on Sarah versus Jacob and his family. How are they different? How are they the same?

Add any relevant information that is essential to understanding the context of your lesson:

Reflection NotesQuestions/Concerns you have after teaching the lesson(s)? Day: 3

(Make sure and write-out what you will say to your students.) Before (Introduction)

1. Say: Today we are going to continue reading. Who would like to volunteer to share with the class what happened in chapter one 2. Review what happened in chapter 1 and call on some students to make prediction on what will happen in chapter 2. 3. Today we are going to begin our lesson by going over words that were unfamiliar or interesting to us that we came across in or part of a fireplace), Horrid (foul, not pleasing), feisty (resistant, with attitude; aggressive)
* Preview the skill (Teacher led) We are going to begin chapter two today. Remember to jot down any words or phrases that may be interesting to you on your bookmark. Before we begin reading chapter two, however, we are going to review where Sarah is from and where Caleb and Anna live. * Activate and build on prior knowledge about the topic (Teacher and Students Together) Where is Maine? How far is it from the Great Plains (if we say the Great Plains are somewhere near Oklahoma, Nebraska, Kansas, and make a prediction for what is to come in chapter 2?

chapter one. We are going to use our bookmarks that we received on the first day of our reading group. Does anyone have a word they would like to share? (If students do not have a word, some we can use are hearthstones (A flat stone forming a fireplace

Illinois, or North or South Dakota). Show the students and map of the United States so they can see the distance Sarah travels. * Set a purpose We are going to begin chapter two. We want to pay attention and find out who Sarah is, and why maybe she writes everyone individually. * Introduce the focus strategy Reading and listening to each other in our small reading group. We are going to focus on why Sarah is coming to live with Anna, Caleb, and Jacob. During (Engaging in meaning making and strategy/skill practice) Asking students critical questions as we read the chapter together aloud: What do you think the biggest challenge is in moving from Maine to the Great Plains? Why does Sarah write about Maine? Do you think she will miss it? Does she seem stubborn? Is she leaving behind her old life like Anna and Calebs mother left them? After (Clarifying key concepts, extending ideas) Do you think Sarah will adapt well to life on the prairie? Write down your ideas in your literacy journal. If you were Sarah, could you adapt well in this new place? Pass out the sheet of chapter two questions and have them complete this independently before we meet again to discuss this book. Say Please use your critical thinking skills, which are located way in the back of brains, when answering chapter two questions. While it is not on the sheet of chapter two questions, I would like you to begin making predictions of what will happen next not only in chapter three, but thinking more on what will happen in the book. I am not only talking about what will happen in the end, but what events do you think will get us to the end of the book? Now when I indicate so, please quietly travel back to your desks.

Assessment:

How might you extend the lesson? Would you be scared, excited, or nervous if you were in Anna and Calebs shoes? How do they feel? Would you feel the same? Write a summary of what happened, and your prediction of what will happen. Based off of the minimal information we know about all the characters, do you think they will be a good fit as a family living together? Use sentences from the book to answer this question.

The students will be asked if they have every received something meaningful to them, such as the letter Caleb receives from Sarah. It could be a gift from a loved one, a note, or a text or email. Why are certain items so important to us? What do we know from reading and summarizing chapter one, as we did yesterday, that indicates Sarah coming to town and sending a letter is very meaningful to Caleb?

Discuss how you differentiated instruction for your learners? For students who are uncomfortable reading aloud to the class, assign them shorter passages. Prompt them with ideas and let them refer to the map when necessary to see the distance Sarah is moving. If students are unable to focus and write, have them review orally with teacher to ensure their understanding.