LESSON PLAN Name: Erin Cherney GENERAL INFORMATION Lesson Title & Subject(s): Reading Comprehension Topic or Unit of Study: Making Predictions Grade/Level: 3 rd Grade Instructional Setting: I will teach a small group of 6-10 third grade students. We will be seated at the small group table at the rear of the classroom. STANDARDS AND OBJECTIVES: Ohio Speaking and Listening Standards: Comprehension and Collaboration Your State Core Curriculum/Student Achievement Standard(s): Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Lesson Goals: By the end of the lesson, students will know how to make predictions in a story by using information from the book and background information. Lesson Objective(s): The student will be able to make predictions using context clues from the passage and his/her background knowledge. Students will correctly answer 5 out of 6 questions on a worksheet about making predictions. MATERIALS AND RESOURCES Instructional Materials: White board Dry erase markers Red Kite, Blue Kite Book Computer with Internet Access Wolfs Coming Book Snow Day Book Resources: Hartcourt School. Skill activity: Predict outcomes. Retrieved from http://www.harcourtschool.com/activity_collections_preview/predict_outcomes/3_predict.html
Instant Worksheets (2013). Making Predictions. Savetz Publishing. Retrieved from http://instantworksheets.net/making_predictions/ Jiang, J. (2013). Red kite blue kite. New York, NY: Disney Hyperion Books. Kulka, J. (2007). Wolfs coming. Minneapolis, MN: Carolrhoda Books. Laminack, L. (2010). Snow day. Atlanta, GA: Peachtree Publishers. Ohio Department of Education. Language Arts Standards. Retrieved from http://www.corestandards.org/assets/ccssi_ela%20standards.pdf INSTRUCTIONAL PLAN: 55 Minutes Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson (5 Minutes): Hold up a book and show the cover to the students. What do you think this book is about? (Kulka) Students: It s about the big bad wolf coming for the pigs! He s going to eat the pig! The animals are hiding from the wolf so he doesn t eat them! Would you be surprised to find out that the reason these animals are hiding from the pig is because they are throwing a surprise party for him? Show students another cover of a book
What do you think this book is about? (Laminack) Students: What kids do on snow days. Going for a sled ride on a snow day. Yes, this book is about a snow day. The narrator thinks of all the fun things that can happen when you re home from school for a snow day sledding, building snowmen, drinking hot chocolate. Unfortunately the snow day never happens though because the weatherman was incorrect on his prediction. You may be surprised to hear that the narrator is a pause teacher. Yep, we love the snow too! What did you guys just do? When I showed you the cover of the books? Students: We guessed about what the story would be about. Yes. In other words, you made predictions. And we make predictions all the time. When you walk out to the bus stop, you see the gray clouds and predict that it s going to rain so maybe you run back inside to get your umbrella. You see your mom chopping vegetables on the counter and you predict that you ll be having salad for dinner. 2. Presentation of New Information or Modeling (5 Minutes): Today you will learn how making predictions can improve your understanding, or comprehension, of a story. When you re learning something new, isn t it helpful to at least have some information about it? You can think about riding a bike for an example. Which kid is going to learn how to ride a bike more easily one who has used a tricycle or one that has never been on any type of bike? Student: The kid that s been on a tricycle. Yes. That child has some information about bikes. He knows how to work the pedals and turn the handlebars. He at least has an idea of what to expect. We do the same thing when we make predictions before reading. We look at the cover of the book and the title. These clues give us an idea of what to expect. Many of us make a prediction of whether or not we ll enjoy the book based on the cover.
Making predictions also help to set a purpose for our reading. For example, we re reading a book about a girl who misses her school bus but is offered a ride to school by a stranger. We make a prediction that she ll know better than to accept a ride from a stranger. We continue reading the story to find out if we were right. I pull up an interactive website (Hartcourt Publishing) that gives short passages that I ll read aloud to the group. Then, I ll think aloud to make a prediction about what will happen next. There are three multiple choice answers so I ll choose one that matches my think-aloud response. If it s correct, the dog will dig up a piece of a mystery item. Let s take a look at these situations. I m going to read and then paraphrase the passage to make sure I understand everything clearly. Do you know what paraphrase means? It means to put something into your own words. After I ve read and thought through the passage, I m going to make a prediction of what might happen next. Think aloud: It s hot outside and they played soccer all afternoon. They were tired and thirsty so I think they would go get a drink and sit down for a while. I click on choice B and the interactive reveals that I m correct.
Think aloud: They ve eaten supper and it s getting dark outside. The mom is calling them to come home and I think it s because they need to get ready for bed. I click on choice C and the interactive reveals that I m correct. Think aloud: He really wants a new bike and he sees a gift shaped like a bike. I think he will go for that one first! I click on choice A and the interactive reveals that I am correct. Think aloud: LaTonya woke up early because she was very excited for the first day of school. I think she probably jumped out of bed when the alarm went off. I click on choice A and the interactive reveals that I am correct. 3. Guided Practice (30 Minutes):
Let s make predictions as we read through this story called Red Kite, Blue Kite. Take a look at the cover of this book and the title. What do you think this book may be about? Take a moment to consider your predictions. Students: I think it s about a boy that likes kites. Why do think it s about a boy who likes kites? Student: I see a boy who is watching two kites. I don t think he d be watching them if he didn t like them. I write the prediction on the white board. Someone else have a prediction? Student: I think it s about a boy that feels lonely. He has nothing else to do but watch kites flying in the sky. And why do you think he s lonely? Student: He s all by himself and you can t see anyone else around. Even his face looks a little sad. I write the prediction on the white board. Okay, lets read the story and see if these predictions are correct. ----------------------------------------------------------------------------------------------------------------------------- - Will someone please paraphrase the story to this point? Remember, to paraphrase means to put the story into your own words. Student: The story began by telling us that flying kites is something special that the boy and his father do together. Then, some men in red armbands smashed signs, closed down schools, and took men and women away to labor camps. The boy s father was one of them that was taken away. The boy s mother had died when he was young so he had to stay with a farmer named Granny Wang. At night, the boy dreamt about flying kites with his father. Nice job. Paraphrasing can help to made sense of information that is confusing. How do you feel about the initial predictions? Point to the white board.
Student: I think that the second one is really good. I think this boy is very lonely and sad because his father has gone away to a labor camp. I think that kites are important to this story although I don t know why yet. You just made a new prediction you think that kites will play an important role in this story. We ll keep an eye on it. Write kites will play an important role in the story on the white board. The passage says: When it s time for him to go, I walk with him all the way to the end of our village, holding his hand tighter and tighter. Inferential / Comprehension Level Question: How do you think Tai Shan feels on that walk back to the edge of the village? Student: I think he feels really sad and just wants to hold onto his dad s hand forever. Let s continue reading to find out what happens next. The passage says: Every morning you can go to the hill to fly your red kite. I will see it from my camp. Every sunset I will fly my blue kite, so you can see it from here. That way we can see each other every day. A secret signal! I shout. Synthesis level question: If you were separated from your loved ones and couldn t talk to them on the phone or through email or email, what are other ways you could communicate with them? Student: Some people communicate with smoke signals...or, you could set off fireworks or firecrackers. Yes, you could do that if you were close enough to see the smoke signals or fireworks. Student: I d draw pictures of my family and have a messenger deliver them. My dad loves my drawings. That s a thoughtful way to communicate your love. What do you think will happen next in the story? Student: I think they will fly their kites every day so they can talk to each other every day. I add this prediction to the white board. I read the passage: One day, Baba s kite doesn t appear. The next day, there is no blue kite still. When I don t see it on the third day, I run to Granny Wang. Please take me to see Baba. Please, Granny. Evaluative/Evaluation Level Question: Based on what you know from the information in the story and Baba s character, why do you think Baba hasn t flown his kite in three days? Student: Baba loves his son and has always flown his kite. It s not like him to stop flying his kite.
I agree with you about Baba. What might explain him not flying his kite for three days? Student: The red armband men forced him to go to the labor camp. They ve taken away schools and smashed signs. Maybe they took away the kite. Any other ideas? Student: Maybe Baba is sick and isn t able to fly the kite. We ve got a couple predictions about why the kite isn t flying. Let s keep reading. I read the passage: They are sending him to another labor camp. Very far. Only because they don t agree with his ideas. Granny Wang strokes my back and whispers, He couldn t fly his kite for three days because they locked him up. But he escaped and ran all the way here. He wanted to see you before he left. He had to. Literal question/knowledge Level: Why didn t Baba fly his kite for three days? Student: He didn t fly his kite because the red armband men locked him up for three days. So, one of the predictions was correct. The red armband men were the cause of his kite not flying for three days. Let s keep reading. I read the passage: One bright summer afternoon, I let my red kite float among the clouds as I doze off on the grass. When I open my eyes, dozens of kites red and blue are waving and giggling at me. Inferential Question/Comprehension Level: What do you think it means by all the kites are waving and giggling at me? Let s make a prediction. Student: I think Baba s dad is back. Why do you think that? Student: They communicate with kites it s something special between the two of them. Why are there so many kites? Student: I m not really sure. Maybe Baba brought a lot of friends to celebrate his return? Let s continue reading and see if we get an answer to this question. I read the passage: The sky above us is filled with kites red and blue. They hop and giggle and cheer as they rise and dive, soaring and lunging together. They are free, flying everywhere. The kites are free, flying everywhere. Baba is back with Tai-Shan flying his kite. How is this possible? What is the significance of the kites? Look at the people cheering and shouting in the picture. What is happening here? I think paraphrasing the story may help to clarify what s going on here. Can I have a volunteer?
Student: At the beginning of the story, Baba and Tai Shan fly their kites together from the rooftop of their house. But, the red armband men come and smash signs, close schools, and make men and women join labor camps. They take Baba to the labor camp. Tai Shan has to stay with a farmer because his mother died when he was young. A large forest separates Tai Shan from Baba. At first, Baba is able to visit Tai Shan every Sunday but then he has to stop. So, Baba tells Tai Shan that every morning Tai Shan will fly his red kite to say hello and every night, Baba will fly his blue kite to say hello. This is Tai Shan s favorite part of the day. Then, Tai Shan doesn t see his dad s blue kite for 3 days. Tai Shan gets very sad and upset. On the fourth day, Baba shows up and tells him that he won t be able to fly his kite anymore but he will come back as soon as he can. He tells Tai Shan to fly both kites every day and know that he is thinking of him. The red armband men show up and take Baba away to a camp that is very far away. Tai Shan flies the kites every day thinking about when Baba will come back. One day, he lies down in the grass to take a nap. His kites are flying in the clouds. He suddenly wakes up and sees a bunch of kites over head. Then, he sees Baba. Then Tai Shan sees all the townspeople flying their kites cheering and shouting. Excellent thank you. Let s look back at the predictions. Someone said that the kites would play an important role and they did. Analysis Level Question: Why do you think the kites were important? Student: That s how Baba and Tai Shan communicated while Baba was away. Absolutely correct. There is another reason why the kites are important in this story the author repeats something when he talks about the kites. He repeats it because it is important. Can anyone remember what the author repeated about the kites? Student: something about being above but under That s right there is some more to that passage. What should we do to figure this out? Student: Let s look back through the pages. Great. Here s what it says. We are above but still under, neither here nor there. We are free, like the kites. Think a moment. What is the author telling us about the kites? The author has repeated it several times We are above but still under, neither here nor there. We are free, like the kites. Student: I got it! The kites are free! Great! The kites represent freedom. So the last page shows Tai Shan with his father, the village people are jumping and shouting, and there are kites everywhere. What is going on? Student: They are happy because Baba and Tai Shan are back together. I m sure they are happy for Baba and Tai Shan but let s give this a little more thought. We ve seen two kites all the way through this book. One kite for Tai Shan and one for Baba. Now there are lots of kites. Why would there be lots of kites? Student: There are lots of people there each with their own kite.
And what does the kite represent? Student: Oh yeah! There are lots of people with kites because they are all free! That s why they are jumping and shouting. They are free! Free from what? Student: From the people with the red armbands. They don t have to go to the labor camps anymore. Fantastic job!! You made predictions before and during our reading. These predictions kept us searching for answers to our questions. Application Level Question: If you could give Tai Shan one modern-day item during his time apart from his father, what would it be? Student: I d give Tai Shan and Baba cell phones so they could talk whenever they wanted to! Student: I d give Tai Shan and Baba tablets so they could Skype and see each other while they were talking. Student: I d give them both a small mp3 player with recordings of their voices so they could hear each other when they got sad and lonely. The mp3 player would be small so that Baba could hide it from the red armband men. 4. Independent Student Practice (10 Minutes): You all did an awesome job at making predictions in the story Red Kite, Blue Kite. Now I d like for you to practice making predictions on your own with this worksheet. Remember to use the information from the passage and from your own personal experiences to make your prediction. I ll be walking around the room if you need help or have questions.
(Instant Worksheets) 5. Culminating or Closing Procedure/Activity/Event (5 Minutes): After students finish the worksheet, we will go over the correct answers. It s helpful for students to have immediate feedback so they can understand where they ve made their mistakes. I will reiterate what they learned in the lesson to reinforce its importance. Today you learned that we make predictions all the time. Making predictions is helpful when reading a story because it gives your reading it helps to set an expectation for the story or text you are about to read. Making predictions can also help to set a purpose for your reading. You
all practiced making predictions and paraphrasing in order to better comprehend the reading material. Pedagogical Strategy (or Strategies): I used direct instruction to teach this small group of students about making predictions and paraphrasing. I modeled how to make predictions as well as how to paraphrase for clarity. The students were engaged through the guided practice in which we used a lot of small group discussion. Differentiated Instruction: Hearing and visually impaired students shouldn t have any difficulty with this lesson since we are all in close proximity in the small group. That being said, I will still be aware of the volume of my voice so that hearing impaired students can hear. I ll also check to make sure that visually impaired students don t have any issues. This lesson is based on a story so there is a lot of reading and words involved. For this reason, I will pay special attention to any ELL students that may be in the group. I will assign a high level reader to be a buddy with the ELL student in case he/she has any questions during the lesson. If there is a gifted student in the group, I could give him/her a challenge worksheet with longer passages and more opportunities to make predictions. This would provide the challenge that the gifted student needs for growth and for personal satisfaction. Student Assessment/Rubrics: I will informally assess students during the guided practice. Through their responses to my questions, I will get an idea of whether or not they understand how to make predictions. I will formally assess students understanding of making predictions with the worksheet. On this worksheet, students will read short passages and make predictions based off the information in the text and their background knowledge. If students are able to answer 5 out of the 6 questions correctly, I will feel comfortable that students understand how to make predictions. Technology: For this lesson, I used an interactive program/game to help illustrate making predictions. I thought it was a fun and engaging piece of technology for the students to learn from. For this lesson, I was actually the one using the online game. First, I read the short passage (from the game) to the students, then I did a think-aloud to model how I d apply the information from the passage and my background knowledge to make a prediction about what would happen next. The game had three choices of what would happen next. If you correctly answered the question, a dog would dig up a piece to a mystery object. If you correctly answered all four making predictions questions, you would have attained all four puzzle pieces to the mystery object. Then, you could put it together to solve the mystery. As stated before, this technology tied in very nicely with my lesson on making predictions. It helped to make my modeling of the strategy a little more fun and enjoyable for the students while still providing them with helpful examples. Comprehension Monitoring Strategy: This lesson contained the comprehension monitoring strategy of paraphrasing. In this lesson, I asked lots of questions at various thinking levels. This book contained a lot of information. Paraphrasing helped to keep this information top-of-mind and it made answering the questions a little easier. For example, I asked the students how it was possible that Baba was back with his son how there were people shouting and celebrating and how there were kites flying everywhere. This question required information from throughout the text. There was so much to consider which can be overwhelming and confusing. Using the paraphrasing strategy put all the information back together, in one place so that things made better sense. It was easier to answer the questions once the story made sense and the paraphrasing strategy helped a lot with that.