Setting the Scene
Lesson 3 of 15
Objective: SWBAT describe the setting of their book by identifying objects and words that relate to the time period.
"Students, today you will stay at your desks for the mini-lesson- it will be short. Please get out your Reading response notebook."
Teaching point: Readers learn about the historical time period in their book by noticing objects and words in the pictures and text and writing them down under the correct heading in a T Chart.
Show Lamp of learning- and briefly remind students that in the 1800's people did not have electric lights- they used lamps like this to light their homes, they also cooked in a fire place sometimes inside or even outside. Some families had stoves but they got hot from the small logs that were burned inside of a special compartment. Today students, you will be looking for objects in the pictures and words in the text that create the sense that the story takes long ago.
Lets get ready to learn!
1.Create your heading at the top of the page: Book Title and date
2. Create a two column chart.
Give directions and demonstrate under doc cam in Readers Response Notebook how to set up two column chart.
Walk around to make sure all students have completed their two column chart.
"Now students, watch me as I demonstrate what I mean by finding objects and words that tells us this story took place long ago. I am going to read the first few pages in Henry's Freedom Box. As I am reading I will analyze the words and the pictures for objects and words that were used long ago.
Demonstrate your thinking and writing in Reading Response Journal.
After the mini-lesson call book clubs by their book title and have students quietly go to the storage area and get a copy of their book, one club at a time.
After all everyone has their books, I ring the tibetan bell and say, "Independent reading has begun. Read both the pictures and the words that tell you this story took place long ago. Write the words in one column and the name of the object in the other column".
Students start reading.
Give students time to settle in before conferring with students- some students might need to know the name of an object- such as cauldron, plow, butter churn.
Some students might not know the meaning of words such as anvil, plantation, sewing, and seamstress.
Book Club Discussion
At the end of independent reading, I ring the bell and tell students in a moment they will be moving into their book clubs.
The first task they have is to practice their fluency by taking turns reading aloud. I want to hear how the class sounds when seven book clubs are meeting and one person is reading from each club. I am coaching into students to be able to stay focused and on task- When everyone is doing their job- their reading will sound like music to our ears.
Their second job is to share what they wrote on their chart with each other and discuss anything they have questions about.
MY job is to notice how the clubs are functioning and give feedback.
Today I anticipate that I will have to redirect several students and remind them of the class norms (How to sit, how to listen, how to speak so all can hear).