Lessons

__8 Lessons__

__Lesson1: Fluency__ Objectives: 3RS2P Use graphic organizers to record significant details about characters and events in story. 3RS2F Use specific evidence from stories to describe characters, their actions, and their motivations; relate sequence of events.
 * Standard 2: Language for Literacy Response and Expression.

Materials: Procedure: Assessment: Reflection: The students practiced choral reading to increase fluency and be able to decipher the information from the text to describe the characters from the story. The students had a prior lesson on character traits and choral reading. A review of choral reading was done prior to having the whole class do it to insure that all students are following along with their pointers. Questions were asked during the reading to get students to start thinking about the characters and their actions. Use of the venn diagram gave the students an organizer for their thoughts. From the venn diagrams I was able to determine which students were able to pull out the important information from the text to describe the characters and their actions. If I were to do this assignment again, I might try the rhythm walk because I have not seen it used before. The next step I would take with these students would be to share the venn diagrams and discuss motivation of the characters and how they determined their answers.
 * The novel, __Harry Potter and the Half Blood Prince__, by J.K. Rowling. Students' journals and pens.
 * Instruct students to open their text to page 2 and have them all place their pointer finger on the first word in the last paragraph.
 * Inform students that they will be choral reading and chose a student to assist the teacher in modeling the strategy. Tell students to follow along by pointing to each word as it is read.
 * After modeling, choral read until the end of page 5 stopping to ask questions throughout and discuss.
 * Model venn diagram using a cat and a dog.
 * Students will complete a venn diagram comparing character traits of the Prime Minister and Fudge.

__Lesson 2: Reciprocal Teaching__ Objectives: Materials:
 * 3RS2L Make predictions, draw conclusions, and make inferences about events and characters.
 * 3RS1Y Identify a conclusion that summarizes the main idea.
 * The novel, __Harry Potter and the Half Blood Prince__, by J.K. Rowling, paper, pens.

Procedure: Assessment: Reflection: Students learned how to make predictions, draw conclusions, make inferences, and summarize main ideas by using the reciprocal teaching method. They were able to explore these strategies by asking questions and leading the discussion versus teacher always leading discussion. Students summarized the first chapter to tap into prior learning and the students can continue to use the new strategies to think critically when reading. I think that I would use the four door method again because it gets all the students involved and using the strategies.
 * Have students make four door books. On each page they write one of the four categories; predict, clarify, question, and summarize.
 * Class discussion to summarize what happened in chapter one.
 * Remind students what it means to make a prediction and give an example.
 * Have students look at the picture on page 19. Ask students to make a prediction about the picture and what lead them to this prediction.
 * Take a few vocabulary words from page 19 discuss as a group. (immense, ominous, wary.) Read the word as is it used in the sentence. Ask students if they know the definition of the word. Model for students how to use context clues to help them determine the word.
 * Use the cloze method to read the first page. Teacher stops to model asking open ended questions and the student that answers the question gets to ask a question.
 * Continue process having students leading discussions and asking questions.
 * At the end of the chapter, the students fill in their four door books.
 * Students will complete their four door books using the information obtained from the chapter.

__Lesson 3: Visual Imagery__ **Objectives:** **Materials:** **Procedure:** **Assessment:** **Reflection:** **The students learned how to create mental images while they read. Due to the time constraint, I did not do the poetry part of the lesson with my group, but I have used this with students before and because of the descriptive nature of the poem I chose, the student's really seemed to understand how to create a mental image. They showed their understanding through their pictures. With my group, I had them go right into reading the selected pages and draw what made the strongest impression on them. Upon their sharing, it was evident that they were able to create a mental image and put their thoughts to paper. Through sharing, we learned that not everyone had the excact same picture, but they had many similarities. If I were to do this again, I would choose a more vivid passage.** __** Lesson 4: Vocabulary (Frayer Model) **__ __**Lesson 5: Inquiry Chart **__
 * **Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).**
 * **The novel, __Harry Potter and the Half Blood Prince__, by J.K. Rowling, paper, pens.**
 * **After a mini lesson on visual imagery using poetry, have students turn to page 160.**
 * **Have students read pages 160-162 to themselves.**
 * **Tell students to draw a picture of what they felt made the strongest impression on them. Give them 2 minutes to draw.**
 * **Once they are done, place the students in groups of four and have them share their drawing with their group.**
 * **They should discuss the differences and the similarities in their pictures.**
 * **Students will be able to create a visual image from pages 160-162 to draw and compare and contrast their pictures.**
 * Objectives: **
 * ** CRK Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources. **
 * Materials: **
 * ** The novel, __Harry Potter and the Half Blood Prince__, by J.K. Rowling, paper, pens **
 * Procedure: **
 * ** Model for students how to fold their paper into fourths. **
 * ** Have them make a square in the center of the paper. Have them write the labels in the four corners ( definition, characteristics, example, and non-example). **
 * ** Instruct students to write the word gloomier in the square. **
 * ** Ask the students if they know what the word means. Have students read the vocabulary word in context on page 177. **
 * ** If students still struggle look word up. Discuss definition and have students write it in the appropriate box. **
 * ** Place students in groups of four and have them discuss characteristics, examples, and non-examples of the word and fill in the rest of their boxes. **
 * Assessment: **
 * ** Students will be able to determine unfamiliar vocabulary words using the Frayer Model. **
 * Reflection: **
 * The idea of this lesson is to have students not only learn how to define a vocabulary word, without using a dictionary, but to have them think about the word and how it is used. I have never used the Frayer model and found it very effective. Students get to use prior knowledge and encourages critical thinking. I also would have the students work in small groups again so they can share their thoughts for a defintion and characteristics. Not everyone has the same experiences and prior knowledge. Allowing them to work together exposes them to their peers experinces. **


 * Objectives: **
 * ** PI 3RS2F Use specific evidence from stories to describe characters, their actions, their motivations; relate sequences of events. **
 * Materials: **
 * ** Blank Inquiry chart, Harry Potter and the Half-Blood Prince, computers. **
 * Procedure: **
 * ** Introduce the inquiry chart to the students. **
 * ** Discuss chapter 12 and the teacher alone or in conjunction with the students pick a topic to discuss. Once the topic is selected, the students form questions about the topic and place them in the four columns at the top. They then complete the rows by filling in what they know and key ideas. The last row is for them to write a short summary. **

Chapter 12 ||  ||   ||   ||   ||   ||   ||
 * **Topic:**
 * Silver and Opals** || What happened to Katie Bell on the way home from the pub? Why? || Why does Harry think Draco is behind the cursed necklace? || Do you think that Harry is correct in his assumption and why? || Why is Harry so upset with Hermione and Ron? || Important details || New Questions ||
 * What We Know ||  ||   ||   ||   ||   ||   ||
 * "Harry Potter and the Half-Blood Prince"
 * Summarize ||


 * Assessment: **
 * ** Students will complete the inquiry chart. **
 * Reflection: **
 * This lesson was not taught. It was completed on a day that was classroom optional. **