Teacher: Angela Bargas

Guided Reading Lesson: 4th Grade Day 1 30 Minutes

Date: November 12-20, 2013

Students: Book Title: Level: AR 3.1-3.5 th th 4 Grade /5 Grade Thanksgiving on Thursday Jackson Justice Mary Pope Osborne Ryan Paul Mary ChenEye Materials: Madelyn Kane Graphic Organizer (attached) Jake Copy of book for each student Skill/Strategy to Focus on: IEP Goal: (ALCOS 4.3, 5.3) 4.3) Students will be able to describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text. Benchmarks: Describe the effects of characters actions on the story. Describe the setting in a story. Describe in order events in a story. 5.3) Students will compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3] Introduction: Introduce the book to be read Thanksgiving on Thursday by Mary Pope Osborne Activate prior knowledge: - Based on the title and the picture on the cover, what do you think this book is about? - What do we already know about Thanksgiving? - What does Thanksgiving represent? - Who are these people on the cover dressed like? Pass out graphic organizer and have students write predictions in. Who are the possible characters in this story? Where do you believe this story takes place? What problem might the characters face in this story?

Talk to students about the habits of good readers. - Good readers make predictions as they read. - Good readers visualize (create a picture in your head) - Good readers ask questions (when they dont understand) - Good readers reread (when you cant remember what you have just read.) - Good readers stop (when they dont know a word and ask someone or use context clues.) - Good readers make connections (what does it remind you of>) Remind students to take their time reading and we will stop when words are difficult and work through them together.

Skill: Vocabulary Chapter 3: Procedure: Stop as we read for vocabulary - Blur group that is seen understanding. fuzzily Chapter 1: - Burly large/hefty - Slanted - angled - Weary tired - Proof evidence - Puzzled confused - Journey a long trip - Nuts crazy - Toil hard work Chapter 2: Chapter 4: - Pilgrim people who sailed to the new - Folk people world on the Mayflower - Prepared cooked - Explored to look closely at - Fowling hunting water birds - Thatched straw, leaves, or plans used to - Froze stood very still cover roofs - Bid to give a direction - Appeared - became visible/ able to be seen Skill: Comprehension Chapter 1 Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Slanted, proof, journey, and toil Stop at end of chapter for comprehension. - Why is Jack hesitant to follow Annie into the woods to check on the tree house? - What did Jack and Annie find lying in the corner of the tree house? (draw a picture) - What have Jack and Annie been assigned to find? - Predict What do you think will happen on Jack and Annies journey? Chapter 2 Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Pilgrim, explored, thatched, appeared Stop at end of chapter for comprehension - Where did the tree house land? - Describe what Jack and Annie looked like. - Who is Annie excited to meet? - How did the pilgrim men find Jack and Annie? - Predict What do you think happens to Jack at the end of the chapter.

Chapter 3 Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Blur, burly, weary, puzzled Stop at end of chapter for comprehension. - Jack and Annie met Gov. Bradford and Capt. Standish in this chapter. What was the difference between the way they greeted Jack and Annie? - How di jack explain their arrival to Plymouth? - Why were the pilgrims confused when Jack and Annie said oh brother and nuts? - Predict Squanto told Gov. Bradford he remembered Jack and Annie. Why do you think he said this? Post Reading Tasks: Students are to complete graphic organizer. - Part one - Make 2 predictions of what the story is about based on the cover and the back of the book. (was completed at introduction of the lesson) - Part 2 Describe the setting of the story - Part 3 Describe the events that took place in the chapters.

Teacher: Angela Bargas

Small Group Guided Reading Plans Day Two

Date: November 12-20, 2013

Students: 4th Grade /5th Grade Jackson Justice Ryan Paul Mary ChenEye Madelyn Kane Jake

30 Minutes

Book Title: Thanksgiving on Thursday

Level: AR 3.1-3.5

Mary Pope Osborne

Materials: Graphic Organizer (attached) Copy of book for each student

COS Objective: # IEP Goal: (ALCOS 4.3, 5.3) 4.3) Students will be able to describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text. Benchmarks: Describe the effects of characters actions on the story. Describe the setting in a story. Describe in order events in a story 5.3) Students will compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3] Skill: Oral Language Procedure: Book: Thanksgiving on Thursday by Mary Pope Osborne, Read Chapters 3-6 Skill: Vocabulary Procedure: Stop as we read for vocabulary understanding. Chapter 4: Chapter 5: 25.Folk people 31.Clutching holding tightly 26.Prepared cooked 33.Slithered slid along from side to side 27.Fowling hunting water birds 34.Tumbled fell 27.Froze stood very still 35.Caked covered 28.Bid to give direction 36.Lousy bad/horrible Chapter 6: 39.Relieved calmed 41.Hearth the floor of a fireplace 43.Roots vegetables that grow underground 44.Herbs leafy vegetables that grow above ground. Skill: Comprehension Procedure: Questions as we read. Chapter 3: Choral read chapter with students Vocabulary have students use context clues to define vocabulary

- Blur, burly, weary, puzzled, nuts Stop at end of chapter for comprehension. 1. Jack and Annie met Governor Bradford and Captain Standish in this chapter. What was the difference between the way they each greeted Jack and Annie? 2. How did Jack explain their arrival? 3. Why were the pilgrims confused when Jack and Annie said oh brother and nuts? 4. Squanto told Gov. Bradford he remembered Jack and Annie. Predict, why you think he said this. Chapter 4: Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Folk, prepared, fowling, froze, bid Stop at end of chapter for comprehension. 1. Why did Gov. Bradley say they welcomed all the small folk sent to them? 2. Why were the pilgrims worried when they saw Chief Massasoit and the line of men? 3. How did the pilgrims decide to solve the food shortage problem? 4. What job were Jack and Annie given at the end of the chapter? Why were they given this task? Have students begin graphic organizer - Make a prediction about the chapter Eels and Clams. Chapter 5: Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Clutching, slithered, tumbled, caked, lousy Stop at end of chapter for comprehension. 1. How did Jack and Annie try to catch the eels? 2. Why did Annie say they couldnt catch the clams? 3. What did Jack and Annie learn about the responsibilities of pilgrim children? 4. Who do Jack and Annie see at the end of the chapter? Chapter 6: Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Relieved, hearth, roots, herbs Stop at end of chapter for comprehension. 1. What did Jack and Annie bring back to the village? 2. What did Jack and Annie see roasting over the fire? 3. Why didnt Jack mind being hot and sweaty by the fire? 4. What happened to Priscillas family? 5. Priscilla mentioned that something special is about to take place. Predict what you think it is

Students are to complete the graphic organizer. - Part one - Make predictions of what the chapter Eels and Clams is about. (was completed prior to chapter 5) - Part 2 Text to self Describe the chores the Pilgrim children had to do for Thanksgiving. How do you help your family before a big family feast? - Part 3 Events What did Squanto teach Jack and Annie? Write 3 facts Jack and Annie learned about Pilgrim children. Post Reading Tasks: Students are to complete graphic organizer. - Part one - Make 2 predictions of what the story is about based on the cover and the back of the book. (was completed at introduction of the lesson) - Part 2 Describe the setting of the story - Part 3 Describe the events that took place in the chapters.

Teacher: Angela Bargas Small Group Guided Reading Plans Day Three Students: 4th Grade /5th Grade Jackson Justice Ryan Paul Mary ChenEye Madelyn Kane Jake

Date: November 12-20, 2013

30 Minutes

Book Title: Thanksgiving on Thursday

Level: AR 3.1-3.5

Mary Pope Osborne

Materials: Copy of book for each student

Story Sequence Worksheet (attached) Comprehension Quiz

COS Objective #: IEP Goal: (ALCOS 4.3, 5.3) 4.3) Students will be able to describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text. Benchmarks: Describe the effects of characters actions on the story. Describe the setting in a story. Describe in order events in a story 5.3) Students will compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3] Skill: Oral Language Procedure: Book: Thanksgiving on Thursday by Mary Pope Osborne, Read Chapters 6-10 Skill: Vocabulary Procedure: Stop as we read for vocabulary understanding Chapter 7: 47. Haste to go with speed/to hurry 49. Musket long gun 50. Spit pointed rod for holding meat 52. Sputtered made popping sounds 53. Billowed rose up Chapter 9 & 10: 66. Rotting decaying 67. Pouch small sack 67. Eager ready and willing 67. Twinkled sparkled 69. Fiery glowing/flaming

Chapter 8: 54. Moaned made a groaning sound 55. Confessed admitted 56. Harvest crop 60. Community people who gather together as a group

Skill: Comprehension Procedure: Questions as we read. Chapter 7: Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Haste, musket, spit, sputtered, billowed Stop at end of chapter for comprehension. 1. The title of chapter 7 is Arm Exercises. What does this mean? 2. Why did Priscilla laugh at Jack? 3. What job did Priscilla give Jack and Annie? 4. Describe what happened to the turkey. 5. Predict what will happen at the feast. Chapter 8: Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Moaned, confessed, harvest, community Stop at end of chapter for comprehension. 1. Why hadnt Jack ruined the Thanksgiving feast? 2. List five foods that were present at the first Thanksgiving. 3. What was the special magic? 4. What three worlds do you think the rhyme is talking about? Chapters 9 & 10: Choral read chapter with students Vocabulary have students use context clues to define vocabulary - Rotting, pouch, eager, twinkled, fiery Stop at end of chapter for comprehension. 1. Why didnt Jack want Squanto to walk them back? 2. What were the steps to growing corn that Squanto gave Jack and Annie? 3. Why had Squanto said he remembered? What did he remember? 4. What did Jack and Annie learn about life during pilgrim times? Activity: Story Sequence: Students will read each story event, cut and paste them in the correct sequence on the attached sheet. Assessment: Quiz on characters, setting, and sequence of story prior to AR computer test to check for comprehension. Accelerated Reader test on computer.

Quiz: Thanksgiving on Thursday, by Mary Pope Osborne Circle the correct answer. 1. Priscilla left Jack to ______________. a. Catch eels and clams b. Shuck the corn c. Hunt for birds d. Bring in the firewood 2. How was the problem of not enough food solved? a. Squanto and some men went hunting b. The women brought out food from the cellar c. The children gathered more berries. 3. Why did Annie say they couldnt catch clams? a. They did have a shovel. b. They didnt have a basket to put them in. c. She was to wet to stay in the water.

Name _______________________________

9. What a. b. c.

was the special magic? Community Rabbit tricks Friendship

10. What did Squanto say to put with the corn seeds? a. Sand b. Water c. Fertilizer d. Fish 11. What a. b. c. d. did Squanto give Jack and Annie? Corn seed Fish A necklace A hide

4. The winter before _____________ of the Pilgrims died. a. One-third b. One-fourth c. One-half d. Three-fourths 5. What a. b. c. 6. What a. b. c. 7. What a. b. c. 8. What a. b. c. d. does exercise their arms mean? Lift arms up and down Turn arms in circles over and over. Shoot guns hunting was Priscillas reaction to Jacks comments? She thought he was funny. She thought he should learn some more. She thought he was crazy. happened to the turkey? It fell onto the floor. It slid onto the platter. It burned in the fire did the Wampanoag bring to the feast? Corn 5 deer A bear. Roasted nuts

12. How did Jack feel as he walked home? a. Sad to leave Squanto b. Happy to see his grandmother, cousins, aunts, and uncles c. Afraid his mother would be mad because he was late 13. Plymouth Colony grew to ____________. a. 200 b. 500 c. 100 d. 2000

Teacher: Angela Bargas

Small Group Guided Reading Plans

Date: November 12-20, 2013

Students: Materials: th th 4 Grade /5 Grade Graphic Organizer Im Thankful For (attached) Jackson Justice Ryan Paul Mary ChenEye Madelyn Kane Jake COS Objective #: IEP Goal: (ALCOS ELA 4.22,5.22 ) 22.) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1] a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. [W.4.1a] b. Provide reasons that are supported by facts and details. [W.4.1b] c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c] d. Provide a concluding statement or section related to the opinion presented. [W.4.1d] Skill: Written Expression Expository Text Procedure: Introduce Thankful Writing activity. Discuss: What it means to be thankful for something. o Feeling or showing your gratitude towards someone or something Share a few things I am thankful for. o Family, school, friends Explain that they will be writing and essay about what they are thankful for. Hand out Graphic Organizer - Im Thankful For Brainstorm 3 categories of what they are thankful for o Examples family, friends, school, sports, food, pets, etc. o Write the name of each category at the top of each column. Under each heading they should list details they want to include in their paragraph on that topic. o Discuss details with each other, make clarifications. o Explain that these details will be used in essay we will be writing so they must think about the details they choose and be very thoughtful about who or what they are thankful for.

30 Minutes

Day Four

Teacher: Angela Bargas

Small Group Guided Reading Plans

Day Five

Date: November 12-20, 2013

30 Minutes

Students: 4th Grade /5th Grade Jackson Justice Ryan Paul Mary ChenEye Madelyn Kane Jake

Materials: Rough Draft Thanksgiving Writing Template

COS Objective #: IEP Goal: (ALCOS ELA 4.22,5.22 ) 22.) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1] a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. [W.4.1a] b. Provide reasons that are supported by facts and details. [W.4.1b] c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c] d. Provide a concluding statement or section related to the opinion presented. [W.4.1d] Skill: Written Expression Expository Text Procedure: Introduce essay format Explain the 3 basic parts o Introduction Hook the reader and captures his or her attention. Contains the topic sentence of the essay. Briefly states 3 or more main ideas which will be explained in the body of the paper. o Body Longest section of the essay. Contains 3 or more fully developed paragraphs (one paragraph to support each main idea stated in the introduction), each paragraph contains a topic sentence and at least 4-5 supporting detail sentences. Transition words and phrases help move the reader from one idea to the next (also, in addition, another reason, etc.) o Conclusion Brings closure to the essay, briefly restates the 3 main ideas (without repeating the exact words in the introduction, may end with strong statement or an appeal to the emotions. Hand out Things Im Thankful For rough draft paper (see attached) o Students will use ideas from graphic organizer to complete Guide students through writing rough draft. o Introduction will include 3 categories chosen in graphic organizer o Body will include supporting details from graphic organizer o Conclusion will briefly restate main ideas and have an ending

Things Im Thankful For

Thanksgiving reminds me of all the things Im thankful for. I appreciate _____________________, __________________, and _____________________. Im especially thankful for __________________ because ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ I also appreciate _________________ because __________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Finally, Im grateful for _______________ because ______ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ As I enjoy this holiday season, I realize that I have many reasons to be thankful. ________________, ________________, and ______________ are very important to me.

Teacher: Angela Bargas

Small Group Guided Reading Plans

Date: November 12-20, 2013

Students: Materials: th th 4 Grade /5 Grade Final Draft Writing Paper (attached) Jackson Justice Ryan Paul Mary ChenEye Madelyn Kane Jake COS Objective #: IEP Goal: (ALCOS ELA 4.22,5.22 ) 22.) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1] a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. [W.4.1a] b. Provide reasons that are supported by facts and details. [W.4.1b] c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c] d. Provide a concluding statement or section related to the opinion presented. [W.4.1d] Skill: Written Expression Expository Text Procedure: Students will be completing final draft of expository writing. Edit rough draft. o Punctuation, grammar, and capitalization must be used appropriately. Assessment: Checklist final draft ______ Introduction must briefly states 3 or more main ideas that captures the readers attention. ______ Body Contains 3 or more fully developed paragraphs, each paragraph contains a topic sentence and at least 4-5 supporting detail sentences. Transition words and phrases help move the reader from one idea to the next. ______ Conclusion Brings closure to the essay, briefly restates the 3 main ideas ______ Grammar/Punctuation/Capitalization

30 Minutes

Day Seven