Subject/Topic Interactive Read Aloud- Judy Moody and the Not Bummer Summer (3rd grade) Rationale My reasoning

for this lesson is to teach children how their actions produce results. Cause and effect will be very important to understand while they are reading other stories and applying it to everyday life. They will begin by not focusing too much on all of the events taking place yet, but rather on making predictions. I also want them to expand on their imagination with this book to help them with their creativity skills, which is great to have as a reader. Standards RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Objectives SWBAT identify story elements such as some of the characters, setting, events, etc. that will eventually produce results. SWBAT review what they have read using their prior knowledge of summarizing stories. Materials Judy Moody and the Not Bummer Summer book, T-chart paper Procedures 1. Engagement/Anticipatory Set- Begin talking to the students about things that are important for good readers to do. Talk about asking questions, making predictions, visualizing, making connections, inferring, using context clues, and rereading. Once the discussion comes to an end, take out the Judy Moody book. Introduce the book to the students by saying that today we are going to begin reading the book, Judy Moody and the NOT Bummer Summer. Show the students the front cover and introduce the author, Megan McDonald, and the illustrator, Peter Reynolds. Lets take a look at the illustration on the front cover. What do we see? Where do we think this girl is going? What season do we know that it is based on the title and illustration. Ask questions about what they like to do in the summer to model their connections. 2. Mentor- teach and model- Start reading the first three pages and stop at where Frank spits the paper out of his mouth. Ask why it was in his mouth and why he spit it out. Continue reading 7 pages and stop at where the teacher in the book is talking to his students about what he is doing this summer. Ask the kids to guess what I will be doing over the summer. Talk about what similar things we will all be doing. Engage the students in the book by making it more personal and so they can expand their imagination as they continue to read. By modeling this thought process, students should

begin learning that as they read books, they can use their imagination to visual the story and relate it to their own lives. As you continue to page 11, ask the students why Judy needed a toad. Also ask them what happened after Judy put the toad in Amys hands. This will help them develop their reading and sequencing skills. Continue reading to page 18, which is the last page of chapter 2. Ask the students what caused Judy to be upset? 3. Guided Practice- Continue reading the book while modeling asking questions, making predictions, visualizing, making connections, inferring, using context clues, and rereading.. We will be able to identify the story elements together and pull out the main points. As events occur, ask the students about their knowledge of cause and effect. Write the students collaborative definition of cause and effect, in a T-chart. This will help guide children in learning to remember events as they read and the importance of what happens due to certain events in a story. For example, when Judy finds out her friends and parents are leaving for vacation this summer, she gets really upset. I want students to be able to realize that everything that happens in the story is an effect of something that previously was done. They will make predictions about what they believe will happen in the story and I will ask them why they believe that. I will ask what event in the story caused them to believe that prediction will take place in this story, which will be explained as text evidence. 4. Independent Application- Have the students think of one thing that they would put on their, not bummer summer bucket list if their parents left them home for the summer. Explain how cause and effect takes place. Have the students start this discussion, but if they arent getting it, give an example. If I was Judy and my parents left me home with my aunt for the summer (cause), I would go camping in my backyard with my brother and stay up all night watching funny movies (effect). We will discuss that understanding cause and effects in a story is one thing that helps people become better readers. When we can remember what happened in a story and why, we have understood the story clearly. (Reading comprehension) 5. Closure- End the lesson by stopping at the end of chapter 2. Discuss what we have read so far. What else do we think is going to happen to Judy? What predictions can we make with text evidence? Review what makes someone a good reading again by talking about asking questions, making predictions, visualizing, making connections, inferring, using context clues, and rereading. Assessment The students will be assessed on understanding cause and effect by making a collaborative definition together. They will also be assessed by their discussion throughout the story and the cause/effect bucket list example they share with the class. Differentiation I will put students in small groups of five to discuss the book and to talk about things that they learned and things that they might not understand. The groups will not be based off of students abilities because I want them to be able to discuss things and help each other understand things that were taught during this lesson.