Ashley Martinus Author Study Unit Plan: Patricia Polacco Lesson 3 Reciprocal Teaching with For the Love

of Autumn

I. Standards: L.RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). L.RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. II. Objective/Benchmark: TLW work together in the form of literature circles in which they will be delegated particular roles, such as: summarizer, predictor, clarifier, and questioner. TLW use reading strategies during and after reading to determine main concepts and themes of a work of literature. TLW rate and compare a work of fiction with previous knowledge of the author and her writing style. III. Anticipatory Set: A. Students will be grouped by fours and placed in a literature circle. Each member of the group will be given an index card with a job on it and a description of that job. Students will also have their Readers Notebooks with them in their groups. B. Allow students a few minutes to ask questions about their new jobs and how their literature circles will work. Announce to students that these will be their groups for the rest of the Polacco unit. Students will be given group folders and encouraged to choose a group name. Students will write their own name on the index card of the job they are participating in that day (each time the group meets, jobs will be rotated to someone who hasnt done that job yet. C. Introduce the book For the Love of Autumn by Patricia Polacco. Pass out sticky notes and encourage students to take notes during the read aloud. IV. Input: A. Task Analysis 1. TLW need to know how to summarize a story. 2. TLW need to know how to predict what will happen next in a story. 3. First TTW engage in the anticipatory set. 4. TTW read aloud the beginning of For the Love of Autumn (about 10 pages). 5. In their literature circles, students will each participate in their job to predict, clarify, question, and summarize the beginning of the story. Students write their responses in their readers notebook. 6. TTW real aloud the middle of the book (page 11-20). 7. TLW students will each participate in their jobs again to predict, clarify, question, and summarize the middle of the story. Students write their responses

Ashley Martinus in their readers notebook. In their literature circles, students will each participate in their job to predict, clarify, question, and summarize the beginning of the story. Students write their responses in their readers notebook. 8. TTW regroup the class to finish the read aloud. 9. TLW independently make lasting connections of the story and give it a rating in their readers notebook (__ out of 5 stars) and give a brief explanation for their rating. B. Thinking Levels: 1. Knowledge- TLW retell sequencing of a beginning, middle, and end of a story. -What happened first/next/last? 2. Comprehension- TLW summarize key concepts and themes of a piece of literature. -How can you interpret the way the little girl was feeling in your own words? 3. Application- TLW make use of their readers notebook and use them as a useful tool to decode meaning within a story. -How could you arrange your graphic organizer to show the sequence of events in the story? 4. Analysis-TLW make inferences based on prior knowledge to predict what will happen next in the story. -What inferences can you make after this section of reading? 5. Synthesis-TLW build upon group work in the literature circle to discover the theme of the story. -Based on what you have discovered in your literature groups, what do you and your group think the theme of this story is? What is this storys purpose? 6. Evaluation-TLW give the book a rating out of 5 stars on how they liked the book. -How would you rate For the Love of Autumn by Patricia Polacco? C. Learning Styles: Existential: Maintain a Readers Notebook that is attuned to the human condition. Interpersonal: Participate in group discussions. Intrapersonal: Reflect thoughts, feelings, and ideas in the Readers Notebook. Visual-Spatial: Create a visual graphic organizer during read aloud. Musical: Think of a song that might work as a soundtrack to the story. Which type of music would suit the setting best? Logical-Mathematical: Use a graphic organizer to sort out the elements of a story. Verbal-Linguistic: Listen to a story read aloud.

D. Differentiated instruction and Strategies: Scaffold students who need help. Sit next to students who need to have physical reminders to stay on task. Show the pictures while reading the story so students who struggle with following along with the text can still follow along with the pictures.

Ashley Martinus E. Methods and Materials: 1. Ways of presenting: Read aloud and small group discussion. 2. Materials needed: Enough steno pads for each student and the teacher to have one to create their Readers Notebook. The Book For the Love of Autumn by Patricia Polacco. V. Modeling: TTW model each of the jobs assigned during literature circles. VI. Checking for understanding: A : Questioning for understanding: Can you explain what is happening? What motive is there? What is the relationship between? What would happen if? How would you rate this book? B. Formative assessment: choral repetition. Teacher gives instruction, students repeat instruction. Students write in their journals and teacher circulates to make sure students are absorbing material. VII. Guided Practice: TLW work together in the form of literature circles in which they will be delegated particular roles, such as: summarizer, predictor, clarifier, and questioner. TLW use reading strategies during and after reading to determine main concepts and themes of a work of literature. TLW rate and compare a work of fiction with previous knowledge of the author and her writing style. VIII. Independent Practice: Students will be writing in their readers notebooks independently. IX. Closure: TTW lead a discussion on the moral and theme of the story by asking students what connection they made in their notebooks. Assure students that they dont have to share if they want to keep their responses private. TTW share her responses as she sees appropriate, while also guiding and scaffolding students to participate in the discussion. X. Assessment: TTW asses the students participation and understanding based on formative assessment during the lesson, and from the discussion at the end of the lesson. Students will also be turning in their readers notebook every Friday to be graded. (Grades to be based on a rubric following the guidelines of completion and effort). XI. Reflection (To be completed after the lesson has been taught):