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    This document provides reading group plans for Meyer Elementary School students for the week of September 11th through 15th. It assigns students to different ocean-themed reading groups and outlines the daily mini-lessons, texts, and standards covered for each group. The plans focus on character traits, feelings, motivations, theme, mood, and how authors use words and illustrations.

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    This document provides reading group plans for Meyer Elementary School students for the week of September 11th through 15th. It assigns students to different ocean-themed reading groups and outlines the daily mini-lessons, texts, and standards covered for each group. The plans focus on character traits, feelings, motivations, theme, mood, and how authors use words and illustrations.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    20 views4 pages

    Meyer Reading SG - 9 11-9 15

    Uploaded by

    api-688873827
    This document provides reading group plans for Meyer Elementary School students for the week of September 11th through 15th. It assigns students to different ocean-themed reading groups and outlines the daily mini-lessons, texts, and standards covered for each group. The plans focus on character traits, feelings, motivations, theme, mood, and how authors use words and illustrations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 4

    Meyer Reading Small Group Plans

    September 11th - 15th


    Character Traits/Feelings/Motivations, Theme, Mood

    Groups

    Atlantic Ocean Pacific Ocean Antarctic Ocean Indian Ocean

    Tiana, Dominic, Mason, Elania, Sydney, Maddox, Aubrianna, Lilly,


    Nevaeh, Kailyn Kaylee, Odeya, Malia, Kimbrelle Ava, Cara
    Daniel

    Mon - Students: Atlantic Students: Pacific


    9/11 Data: MAP Data: MAP
    Standard: 8.1.a: describe characters' Standard: 3.RL.6 Determine the theme
    traits, motivations, and feelings and by recalling key details that support the
    explain how their actions contribute to theme.
    the development of the plot. Text: The Crocodile and the Fly
    Text: Melissa’s Caterpillar Mini Lesson (I Do): I will review the
    Mini Lesson (I Do): Together, students and meaning of the theme in a story to
    I will review about inside/outside students. Students will read ‘The
    character traits, discuss motivations and Crocodile and the Fly.’
    feelings of characters from past stories Student Practice (We Do:) Students will
    (Big Al, Beauty and the Beast, etc.). Then, be given time to think, then do a
    students will popcorn read Melissa’s timed-round-robin and share what they
    Caterpillar together. believe the theme of ‘The Crocodile and
    Student Practice (We Do:) Students will the Fly’ is. Students then will work together
    begin answering questions about the to complete a theme graphic organizer.
    characters feelings and motivations Exit Slip: Students will finish the final
    throughout the story. Students will rally question on the organizer which asks
    robin different ways they would feel if what they believe the theme of the story
    they were a character in the story. is.
    Exit Slip: Students will determine how the
    main character was motivated based on
    how they felt throughout the story.

    Tues - Students: Antarctic Students: Indian


    9/12 Data: MAP Data: MAP
    Standard: 3.RL.6 Determine the theme Standard: 8.1.a: describe characters'
    by recalling key details that support the traits, motivations, and feelings and
    theme. explain how their actions contribute to
    Text: The Crocodile and the Fly the development of the plot.
    Mini Lesson (I Do): I will review the Text: Melissa’s Caterpillar
    meaning of the theme in a story to Mini Lesson (I Do): Together, students and
    students. Students will read ‘The I will review about inside/outside
    Crocodile and the Fly.’ character traits, discuss motivations and
    Student Practice (We Do:) Students will feelings of characters from past stories
    be given time to think, then do a (Big Al, Beauty and the Beast, etc.). Then,
    timed-round-robin and share what they students will popcorn read Melissa’s
    believe the theme of ‘The Crocodile and Caterpillar together.
    the Fly’ is. Students then will work together Student Practice (We Do:) Students will
    to complete a theme graphic organizer. begin answering questions about the
    Exit Slip: Students will finish the final characters feelings and motivations
    question on the organizer which asks throughout the story. Students will rally
    what they believe the theme of the story robin different ways they would feel if
    is. they were a character in the story.
    Exit Slip: Students will determine how the
    main character was motivated based on
    how they felt throughout the story.

    Wed Students: Pacific Students: Atlantic


    - 9/13 Data: MAP Data: MAP
    Standard: 8.1.a: describe characters' Standard: 3.RL.6 Determine the theme
    traits, motivations, and feelings and by recalling key details that support the
    explain how their actions contribute to theme.
    the development of the plot. Text: The Crocodile and the Fly
    Text: Melissa’s Caterpillar Mini Lesson (I Do): I will review the
    Mini Lesson (I Do): Together, students and meaning of the theme in a story to
    I will review about inside/outside students. Students will read ‘The
    character traits, discuss motivations and Crocodile and the Fly.’
    feelings of characters from past stories Student Practice (We Do:) Students will
    (Big Al, Beauty and the Beast, etc.). Then, be given time to think, then do a
    students will popcorn read Melissa’s timed-round-robin and share what they
    Caterpillar together. believe the theme of ‘The Crocodile and
    Student Practice (We Do:) Students will the Fly’ is. Students then will work together
    begin answering questions about the to complete a theme graphic organizer.
    characters feelings and motivations Exit Slip: Students will finish the final
    throughout the story. Students will rally question on the organizer which asks
    robin different ways they would feel if what they believe the theme of the story
    they were a character in the story. is.
    Exit Slip: Students will determine how the
    main character was motivated based on
    how they felt throughout the story.
    Thurs Students: Antarctic Students: Indian
    - 9/14 Data: MAP Data: MAP
    Standard: 8.1.a: describe characters' Standard: 3.RL.6 Determine the theme
    traits, motivations, and feelings and by recalling key details that support the
    explain how their actions contribute to theme.
    the development of the plot. Text: The Crocodile and the Fly
    Text: Melissa’s Caterpillar Mini Lesson (I Do): I will review the
    Mini Lesson (I Do): Together, students and meaning of the theme in a story to
    I will review about inside/outside students. Students will read ‘The
    character traits, discuss motivations and Crocodile and the Fly.’
    feelings of characters from past stories Student Practice (We Do:) Students will
    (Big Al, Beauty and the Beast, etc.). Then, be given time to think, then do a
    students will popcorn read Melissa’s timed-round-robin and share what they
    Caterpillar together. believe the theme of ‘The Crocodile and
    Student Practice (We Do:) Students will the Fly’ is. Students then will work together
    begin answering questions about the to complete a theme graphic organizer.
    characters feelings and motivations Exit Slip: Students will finish the final
    throughout the story. Students will rally question on the organizer which asks
    robin different ways they would feel if what they believe the theme of the story
    they were a character in the story. is.
    Exit Slip: Students will determine how the
    main character was motivated based on
    how they felt throughout the story.

    Fri - Students: Atlantic Students: Pacific


    9/15 Data: MAP Data: MAP
    Standard: 3.RL.9.2 Explain how the Standard: 3.RL.9.2 Explain how the
    author’s choice of words, illustrations, author’s choice of words, illustrations,
    and conventions combine to create and conventions combine to create
    mood, contribute to meaning, and mood, contribute to meaning, and
    emphasize aspects of a character or emphasize aspects of a character or
    setting. setting.
    Text: Still trying to find the perfect text! Text: Still trying to find the perfect text!
    Mini Lesson (I Do): I will begin by showing Mini Lesson (I Do): I will begin by showing
    students pictures that display different students pictures that display different
    moods, example: a blue-toned picture moods, example: a blue-toned picture
    which features someone crying. Students which features someone crying. Students
    will then round robin how they feel will then round robin how they feel
    looking at each picture. looking at each picture.
    Student Practice (We Do): I will read _____ Student Practice (We Do): I will read _____
    and ask guiding questions regarding how and ask guiding questions regarding how
    the illustrations change on each page. the illustrations change on each page.
    Exit Slip: Students will complete a mood Exit Slip: Students will complete a mood
    ring worksheet where they will use text ring worksheet where they will use text
    evidence from the story to support the evidence from the story to support the
    mood they felt throughout the story. mood they felt throughout the story.

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