Sample Lesson Plan

Title: “The Stranger” Centers

Date: Wed, Oct. 24 – Mon, Oct. 29

Suggested Time: 40 minutes each

Objectives:
Students will be able to:
- identify examples in text of author’s craft relating to audience, suspense, word choice, mood, and descriptive language
- read independently to comprehend story events
- conduct research on the Internet independently by finding pictures relating to thermometers, pitchforks, fields, and frost
- record information learned from their image search on the topic they feel they learned most about
- select examples other than those presented in guided reading of author’s craft (audience, suspense, word choice, mood, and descriptive language) from the text
- match sentences that demonstrate author’s craft with the type of author’s craft they demonstrate
- compose sentences that exemplify elements of author’s craft
- use context clues to determine the meaning of vocabulary words in sentences
- match irregular past tense verbs with their present tense form
- generate a list of irregular past tense verbs
- write a well-developed essay including at least one example from the text

Standards:
NCTE: 1, 5, 6, 8, 11
Illinois : 1.A.2b, 1.C.2e, 3.A.2a, 4.B.2b

Materials:
Word Wall papers & markers
Centers folders
Writing prompts
Vocab sentences

Procedure:
Bring your binder, book, and a pencil to each center.
1. Guided Reading

* Groups who had technology center first: What did you learn from searching the internet?
* Bookmarks: Where did you notice examples of: audience? Suspense? Word choice? Mood? Descriptive language?
-- p. 302 “Oh no!” he thought. “I’ve hit a deer.” How does Van Allsberg create suspense?
-- p. 304 “But it wasn’t a deer the farmer found lying in the road, it was a man. Mr. Bailey knelt down beside the still figure, fearing the worst.” How does the author continue to create suspense?
What is the mood in the story so far? How does the story make you feel? How do the pictures help set the mood too?
-- p. 308 “The next morning Katy watched the stranger from her bedroom window.” The author has mentioned Katy a lot. Why do you think he does this? Who is his audience? Who will read his story?
-- p. 312 “But now it still felt like summer, as if the seasons couldn’t change.” Why do you think the author uses the word “couldn’t” instead of “wouldn’t?” How would the meaning of the story change had the author used “wouldn’t?” ( word choice)
-- p. 312 “They seemed so drab and ugly to the stranger.” Why does the author describe the green trees as drab and ugly? What types of colors to those words bring to your mind? How does the author use those words to tell us about the stranger? ( word choice)
-- p. 316 “Every autumn since the stranger’s visit, the same thing happens at the Bailey farm.” How does the author show that time has passed since the stranger first arrived? ( word choice)

2. Technology

* Keywords will be posted on computers, students will do a Google Image Search for the keywords listed. Discussion of findings during guided reading.

3. Reading Strategies

* Students match sentences from book with author’s craft categories: audience, suspense, word choice, mood, and descriptive language. Sentences come from guided reading discussion.
* Students then select other examples from the text for suspense, word choice, mood, and descriptive language. Use bookmarks for ideas.
* Students write their own sentences that demonstrate author’s craft for audience, suspense, word choice, mood, and descriptive language.

3. Vocabulary

* Students will become word detectives to determine the meaning of the following vocabulary words: jammed, fascinated, timid, peculiar, etched, hypnotized, ethnic groups, trembling, draft, hermit. Definitions should be written in their own words.
* If finished early, students can look up words in dictionary.

4. Grammar

* Students will match irregular past tense verbs with their infinitives.
* Students will then generate a list of other irregular past tense verbs with the help of a dictionary if necessary.
* Students will write their irregular past tense verbs on sentence strips and post them on the “English is so weird!” word wall.

5. Writing

* Students pick 2 of the following questions to answer in a paragraph:
- Would you recommend “The Stranger” to a friend? Why or why not?
- How would you have felt if the stranger moved into your home? Explain why you would feel that way.
- How might the story be different if it took place in another season? Why?
- Is it possible for someone to consider this story not strange? Why or why not?
- What was your favorite part of the story? Explain why it was your favorite part.
- Where do you think the stranger went after he left the Bailey’s farm?

Gearing Up:
- students categorize selections from text
- no use of dictionary
- emphasis on writing sentences rather than identification
- varied different writing prompts

Gearing Down:
- teacher identified elements of author’s craft
- students use dictionary to determine correct past tense form
- varied different writing prompts

Assignments:

Wed. (10/24): Practice book p. 213

Thurs. (10/25): Practice book p. 211

Fri. (10/26):
Practice book p. 212

Mon (10/29):
Finish writing prompts

Notes:

Assessment:
Students turn in products from all assignments.
1. Guided Reading

* Are students able to comprehend selections from the text after reading them independently? Are students able to read selections from the text aloud fluently? Are students able to identify writer’s craft in examples provided?

2. Reading Strategies

* Are students able to match examples from text with examples of writer’s craft? Are students able to identify examples of writer’s craft in the textbook? Do students use writer’s craft accurately and naturally in writing their sentences?

3. Vocabulary

* Are students’ definitions accurate? Do they reflect and understanding of the sentence they were in? Do they match the sentence? Are they written in students’ own vocabulary?

4. Grammar

* Are the verbs posted on the walls accurately conjugated? Are they irregular past tense verbs? How many verbs are posted from each group?

5. Writing

* Are the questions answered completely – did the student answer the question and explain why? Are the responses related to the text? Are the responses related to the students’ lives/experiences/feelings?

Rationale:
The focus on this week is depth – practice during guided reading and reading strategies centers with author’s craft, revisiting past tense verbs and looking at irregular verbs, using the Internet to deepen understanding of story vocabulary, allowing students the chance to figure out definitions on their own in order to internalize them better and gain a deeper and practical knowledge of the words.

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For questions or comments, please contact Rachel Leach