sample small group lesson plan - hip-books
TRANSCRIPT
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SAMPLESMALLGROUPLESSONPLAN TheSmallGroupReadingLessonCycleThefollowinglessonrepresentsathree-dayrepeatedreadingcyclewithanexcerptfromJingleBats.Eachday’slessonisexpectedtotakenomorethan20minutes.The“Must-Do”isanassignedtaskthatrequiresstudentstoindependentlyapplywhatwaslearnedinthelessonorextendtheirexperiencewiththetext.BecauseofthecarefullycontrolledreadabilityofHIPnovels,studentswhoareguidedthroughanexcerptinthiswayshouldbeabletoreadtherestofthebookontheirown.
TEXT:JingleBatsChapter5(Interestlevel:Age9-12ReadingLevel:midGrade2)
LEARNINGGOALS:Studentswillbeableto……askquestionsduringreadingandanticipatetheanswers…answerquestionsaboutreadingwithsupportfromthetext…compareandcontrastcharactersinfiction.…applyletterpatternstoencodinganddecodingcodedmessages.3PsBOOKINTRODUCTIONPreview:Todayyou’regoingtoreadChapter5ofabookcalledJingleBats.Inthisbook,thetwomaincharacters,SamandSimon,getropedintobeingSanta’selvesatthemallovertheholidays.Santa’smean,thekidsarebrattyandnowsomeofthegirlsfromschoolhaveshownupatSanta’sVillage.ActivatePriorKnowledge:TTYNanddescribewhathappensatashoppingmallSanta’sVillage.Whatjobsdoyouthinktheelveswouldhavetodo?Whatrolemightatoydonationboxhaveinthisstory?SetPurpose:Asyouread,pleasethinkaboutwhatyou’rewonderingandwhattheanswerstoyourwonderingsmightbe.We’regoingtoreadashortsectionatatimeandstopandtalkaboutourwonderings.
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LESSONROUTINES:DAY1:“TESTINGTHEWATERS”• BookIntroduction• “IWonder,IThink”-HavestudentsturntoChapter5(p.36)andputtheirstickynote“stopsigns”attheendofpage37.Readsilentlytothestopsignthenstopandthinkaboutwhatyouarewonderingandwhattheanswermightbe.Pausetodiscussstudents’wonderingsandtheiranticipationoftheanswersmightbe.-Move“stopsigns”totheendofpage39andrepeattheprocess,alsodiscussingwhetheranyoftheirpreviouswonderingswereanswered.-Move“stopsigns”totheendofpage42andrepeattheprocess.
MustDoQ&AGraphicOrganizer:HavestudentswriteFABresponsestothecomprehensionquestions.FlipthequestionintoastatementAnswerthequestion.Backitupwithsupportfromthestory.Seealsohip-books.com/teachers/5-tips-for-teaching-struggling-readerswriters
DAY2:“DIVINGDEEPER”-Revisit“mustdo”assignment.Talkabout“Hand,HeadandHeartQuestions”(hip-books.com/teachers/hand-head-and-heart-questions/).Rereadchapter5tolookforevidencetosupporteachanswer.Talkaboutwhethereachquestionisahand,headorheartquestion.Drawspecialattentionto“head”questionsandhowtheanswercombinesinformationfromthetextandbackgroundknowledge.-Discusswhattheyknowaboutthetwocharactersfromthischapterandhowtheylearnedaboutthem.(hip-books.com/teachers/what-a-character/.)
MustDoCharacterComparisons:HavethestudentscreateaVennDiagramtocompare/contrastSamandSimon.
DAY3:“DIPPINGBACKIN”-ShareCharacterVennDiagrams-IntroduceSamandSimon’ssecretcode(hip-books.com/wp-content/uploads/2016/01/The-Bat-Code.pdf)Practicewritingamessagetogether.
MustDoWriteacodedresponsetothegroupmessage.Optional:Readtherestofthebooktoseewhathappens!
HighInterestPublishingHip-books.com
JINGLEBATS,CHAPTER5“HeKnowsifYou’veBeenBadorGood”
FABAnswers
Doyouthinkthisisagoodtitleforthischapter?Whyorwhynot?
FlipthequestionintoastatementAnswerthequestionBackupyouranswerwithsupportfromthetext.
WhydidSamandSimonbehavesodifferentlytothegirlsattheMall?
WhywasSamsoupsetaboutthemissingtoys?
Howdoyouthinkthetoysgotintotheboys’locker?
HighInterestPublishingHip-books.com
SECRETCODES
Teachingstudentstoreadandwriteincodeisnotonlymotivatingandengaging,italsopromotesspelling,decodingandgeneralwordknowledge.
Here’sasimplecodethat’susedbySimonandSam,whocallthemselvesthe“BatGang”intheHIPJr“BATS”series:
Flipthevowels: A E I O U Y
With: Y U O I E A
So…thewordBATSwouldbeBYTSandCODEwouldbeCIDU.
SamandSimonmakeitalittleharderbywritingeachwordbackwards.NowBATSisSTYBandCODEisUDIC.
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