Department of Early Childhood Education
Grade Level: 2nd grade
Lesson Title: Reading-“The
Foolish, Timid Rabbit”-Day 4
Georgia Quality
Core Curriculum:
QQC #LA2.20- Reading- Uses word order and sentence structure to read (Syntax- Does it sound right?)
QQC #LA2.21- Reading- Demonstrates an understanding of semantic relationships by using context clues, word meanings, and prior knowledge in reading. (Semantics, does it make sense?).
QQC #LA2.22- Reading-Increases existing sight word vocabulary (instant recognition)
QQC #LA2.23- Reading- Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.
QQC #LA2.24- Reading- Reads with fluency and expression
QQC #LA2.25- Reading- Recognizes EXPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and nonfiction.
QQC #LA2.27- Reading- Identifies the main characters
QQC #LA2.28- Reading- Identifies characters’ actions, motives, emotions, traits, and feelings
QQC #LA2.29- Reading- Draws conclusions, makes predictions, and comparisons
QQC #LA2.32- Reading- Recognizes and reads compound words, contractions, possessives, and words containing the suffixes “ing”, “ed”, “s”, and “es.”
QQC #LA.2.33- Reading- Uses knowledge of root words, prefixes, and suffixes in word recognition.
QQC #LA2.38- Writing- Prints legibly: Correctly forms letters and numbers and Correctly spaces between words and sentences.
QQC #LA2.53- Reference/Study- Uses beginning dictionaries as information sources
QQC #LA2.54- Reference/Study- Uses guide words to locate words in dictionaries, and topics in encyclopedias.
Relevance:
This week’s story is part of a Reading Unit on Appearances. It is important for children to realize that things are not always what they seem. The reading selection is at an appropriate instructional level for the students, and the lesson will help to strengthen reading skills of the students.
Goal:
The students will enjoy reading the story “The Foolish, Timid Rabbit,” will understand its relevance to the Unit theme of Appearances and will build upon developing reading skills.
The students will add to their growing vocabulary by learning vocabulary words related to the story.
Students should be reading at least one level below grade level and should have a developing knowledge of the different types of story genres. They should be familiar with the classroom routines of reading stories together silently, aloud individually, aloud in pairs, or aloud chorally.
The student will read a portion of the story “The Foolish, Timid Rabbit” aloud with a partner with 90% accuracy.
The student will contribute to a whole class discussion following the reading, answering questions from the teacher with 80% accuracy.
Textbooks- Open Court Publishing Company’s Collections for Young Scholars- Grade 2, Book 2, pages 72-77
Teacher’s Edition- Framework for Teaching, Collections for Young Scholars- Grade 2, Book 2
White Board, markers, writing paper, pencils
The teacher will review what they have discussed about the story “The Foolish, Timid Rabbit” on previous days. The teacher will ask the students if they can tell her what an author may use in a story to make her characters come alive? Allow for further discussion about dialogue. Remind students that while they are reading with a partner today, they should read with feeling and expression when speaking the words of the characters in dialogue.
The teacher will review the discussion about plot and will ask them to think about how one event leads to another in this story when they are reading today. They will be using this same technique to write story of their own.
Development-
The teacher will assign the student to a partner and have them read the story quietly to each other. When the are finished, the teacher will ask them to quietly discuss the plot of the story with each other. The teacher will review the story, ask the students if they have any questions and remind them that the Comprehension Checkpoint will be given the following day. The students will begin writing a story using the same strong method of Plot development as seen in “The Foolish, Timid Rabbit.” The teacher will ask the students to include a series of events, a problem and a solution to the problem. The teacher will challenge the students further by asking them to include something about a solid, a liquid and a gas in the story. They will discuss ideas to help them get started. This activity will be continued in the afternoon and on the following day if necessary.
The teacher will ask if students have any questions about the story or about the writing assignment. The teacher will collect the writing and hold onto it until they have the opportunity to work on it again.
During today’s lesson, the teacher will assess for understanding through observation and listening to the students’ levels of participation. Oral Reading will be assessed by the teacher as she walks around listening to the partners reading to each other. After they have read the story three times throughout the week and completed supporting activities, they will complete a Comprehension Checkpoint Quiz. The teacher will use participation and student papers in evaluating the student’s work.
Accommodations:
The teacher will work individually with students if needed.
Enrichment:
If appropriate for the learner, the teacher will tell the student that this story, retold by Ellen C. Babbitt, is a Jataka tale, an ancient fable from India. The student(s) will research to find other examples of Jataka tales either in the school library or through other sources. This activity will develop further according to the needs of the student.
Follow-up:
Reading instruction is a daily part of the classroom instruction. The teacher and students often refer back to stories that have been read in the past.
Reflection:
A few of the partner groups had trouble reading together.
They argued over who would go first or whether or not they were listening
to each other. This can be solved
by pairing boys and girls together and telling them that either the boys or the
girls will read first today. Many
of the pairs read well together. I
think it is good to encourage them to read each story in different ways, so I
would continue this activity even though it is more challenging.
Appendices:
None- Copy of final story included with the next day’s lesson