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Teacher:TawnyAllen Subject:Reading Grade:2

Date: April2,2014 Time: 1Hour

Topic:ChestersWayMakingInferences

I. PAAcademicStandards:
CC.1.2.2.C:Describetheconnectionbetweenaseriesofevents,conceptsorstepsina
procedurewithinatext.
CC.1.3.2.G:Useinformationfromillustrationsandwords,inprintordigitaltext,
todemonstrateunderstandingofcharacters,setting,orplot.

II. Instructional/BehavioralObjective(s):
SWBATmakeinferencestounderstandcharacters
SWBATinformallyexploretextstructureinnarrativetexts,includingcharacterandplot

III. Materials:
BookChestersWay
TwoReadingWorksheets

IV. Rationale:
Thislessonisdesignedtogivestudentsextrapracticeonmakinginferences.Theyhavealready
learnedhowtomakeinferencesearlierintheyearandwillnow,afterthereviewlesson,they
willhavetopracticeontheirownandsitetheirinferences.

V. AnticipatorySet/Motivations:
Tellthestudentsthattodaytheywillonceagainlearnhowtoinferinastory,whichisastrategy
goodreadersusetounderstandastorytheyarereading.Tellthemthateverystoryhasclues
withinitthattellsthereadersomethingtheauthorthinksisimportant.Beginbyshowingthemthe
coverofChestersWay.Readthetitleandnameoftheauthoraloud.Explainthatthisisa
storyabouttwomicewhoarebestfriends.Onedayanothermousemovesintothe
neighborhood.

VI. Procedures:
1. Remindthestudentsthatasyoureadtheyshouldpaycarefulattentiontowhatthe
charactersaredoing.Stopatp.10.Ask:Whatisthecluethattellsyousomethingabout
ChesterandWilson?WhatdoyouinferaboutChesterandWilsonfromthisclue?
2. Stopatp.14.Ask:Whathashappenedinthestorysofar,andwhatdoyouthinkmight
happennext?
3. Stopatp.19.Ask:WhathappenswhenLillyarrives?
4. Afterreadingthebook,leadaclassdiscussiononthefollowing:
Q:Whathappensinthisstory?
Q:Whoarethemaincharactersinthestory?Whatothercharactersareinthe
story?
Q:Howarethingsdifferentattheendofthestoryfromthewaytheywereinthe
beginning?
Q:WhydoyouthinkChesterandWilsonignoreLillyatfirst?
Q:Whatcanwelearnfromthisstoryaboutgettingtoknownewpeople?

VII. Summary/Closure:
Studentswillreadindependentlyforupto20minutes.Astheyarereading,theywillfillouttheir
inferencesworksheet.

VIII. Assessment:
Studentswillbeassessedbasedupontheirabilitytoidentifywhattheylearnedfromthe|
bookandindependentreadingtime.

IX. Differentiation:
Studentswillhaveadifferentworksheetassignedtothemthatisdeterminedaheadoftimeby
theteacherbasedupontheirindividuallearningneedsandstyles.

X. SelfAssessment/Reflection:
Duringindividualreadingtime,Iwilldetermineifthelessonwassuccessfulbaseduponwhat
studentsarewritingontheirreadingworksheets.Iftheyareinferringatappropriatetimeswithin
theirreading,Iwillknowtheyhavegraspedtheconcept.