Lesson:
The Kid in the Red Jacket
Date: 9-23-04
Grade:
4
Time
needed: 45 minutes
Materials:
spelling cards, Sadlier Phonic Word Study E books, 3
dry erase boars and markers, 3 copies of The Kid in the Red Jacket
English
Standards of Learning:
4.1
The student will use effective oral
communication skills in a variety of settings.
Contribute
to group discussions.
Use
grammatically correct language and specific vocabulary to communicate ideas.
4.2 Listen
to and record information.
Organize
information for clarity.
4.3 The student will read fiction and nonfiction with fluency and
accuracy.
a) Use context to clarify meanings of unfamiliar
words.
4.4 The
student will read and demonstrate comprehension of fiction.
a) Explain
the author's purpose.
b) Describe
how the choice of language, setting, and information contributes to the
author’s purpose.
Objectives: The students will:
Recognize the sounds of –r and –s
blends.
Associate
these sounds with the letters that stand for them.
Read, write,
and form with initial –r and –s blends, as well as ending –d, -p,
and -t blends.
Identify spelling words on sight and
be able to orally spell some of these.
Answer questions about a fiction text
that is orally read.
Brain
Warm-up: Spelling review-The students
will practice reading their group spelling flashcards. Students may be asked to spell a word before
they see it. (5 minutes)
Presentation:
Say “Look at the cover of our novel.”
Ask, “Who is the author of this story?”
Tell students to turn to the first page with words. “Here you can see publishing information
about the book. What is this page
called? From the cover, can you predict
whether this story will be fiction or non-fiction? What makes you think that?” Discuss elements
of the realistic fiction genre.
Review what previously happened in
Chapter 3. pgs. 29-38 (5 minutes)
The
Jeter family has just left the motel, and the family is going to their new
house. Who does Howard see when they get
there? (Molly) What kind of person is Molly?
(talkative, nosy, divorced parents,
inquisitive)What does Howard think of her? (He tries to hide. She gets on his nerves.)
Make predictions about what you think
will happen in Chapter 4.
Co-Construct: (25 minutes) Students will alternate reading
Chapter 4 pgs 39-46 aloud.
39-
41-What does Howard think about his new room?
Why doesn’t he like it? Do you ever imagine things like Howard?
41-
42 Would living in a two-hundred year old house creep
you out?
42-
46 Howard is going to the first day at his new school. Would you be as nervous as Howard? Why do you
think the kids are acting unfriendly?
Does Howard fell better or worse after lunch? What do you think will happen in the rest of
this chapter?
Students
will finish the rest of Chapter 4 for homework.
Extension
activity: Sadlier Phonics D TE p. 11 (5 minutes)
Students
will complete page 11. Circle the
correct blend. Choose a word with an
ending blend. (Cloze procedure)
Listening
assessment Activity: (5 minutes)
Have students make 3 columns on the
dry erase board. Remind students that we
have been studying consonant blends.
What letters are consonants? Label each box with –t, -d, and –p. As the teacher says each word, the students
will write the word into the appropriate box that ends in that blend. Students
may be asked to identify the ending blend.
Pump wild absent crust intend ground hint bold honest stump shrimp
Return
to elementary lesson plans