Teacher:TawnyAllen Subject:Reading Grade:2

Date: April4,2014 Time: 1Hour

Topic:ReadAloud/StrategyLessonWondering

I. PAAcademicStandards:
StandardCC.1.3.2.K:Readandcomprehendliteratureongradelevel,reading
independentlyandproficiently.

StandardCC.1.2.2.J:Acquireandusegradeappropriateconversational,general
academic,anddomainspecificwordsandphrases.

II. Instructional/BehavioralObjectives:
SWBATdisplayhowtousewonderingaboutastoryinameaningfulwaythroughthe
useofselfquestioning.
SWBATsharetheirthinkingwithoneanotherinarespectfulandinformativemanner.

III. Materials:
BookTheGhostEyeTreebyBillMartinJr.andJohnArchambualt
ChartPaperwithtwocolumns:WhatwearewonderingandWhatweknow
Markers
WorksheetforstudentsIndependentreadingtime

IV. Rationale:
Thepurposeofthislessonistowonderaboutstories,buildingonthestudents
understandingofcharacterandplot.Wonderingisastrategythatgoodreadersuseto
constructunderstanding.Studentsbuildthisunderstandingthroughteachermodelingand
makingtheirownIwonderstatementsaboutthereadaloudbookandtheir
independentreadingbooks.

V. AnticipatorySet/Motivations:
RemindstudentsthatinthelastlessontheyheardTheIncrediblePaintingofFelix
Clousseauandtalkedinpairsaboutwhattheywonderedastheylistenedtothestory.
Explainthattodaytheywilllistentoanotherstoryandtalktotheirpartnersaboutwhat
theywonderastheylisten.

1
Informstudentsthatgoodreadersselfquestionwhiletheyarereadingallthetime.

VI. Procedures:
1. ShowthecoverofTheGhostEyeTreeandreadthetitleandthenamesofthe
authorsandillustratoraloud.Tellthestudentsthatthisisastoryaboutawalka
brotherandsistertaketogetabucketofmilk.
2. Explainthatyouwillreadthestoryaloudandstopduringthereadingtohave
partnerstalkaboutwhattheyarewonderingaboutthestory.Ask:Often,one
ofthefirstthingsareaderdoesiswonderaboutthetitleandthe
illustrationonthecoverofthebook.Whatdoyouwonderaboutthetitle
TheGhostEyeTree?
HavestudentsuseTurntoYourPartnertodiscussthequestion.Haveafew
studentssharetheirideaswiththeclass.
3. WritedownthewonderingsonthechartpaperunderthecolumnWhatweare
wondering
4. ReadTheGhostEyeTreealoud,showingtheillustrationsandstoppingon
pages:
p.15Ask:Whathashappenedsofar?
HavestudentsuseTurntoYourPartnertodiscuss,
then
Ask:Whatdoyouwonderaboutthestoryatthis
point?
HavestudentsuseTurntoYourPartnertodiscuss
thequestion.Havevolunteerssharewhattheywonder
aboutthestory.Remindthemtostartwiththeprompt
Iwonder
WithoutdiscussingtheIwonderstatements,continue
reading
p.22Ask:Whatdoyouwonderaboutthestoryatthis
point?
HavestudentsuseTurntoYourPartnertodiscuss.
Havevolunteerssharewhattheywonderaboutthe
story.
WithoutdiscussingtheIwonderstatements,continue
reading.
5. RecordstudentswonderingsonthechartpaperunderWhatweare
wondering.

VII. Summary/Closure:
2
Afterreadingthebook,facilitateawholeclassdiscussion.Ask:
Whydoyouthinktheywereafraidofthetree?
Whydoyouthinkthesisterwentbackforherbrothershat?
Howdoesthisstorymakeyoufeel?Whatpartsmadeyoufeel
[excited]?

RecordonchartpaperunderWhatwelearnedtheinformationthatansweredsome
wonderingfromearlier.

Handoutworksheetstostudentsandexplainthatastheyarereadingindependently,
theyaretorecordtheirwonderingsonit.Havestudentsreadindependentlyforthe
remainingtimewhileyouconductindividualconferenceswithstudents.

Whileconferencing,askstudentsquestionssuchasWhatishappeninginthestory?
andWhatdoyouwonderaboutthestory?

VIII. Assessment/Assignments:
Studentswillbeassessedbasedupontheiroverallparticipationthroughoutthelesson,
theirWonderingworksheetsandindividualconferences.Studentsshouldbeableto
identifytheirwonderingsanddisplaytheuseofselfquestioningtodevelopthese
wonderings.

IX. Differentiation:
Duringindependentreadingtime,specialfocuswillbeplacedonstudentsneedingthe
extradirectionand/orfocusforguidingthemtoproperlyselfquestionandwonder
abouttheirbook.

X. SelfAssessment/Reflection:
Afterthelesson,Iwillreviewtheworksheetsandmyindividualconferencenotes,as
wellastakeintoaccounttheoveralllevelofcomprehensionstudentsdisplayed
throughoutthelesson.FromthereIwilldetermineifareteachingisneededor
ifitwasasuccessfullesson.