TITLE OF LESSON: Anticipation Guide: Jackie Robinson

Grade: 2nd
LEARNING OBJECTIVES
Understand - what are the
broad generalizations the
students should begin to
develop? (hese are t!picall!
di""icult to assess in one
lesson#$
%now & what are the "acts'
rules' speci"ic data the
students will gain through
this lesson? (hese (knows)
*ust be assessed in !our
lesson#$
+o & what are the speci"ic
thinking behaviors students
will be able to do through this
lesson? (hese will also be
assessed in !our lesson#$
,tudents will
understand that oral
co**unication can be
used "or a variet! o"
purposes#
,tudents will
participate in group
activities b! sharing stories
or in"or*ation#
,tudents will
understand that
co*prehension re-uires
*aking' con"ir*ing and
revising predictions#
,tudents will
understand that the! *ust
attend to the details o" the
te.t in order to
co*prehend#
he student will
preview te.t and "or*
predictions o" what the
te.t is about#
he student will
*aintain interaction with
the te.t while reading and
link new in"or*ation with
previous knowledge#
,tudents will set a
purpose "or reading#
,tudents will use
prior knowledge to "or*
-uestions and predict
in"or*ation#
,tudents will use
illustrations to *ake
predictions about the te.t#
,tudents will
organize in"or*ation on
graphic organizers#
,tudents will
respond to what the!
read#
,tudents will share
their prior knowledge o"
Jackie Robinson and
baseball#
/e"ore reading'
students will co*plete the (0
think) colu*n o" their
anticipation guides#
1hile reading
students will deter*ine i"
what the! "illed out "or their
(0 think) colu*ns was
correct#
A"ter reading students
will co*plete the (0 know)
colu*n and will write how
to *ake an! incorrect
state*ents true#
,tudents will use
knowledge "ro* their
own e.periences to *ake
sense o" and talk about
te.t#
,tudents will *ake
connections between
personal e.periences and
the te.t' the current te.t
and other te.ts the! have
read' and what is alread!
known and what is
discovered in the new
te.t#
,tudents will
participate in
collaborative discussions'
building on others ideas
and e.pressing their own#
,tudents will
contribute in"or*ation'
ask -uestions' clari"!'
gather in"or*ation' retell'
respond' or build on
another person2s idea
within the s*all-group
setting#
,tudents will carr!
out a speci"ic group role#
ASSESSING LEARNING:
,tudents will share their background knowledge o" Jackie Robinson or baseball#
,tudents will co*plete their anticipation guides#
,tudents will share how the! *ade the incorrect state*ents true#
RELATED VIRGINIA STANDARDS OF LEARNING
2#3 he student will read and de*onstrate co*prehension o" non"iction te.ts#
4# a$ 5ake and con"ir* predictions#
2# b$ Relate previous e.periences to the *ain idea#
6# c$ Ask and answer -uestions about what is read#
7# d$ 8ocate in"or*ation to answer -uestions#
9# e$ +escribe characters' setting' and i*portant events in "iction and poetr!#
:# "$ 0denti"! the proble* and solution#
;# g$ 0denti"! the *ain idea#
<# h$ ,u**arize stories and events with beginning' *iddle' and end in the correct se-uence#
3# i$ +raw conclusions based on the te.t#
4=# >$ Read and reread "a*iliar stories' poe*s' and passages with "luenc!' accurac!' and *eaning"ul e.pression#
2#6 he student will use oral co**unication skills#
4# a$ Use oral language "or di""erent purposes: to in"or*' to persuade' to entertain' to clari"!' and to respond#
2# b$ ,hare stories or in"or*ation orall! with an audience#
6# c$ ?articipate as a contributor and leader in a group#
7# d$ Retell in"or*ation shared b! others#
9# e$ @ollow three- and "our-step directions#
:# "$ Give three- and "our-step directions#
MATERIALS NEEDED
Aopies o" Jackie Robinson (@ro* the J1B, book roo*# Coll! has alread! pulled and will bring#$
Anticipation Guide sheets (Coll! will provide$#
?encils (students will bring$
PROCEDURE
Engage:
o begin' 0 will share with students that toda! we will be doing so*ething new and "un in our group# 0 will ask the students who has ever pla!ed
baseball or been to a baseball ga*e# 0 will tell the* that toda! we are reading a stor! about a real baseball pla!er#
Implementation:
0 will introduce the title o" the book and e.plain that be"ore we start reading' we will use our anticipation guides to activate our prior knowledge
and what we think# ,tudents will use their prior knowledge to co*plete the (0 think) colu*n o" our anticipation guide# A"ter students have
co*pleted this colu*n' 0 will e.plain that as we read' their >ob is to "ind out i" what the! thought was true# As we read the book' the! will
co*plete the (0 know) colu*n# A"ter reading' students will use what we read to *ake an! untrue state*ents true#
Clo!"e:
A"ter students have "inished their anticipation guides' we will share how the! corrected the untrue state*ents# 0 will also share that in our ne.t
lesson we will e.plore even *ore wa!s to *ake connections with what we read#
DIFFERENTIATION:
1ithin the te.t' there is vocabular! that so*e students *a! not understand# o account "or this ahead o" ti*e' we will review the ke!
vocabular! ter*s as a group be"ore we begin reading# ,ince students will likel! be at di""erent places within their co*prehension skill
develop*ent' so*e *a! need to review what we read while correcting untrue state*ents# o help with this' 0 will e.plain that students re"er back
to their copies o" the book i" the! need to look back through "or a re"resher on the in"or*ation#