Lessons

**__8 Lessons__** Lesson 1: Choral Reading Chapter 2 -Objectives Grade 3 ELA Standart 2: Language for Literary Response and Expression 3RS2F Use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events. -Materials -Assessment -Procedure -Reflection
 * __Harry Potter and the Half Blood Prince__by J.K. Rowling
 * A piece of paper for each student
 * A pen for each student
 * Each student will be able to answer a comprehension question about the text.
 * Each student will be able to briefly summarize the chapter in their own words.
 * The teacher will ask the students to summarize chapter 1.
 * The teacher will direct the students to Chapter 2 of __Harry Potter and the Half-Blood Prince.__
 * Starting with the first paragraph, the teacher will start reading and direct the students to read along in unison.
 * Every few paragraphs, the teacher will stop to ask one or two students comprehension questions, based on what was just read. These questions should relate to the characters (Narcissa, Bella, Snape and Wormtail), their dialogue, the purpose of their visit and Snape's description of his deception.
 * At the end of the chapter, have students take out a small piece of paper and write in their own words, one or two sentences that sum up the chapter.
 * A few students will then read their summarizations to the class.
 * In this lesson, the students were to choral read with me and answer comprehension questions as they were asked. By the end of the chapter, the students were able to summarize the chapter in 2 sentences. In the beginning of the lesson, the students summarized chapter 1 so they were all caught up on the reading. The students summarized chapter 1, read chapter 2, verbally responded to comprehension questions and wrote down a summarization of the main idea of the chapter. This way, students will be able to pick out main ideas and important facts of the chapters. Since each student wrote their own summarization, I was able to analyze what they have learned individually and assess their ability to summarize and pick out main ideas. I think I would do the assignment the same way in an actual elementary class. It seemed to work well with my peers but it's hard to know if it would work well with third grade unless I tried it. Since they've already summarized chapter 2, the next day I would have a student read their summarization and then we would continue reading chapter 3.

__Lesson 2: Reciprocal Teaching__ -Objectives Grade 3 ELA Standart 2: Language for Literary Response and Expression 3RS2L Make predictions, draw conclusions, and make inferences about events and characters. -Materials -Assessment Students will be able to make predictions, draw conclusions and ask comprehension questions in note form to exchange with a friend. -Procedure Reflection- In this lesson, students learned how to make predictions, draw conclusions and ask comprehensive questions while reading. Students summed up what happened in the last chapter and then predicted what would happen in the next chapter so that they connected prior and future learning. I showed the students how to ask an open ended comprehensive question before we began so they knew what we would be doing. In the end, I had them each write a comprehensive question on a piece of paper and pass it to their neighbor so that they would all have a chance to participate and obtain the objective. Depending on how much time I have in another class, I would have them pass it back and forth 3 or 4 times so that a written discussion is taking place. I collected them at the end so I could determine who put effort into the assignment and fully participated. I would do this lesson the same way again, but I would like more time so I could have them pass notes a little longer.
 * __Harry Potter and the Half- Blood Prince__by J.K. Rowling
 * paper
 * pencils
 * Have the students summarize chapter 3 in their own words.
 * Discuss with the students predictions that we have about chapter 4 by thinking about chapter 3 and looking at the picture on the first page of chapter 4.
 * Discuss with the students what open ended comprehension questions are and model how to ask one. Have the students read 2 pages and stop.
 * Ask a student a comprehension question. If they get it correct, they will ask you a comprehension question.
 * Continue this procedure throughout the whole chapter, continuing to stop and ask comprehension and vocabulary questions.
 * At the end of the chapter, have students draw conclusions about Slughorn and predict what role he will play at Hogwarts.
 * Have students return to their seats and take out a paper and pencil.
 * Each student will write a question, prediction or conclusion about the chapter to their partner next to them.
 * They will pass the note to their partner and the partner will respond and pass it back.
 * At the end, they will hand in their notes to the teacher, who will select a few questions, predictions or conclusions to read aloud.

Lesson 3- Visual Imagery -Objectives PI 12 -Materials __Harry Potter and the Half-Blood Prince__ paper pencils -Assessment Each student will be able to draw a picture of the scene and compare/contrast the drawings. -Procedure -Reflection In this lesson, students were practicing visualizing the text and putting their visual images onto paper form. They will have already read chapter 7, but in this lesson, they reread the last 3 pages where Harry is hiding in the luggage space above the seats on the train and Malfoy catches him. It seemed to be effective because each person got to interpret the scene for themselves and draw it before they discussed the chapter together. Each person seemed to draw the scene slightly different, but there were similarities and we discussed the similarities and differences. If I were to do it again, I would do the same thing because it was effective with this group. I may pick a different scene though because I don't want students to draw Malfoy stepping on Harry's face. Example:
 * Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 * Students will read the last 3 pages of Chapter 7 to themselves and envision the scene in their heads.
 * Give each student a peice of paper and a pencil.
 * Give them 60 seconds to draw as much as they can about the scene they just read (they may not write).
 * Have the students compare drawings and discuss the differences and similarities between them.

Lesson 4- Vocabulary -Objectives PI 4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard2 CRK Determine the meaning of unfamiliar words by using context clues, dictionaries and other classroom resources. -Materials __Harry Potter and the Half-Blood Prince__ paper pencils -Assessment Students will be able to describe "squalor", and give examples and characteristics. -Procedure -Reflection I've never seen the Frayer model before and I really like it. I think it's a great way to draw out the knowledge that students already know while introducing a new word. Since we had guesses to what the word "squalor" meant, we were able to get a generic definition of it. However, we had to look it up to get exact definitions. We then easily came up with examples and characteristics. They learned a new vocabulary word in a meaningful and memorable way. We did this assignment together, but if I did it again I may try having students create the definition with me, but have them do the rest of it individually or in pairs so they can each contribute. At the end, we could discuss our findings and examples.
 * Using the Frayer Method for enhancing vocabulary.
 * Have the students fold their blank piece of paper into quarters.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">Have each student draw an oval or rectangle in the center of their paper and label each corner with one of the following words, "definition", "characteristics", "example" and "non-example".
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">After the students write the word "squalor" in their oval or rectangle, ask them if they know what the word means.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">Write any correct definitions.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">Have the students turn to chapter 10, page 212 and read the middle paragraphs.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">Ask the students if the context helped them understand the word, and if so, what they now think the word means.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">Look up the definition and write it in the definition box.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">Talk about characteristics of this word and write them in the characteristics box.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">Next, have the students list examples and non-examples.
 * <span style="color: #1d16ae; font-family: Arial,Helvetica,sans-serif;">If time permits, the students may draw a picture of their connotation of the word on the back of the paper.

Example:

<span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Lesson 5-Inquiry Chart <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">-Objectives <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">PI 3RS2F Use specific evidence from stories to describe characters, their actions, their motivations; relate sequences of events. <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">-Materials <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Computers <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">"Harry Potter and the Half-Blood Prince" <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">-Assessment <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Students will be able to answer the questions on the inquiry chart according to what they've read. <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">-Procedure <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Beth <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Chapter 16 ||  ||   ||   ||   ||   ||   || Reflection- From this lesson, I wanted the students to learn to use an inquiry chart and practice picking out details from the story. Since they have been learning to find main points and details, this is a reinforcement lesson. They have read chapter 16 before they began this assignment. This inquiry chart allows the students to each add their answers and opinions to the questions about the chapter. It allows me to assess each persons' understanding of the chapter and it's events. If I did it again, I would use my Inquiry Chart wiki page and have students write directly on it.
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Introduce the inquiry chart and how to use it if it has not already been taught.
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Talk about Chapter 16 and the main ideas of the chapter.
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Have each student log onto this wiki page and complete the questions.
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Discuss the answers to the questions.
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">**Topic:** || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Why was Harry so concerned about convincing his friends that Malfoy is on a secret evil mission? || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Why does Mr. Weasley confide in Harry about things that are going on at the Ministry? || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Why does Lupin say that Harry is determined to hate Malfoy? || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Why does Percy not seem excited to see his family? || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Important details || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">New Questions ||
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">What We Know || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">He wanted them to believe what he's been saying since summer time. He sees something evil in Malfoy that not everyone else does and is convinced that he is up to something bad and Snape is helping him. He wants his friends on his side so they can investigate together. || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">He thinks that Harry has a right to know since he is "the Chosen One" and people treat him like a spectacle. He also might know that Harry might be asked to join the ministry and should know what's going on before he makes his decision. || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Harry keeps finding evidence that is not solid or proveable against Malfoy. He wants Malfoy to be proven guilty of whatever he is doing, but no adult will accept the little evidence he has as fact. || <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">He didn't want to come home for Christmas. It was the Ministry of Magic's idea. ||  ||   ||
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">"Harry Potter and the Half-Blood Prince"
 * <span style="color: #7200ff; font-family: Arial,Helvetica,sans-serif;">Summarize ||  ||   ||   ||