Title – Pre-read Tea Party
By – Sheila Bouffard
Primary Subject – Language Arts
Secondary Subjects – Language Arts
Grade Level – 3-4
READING COMPREHENSION
TEXT: ISLAND OF THE BLUE DOLPHINS
Sheila Bouffard
October 31, 2000
Reading Comprehension-Setting
MATERIALS:
— A copy of the book Island of the Blue Dolphins, one per student
— Small strips of paper, one per student, with lines from the book
— Tea set
— Bow tie and gloves
ENVIRONMENTAL CHANGES:
— Table in the front of the room set-up for a tea party
— “Tea party” dress-up
OBJECTIVE:
The objective of this lesson is to pique the student’s interest in literature, and learn to recognize key phrases in literature.
RATIONALE:
Identifying key sentences and phrases in literature is an important topic to understand because it helps the student to focus in on key elements and topics in any piece of literature. It is important and appropriate for this group of fourth graders because it is a valuable tool for them to use to analyze the core literature they will be reading throughout the school year.
OPENING/MOTIVATIONAL EXPERIENCE:
Teacher says/does/questions:
|
Students say/do/respond:
|
|
Distribute one sentence strip to each student
|
“What is she doing?”
|
|
WAIT for student’s attention and quiet
|
Students quiet down
|
|
Teacher sits at table at the front of the room that is set-up for a tea party. Teacher slowly and properly pours tea into her cup as she says to herself, “Lovely day for a tea party, just lovely.”
|
Low talking
|
|
WAIT
|
|
GUIDED GROUP PRACTICE:
Teacher says/does/questions:
|
Students say/do/respond:
|
|
“Caroline, would you kindly join me for tea?”
|
Caroline comes up and sits at table
|
|
“Good afternoon Miss Caroline.”
|
“Good afternoon Ms. B.”
|
“Would you like to wear these gloves darling?”
WAIT
|
“Yes, thank you.”
|
|
“This is how we act appropriately at a tea party. We hold our cups like this.”
WAIT
|
Student holds cup like teacher demonstrates
|
|
“You know darling, I have just read the best book!”
|
“Oh? What book?”
|
“It’s called Island of the Blue Dolphins.”
WAIT
|
“Oh yes, I hear it’s excellent.”
|
“In fact, I think I’ll read this sentence from the book to you.”
Teacher reads sentence. “Isn’t that a fabulous sentence?”
|
“Why yes, I have one too, may I read it?”
|
|
“By all means, dear.”
|
Student reads her sentence strip.
|
|
“Shall we invite someone else to join our tea party?”
|
“Why, yes, let’s do.”
|
|
“Brett, would you please join us for afternoon tea?”
|
Brett comes up and sits at the table “Place.”
|
|
“Good afternoon Mr. Brett.”
|
“Good afternoon Ms. B.”
|
|
“Would you please put this bow tie on? It’s only proper attire for afternoon tea.”
|
“Why, yes.” Student clips the bow tie on.
|
|
“May I pour you some tea?”
|
“Yes, please.”
|
|
“Caroline and I were just discussing this wonderful book. May I read you a sentence I have here from the book?”
|
“Yes, please.”
|
GUIDED GROUP PRACTICE (continued):
Teacher says/does/questions:
|
Students say/do/respond:
|
|
Teacher reads sentence, and then Caroline reads her sentence.
|
|
“Would you like to share your sentence?”
WAIT
|
“Yes, thank you.”
Brett reads his sentence.
|
|
“Actually, I would like to hear everyone’s sentences.” Teacher addresses whole class.
|
|
|
“Would you each pick a person at your table and read your sentence strip to them. Then listen to your partner as he/she reads his/her sentence strip aloud.”
WAIT
|
|
“After you have read your sentence strips to each other, please find another pair at your table, change partners, and read your sentence strips aloud.”
WAIT
|
|
“The goal is to read your sentence strip to each and every person in the room, and for you to listen to them read their sentence strip to you.”
WAIT
|
|
“At the end of about ten minutes you should have read your sentence strip to every person in the class, and you should have heard every other person’s sentence strip being read.”
WAIT, Check for understanding
|
|
“Please do this as quietly as possible. When you are finished, please return to your seats and raise your hand to indicate that you are finished.”
WAIT
|
|
|
“Then please take out your copy of Island of the Blue Dolphins.”
|
Students circulate around the room reading their sentence strips to each other, and then return to their seats, raise their hands, and take out their books.”
|
INDEPENDENT PRACTICE:
Teacher says/does/questions:
|
Students say/do/respond:
|
|
Teacher circulates around the room
|
Students join teacher on the rug with their books.
|
|
Once all students are seated, teacher invites students to join her on the rug to read chapter 13 (call students one table at a time.)
|
|
|
“I am going to read chapter 13 aloud. When you hear your sentence, you may say it aloud.”
|
Students say their “line” aloud as it is read.
|
|
Check for understanding
|
|
|
After reading chapter 13, tell the students to read chapter 14 for homework. Tell them that we are going to discuss the next chapter in class on Thursday.
|
|
Check for understanding
WAIT
|
|
Tell students to return quietly to their seats.
WAIT
|
Students return to their seats.
|
|
“Signals up”
|
Students put their signals up and quiet down.
|
|
LATER: Teacher writes chapter 14 assignment on the homework log.
|
|
E-Mail
Sheila Bouffard
!
|
|
-
Share
-
Save
- Print
- E-mail
- PDF
- Comment
- Report
Rate: