Lesson: Captain Underpants and the Wrath of the Wicked Wedgie Woman by Dave Pilkey

Grade: Third Grade Subject: Guided Reading Materials: Captain Underpants copies for each student, post-it notes CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Objective: Students will be able to define key words and retell the story by using details from the text. Procedure: Intro: Students will break up into their book club groups around the room. The group reading Captain Underpants will sit in the front of the room to work with me in a guided reading lesson. This group is made of up four average level readers. They will also bring post-it notes with them to the carpet. Other groups around the room will meet in their normal book clubs to discuss the previous chapters. I will start off by summarizing what the students have read in the previous 6 chapters. George and Harold had a mean principle named Mr. Krupp who, once hypnotized became the superhero Captain Underpants. Their mean teacher Ms. Ribble was finally retiring and the school was throwing a party for her. Instead of making a card, the boys decide to make a cartoon: Captain Underpants and the Wrath of the Wicked Wedgie woman was about Ms. Ribble becoming a super villain who is eventually defeated by their favorite superhero. Although the boys were imaginative, this earned them a ticket to the principals

office. While waiting for the principal they were told to make copies of the schools weekly schedule, but instead made some changes of their own before the principal signed their card. Lets continue reading the next three chapters to see what happens next. Body: Begin by reminding students how to use their post-it notes. Encourage students to use their post-it notes to write down any unfamiliar words and use context clues to try to figure them out. Also, make any connections possible as well as predictions. Remember to include who, what, where, when, and why at the end of each chapter. As the students begin to read silently, go to each child and have them read a portion of the text out loud. While the students read aloud, check for fluency and have them reread parts if necessary. Conference with the child to clarify any questions about vocabulary confusion as well as asking what they just read. Students need to comprehend the reading and not simply get through each section. After going around listening to each child read a section, bring the group back together to discuss the reading. Close: Bring the students back together for discussion. Have one of the students summarize the three chapters they read. Make sure to clearly identify the plot. Also talk with students to form definitions of unfamiliar words in the chapters such as gallantly, profusely, and bizarre. Focus closely on chapter 7 about reverse psychology to make sure students understand the concept and vocabulary. Take note of the specific dialogue used in the chapters and how it helps to add to the story line. Discuss any predictions the students came up with and decide which is most plausible. Students should also share any connections made on their post-it notes. All groups will then return to their seats to write a short summary of their books so far and a prediction in their writing journals about what they believe will happen next in the chapters to come.

Assessment: Guided reading book group will write a prediction in their journals as the rest of the class, but also try to include a new vocabulary word discussed in the group. Management and Transitions: Have the class sit in book club groups around the room when meeting for discussion. Call students by book club groups to avoid confusion. Periodically walk around the room while students in guided reading group are reading silently to make sure other groups stay on topic.