Sami Seeman October 23, 2013 EDUC 139 Guided Reading Lesson Book: Marlow, Susan. (2005).

Spices: Trade Across Time and Cultures. Washington, D.C.: National Geographic Society. Materials: books for students, sticky notes, writing utensils (pencils) Continuum Goals: -Identify important ideas in a text (including some longer and more complex narratives) and report them in an organized way, either orally or in writing. -Identify main ideas and supporting details. Common Core Standard: RI 5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Introduction: *Todays book is titled Spices by Susan Marlow and it is part of a series about trade across time and cultures. I want you to take a minute to look through the book and tell me what you notice. *I now want you to skim page 4 and the captions on page 5. Notice that the author told to tell us the key concepts or the big ideas for the book. *Take a moment to look at the maps on page 7 and on page 18. These will help us understand how far people had to travel to trade spices. Which route is longer? *(Students will hopefully also notice that some words are in bold print and a few are in green.) The bold print words such as expeditions, navigation, and geographers are words the author wants us to understand in order to comprehend this book. The green words such as culture are words that the author uses in this book and the other books in the series. *(Transition) Sometimes the big words the author uses help us to condense our thoughts when we summarize a text. Reading: *Students will silently read pages 12-16. *As they read, they will use pencil to underline the main idea for the following sections: 1 - Searching for a New Spice Route, 2 Portuguese Explorers, 3 The East India Companies, and 4 European Control over the Spice Trade. *After they have read the section and identified the main idea, students will use the main ideas as a guide to write a one sentence summary for sections 1, 2, and then 3 and 4 combined (3 summary sentences).

*I will ask individual students to read a paragraph aloud or explain their thinking as they identify the main idea or write their summaries. *If students finish early, they will be asked to check their work before they continue reading about spices in the feature article Add Some Spice to Your Life (p. 21-26). Discussion Points: *Why did the Europeans want a new trade route? *Who are some of the explorers? *What did he do that made him famous/important to the discovery of a new trade route? *What happened when the Dutch and Europeans took over the trade route? Processing Strategy: *Today we worked on identifying main ideas and using those main ideas to write a summary sentence. *Although readers dont always make marks in their books, they do identify the main idea. Why are main ideas so important? *If main ideas are the big idea, how do they help us summarize a text? (1 min.) Thats right, main ideas are the important points to include but because we cant copy the book, we have to say it in our own words when we summarize. Extension: *Students will read p. 6-12 of the book and repeat our strategy of underlining the main ideas and using those main ideas to write summary sentences for each subtitle/header for 6 total. *As an extra challenge, students will be asked to try to summarize the assigned pages in 15 words or less. Word Work: Word work will focus on the relationship between either a noun or verb and the title of a person who does that skill or studies that area. Words will include the following as well as student generated words: Geography/geographer* explore/exploration*/explorer Navigation*/navigator empire*/emperor Sail*/sailor* trade*/trader* *=word is present in book

Sami Seeman November 4, 2013 EDUC 139 Guided Reading Lesson Reflection I did my lesson on the book Spices on Wednesday, October 23, 2013 and I think I did really well for how stressful the rest of my morning was. With ROTC going longer than expected and then an exam in my music class after teaching the lesson, my mind was all over the place. I am surprised I didnt have a stress induced heart attack or panic attack. It was a really rough day but Alyson and Krystal went first so I had time to breathe before teaching. I made it through with only a few problems when trying to speak which is fairly normal as my brain goes so much faster than my mouth. Had it been a normal day, I probably would have been a little upset with my performance but under the circumstances, I was proud of being calm and flexible. The introduction was fabulous. I hit almost everything I had planned on getting to in the first few minutes and only somewhat butchered my transition into the reading portion of the lesson. We did a picture walk of sorts where each student pointed out something that caught their eye. One of which was a map so we talked about the maps before skimming pages 4 and 5. Rather than defining the vocabulary words for the students, I pointed out that the green words have sticky notes in the book with their definitions while the bold words are in the glossary at the back of the text. My mini-lesson and plan for reading went almost as I imagined they would. Due to the fact that there were more pens than pencils being used, we could not underline in any of the books. Part of what I wanted them to do was lost in translation. I wanted a main idea and a summary for each section but as time went by in the lesson, I realized that the student generated main ideas were the same as a summary for each section so we democratically chose to do just the one part. There was a lot of sharing at the end of the reading. Even though we didnt go over my discussion points specifically, they were hit on during our discussion of the three or four main ideas. This then led straight into processing the strategy which was much less stressful than the rest of the lesson. The feedback from my peers was much appreciated and not as horrid as I thought it would be. Their main points were that modeling the reading tasks before I have the students begin would be helpful as it would help clarify the directions that I muddled. Another idea was to go section by section if some students were struggling, but they didnt think that was necessary for our small group of college students. They all really liked using sticky notes and having to explain their thinking rather than just providing an answer. One of my peers also really liked the content area connection while another liked discussing the maps found in the text. I will take away a lot from doing this lesson. All of the feedback from my peers will be extremely useful as I prepare lessons for my practicum classroom. Coincidentally, the skill for those lessons is also identifying main ideas and supporting details. However, I think that the big things I will take away are that preparation pays off big time and that I do much better than I think I am so I should just breathe and enjoy the moment.