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Lesson 1: Introduction to Unit The Amazing Bone Overview Class: There are 23 second-grade students in this classroom.

Two students are on IEP, though neither student is on an academic IEP. Both students participate fully in all classroom activities. ne of these students has a full time, one-on-one aide. There are also 3 E!! students in the class. Sub ect: !anguage "rts#$ead "loud Brie! Summar": This lesson introduces the %illiam &teig author study unit. The class will learn a'out the unit(s E)s and will listen to the first read aloud of the unit, The "ma*ing Bone. Time: 2+ minutes Understandings &tudents will understand that readers read many 'oo,s 'y the same author in order to deepen their understanding of an author(s craft and compare#contrast the wor,s of that author. %e will 'e reading many wor,s 'y %illiam &teig to investigate his craft and character traits. Standards Reading Standards for Literature Grade 2: -. "s, and answer such .uestions as who, what, where, when, why and how to demonstrate understanding of ,ey details in a te/t. 0. 1se information gained from the illustrations and words in a print or digital te/t to demonstrate understanding of its characters, settings, or plot. Speaking and Listening Standards for Grade 2: 2. $ecount or descri'e ,ey ideas or details from a te/t read aloud or information presented orally or through other media. Ob ectives &%B"T2 Identify and orally state the story elements as a whole class 3e.g. main characters, pro'lem#solution, setting4 5a,e necessary inferences to answer comprehension .uestions as a whole class. $ecogni*e how &teig(s pictures add to his te/t. #aterials needed The "ma*ing Bone 'y %illiam &teig Pre-made voca'ulary chart for The "ma*ing Bone "ny additional 'oo,s 'y %illiam &teig to create a 'oo, display Instructional A$$roach -. Introduction2 a. Today we are going to begin our Author Study of Willia Steig. !arlier in the year we had an author study of a different author, "a es #arshall$ we



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read lots of different books by "a es #arshall and learned about his life and how his life affe%ts his writing. We will be doing so ething &ery si ilar with the author Willia Steig. Willia Steig was an author and illustrator of o&er '( %hildren)s books. *ut he didn)t e&en begin writing %hildren)s books until he was in his si+ties, *efore that he was a %artoonist for a aga-ine %alled .The /ew 0orker1. i. If students as,2 6e died in 2773 at the age of 8+. 6e was 'orn in -870. '. "llow students to share if they have read any %illiam &teig 'oo,s. 3Popular 'oo,s students may 'e familiar with include &ylvester and the 5agic Pe''le, 9octor 9e &otot, and &hre,:4 ;oca'ulary &caffolding2 a. Willia Steig uses a lot of strong words in his books. So eti es he uses words that we don)t know. 2)&e listed so e of &o%abulary words that are in The A a-ing *one. We will be referring to this %hart as we read to help us understand the story. '. $ead the words to the students. %e will discuss the definitions when the word arises in the te/t. Tell the students to give a thum's-up when they hear the voca'ulary word in the story. Interactive $ead "loud2 a. #any of the %hara%ters in Willia Steig books are ani als. 2n this book a young pig na ed 3earl finds a talking bone. Let read to see what happens to 3earl and the bone. '. %hile reading, pause to as, the class .uestions to chec, for comprehension. c. Pause at voca'ulary words to clarify meaning and lin, 'ac, to the voca'ulary anchor chart. 9iscuss &tory Elements2 a. "s a class, identify the main characters, setting, pro'lem, and solution in the story. =onclusion2 a. Tomorrow we will 'e ta,ing a closer loo, at The "ma*ing Bone to loo, at something new called "uthor(s =raft. '. Point out the new %illiam &teig 'oo,s in the 'oo, display and encourage students to e/plore them during =hoice $eading.

S$onge E/plore as a class some of the 'oo,s 'y %illiam &teig in the 'oo, display. Assessment &tudents will 'e informally assessed using whole class discussion .uestions during and after the read aloud. >ormal assessment will follow in future lessons.