Allison Haynes/Reading/October 6, 2016

I. Topic: Guided Reading

II. Objectives/standards: After an introduction to The Great Race and reading it
independently, the students will be able to answer comprehension questions about
the text.
R3.A.1.5.1: Summarize the key details and events of a fictional text as a whole.
R3.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant
supporting details from text.
III. Teaching Procedures:
5 mins

1. Introduction: this book is called The Great Race by Randall Scott,

illustrated by Alan Flinn. This story is about two kids who help their dad
overcome challenges to complete a race in the car that their dad designed.
The Great Race is a historical fiction book. This means that the book took
place in the past but is also fiction, or a story that didnt actually happen.
Lets look at page 3. What is the picture of? The word automobile means a
vehicle or a car.
Lets also take a look at page 6: Shabby means that something is worn
down.
Page 7 has the word elevated. If we look at the picture, we can see that the
automobile that dad is working on is raised up, or elevated, so he can work
on it. The kids also wonder what will happen if the car collapses, or falls
apart.
Lets look at page 13, we see a map of the United States. This shows us
where dad and the kids traveled during the race.
Now I want to you independently read this book and we will talk about it
when you are finished. If you have any questions while you are reading,
please ask me.

10 -15
Mins
5 Mins

2 Mins

2. Development:
a. Have the students read the story to themselves.
3. Guided and Independent Practice
a. Lets think about this book that we just read.
i. What was the purpose of the Great Race?
ii. What is a fact about Speedy? What is an opinion?
iii. Would you have liked to go on this trip?
4. Closure:
a. Ask the students: What was the theme or lesson of the book? Why do
they think this is the main idea?
IV. Materials:

The Great Race by Randall Scott, lesson plan

V. Adaptations/Plan Modifications:

VI. Evaluation:

Formative: were the students understanding what they were reading? Were
they able to answer the questions about the book?
o The students understood what they read and were able to discuss what
they read in the group.

VII. Reflection:

Student-evaluation: did the students understand what they read? Were they
able to answer the discussion questions?
o Yes, the students understood what they read and were able to
participate in the discussion and answer questions.
Self-evaluation: did I go through the introduction too quickly? Were the
discussion questions too challenging or too simple?
o I think the introduction went well, I forgot to introduce the genre of
historical fiction before reading, but talked about it after the book. I
think it would have been better if I remembered to talk about it before
the students read the book, but it was still beneficial to talk about after
they read it. The discussion questions seemed to be good, maybe a
little too easy.