|Lesson Plan ID:
Fly Away Home by Eve Bunting
This lesson is part of a week-long unit. It focuses on the pre-reading phase of guided reading. It aims to activate prior knowledge, preview vocabulary, and set a purpose for reading. This book deals with a very sensitive issue that most children know little or nothing about, homeless people. In a non-judgmental way the author shows how a father and son deal with the situation. The story leaves the reader with hope that someday father and son and all other homeless people will again have a home.
|ELA2015(3) ||1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1] |
|ELA2015(3) ||2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2] |
|ELA2015(3) ||3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3] |
|ELA2015(3) ||15. Distinguish their own point of view from that of the author of a text. [RI.3.6] |
|Primary Learning Objective(s):
Students will demonstrate the reading strategy of making predictions. Students will match key vocabulary words to the definitions. Students will categorize information on a concept map. Students will analyze their own ideas about homelessness.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Copies of Fly Away Home by Eve Bunting, 3 Main Idea Web from Makes Sense Strategies transparency, overhead projector and pens, Vocabulary Word card match sheet (see attached), scissors, anticipation guide (see attached), chart paper
|Technology Resources Needed:
1.)Activate and assess prior knowledge by displaying a graphic organizer. Have students brainstorm to list as many items as possible in each category. (The main topic should be airports. The three sub-topics should be parts of an airport, things in an
airport, and people in an airport.)
Suggest the following vocabulary words if not supplied by students:
airlines, security, terminals, luggage chutes, escalators, and flight attendants.
)This graphic organizer should be used to begin the lesson. Make enough copies for each student.
2.)Let students fill in their own copies of the graphic organizer. Once the vocabulary words have been selected, have students circle each vocabulary word, define it, and use it in a sentence.
3.)Pass out vocabulary match cards (see attached). Students should cut them out, mix them up, and match the word card to the definition card. (Take note of students who have difficulty making correct matches.)
4.)Have students respond on paper to the anticipation guide (see attached) with answers of true or false. Collect and revisit after the unit.
5.)Show cover of Fly Away Home by Eve Bunting. Have students describe it. Then have students take a picture walk through the book.
Begin guided reading of the book. Record student responses and predictions on chart paper to check during guided reading.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Fly Away Home vocabulary.doc
Assess through teacher observation. Check matching activity for accuracy.
Use the Internet to find out about homeless people in the United States. Then find out about homeless people in your area. Who helps them? What alternatives are there? Sponsor a school-wide food drive to help the homeless or less fortunate.
Have students work with a partner to practice matching vocabulary words to definitions. When a correct match is made, the student should use the word in a sentence.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: