1 Zinger ITIP Lesson #4 for Readers Workshop Revising Mental Movie!

Content Area Reading Concept Being Taught Revising mental movie based on text Grade Level Fifth Standards A. CCSS.ELA-Literacy.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. B. R.MT.05.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. Objectives A. TLW analyze their understanding of characters and/or setting and revise their mental movies based on new information learned from the text. Anticipatory Set A. TTW review with students what they have learned so far in Unit 2 of Readers Workshop. TTW review how they make mental movies of characters and scenes and how they empathize towards character by putting themselves in characters shoes. B. TTW ask the students what happens if they read something in their story that does not fit with their mental movie. TTW allow students to share their answers. C. TTW state the learning target of the day. Input A. Task Analysis 1. The learner should know how to create mental movies of the stories they are reading in their head. They should know the skills of how to empathize towards characters and put themselves into the characters shoes. 2. Procedure a. Anticipatory Set b. TTW have student gather on the floor in front of the chair TTW be using to lead the read aloud. TTW tell the students to

2 Zinger bring their Wise Readers Notebook, a glue stick, sticky notes, a pencil, and their book they are reading with them. c. TTW tell the students to envision what type of girl Sistine is while the teacher reads chapter 3 of The Tiger Rising. d. After the teacher reads chapter 3, TTW call on students to share their ideas of what type of girl Sistine is. TTW explain to the students that this is their initial impression of Sistine and to think of this impression as the teacher reads chapter 4. e. TTW read chapter 4. After the teacher finishes reading, TTW give students one minute to turn and talk to their reading partner about how their impression of Sistine changed. TTW call on students to share their impressions of what type of girl Sistine is now. f. TTW explain that readers may need to revise their mental movies based on new information in the stories that they read. TTW talk about the example of Auggie and the girl that sits with him at lunch from the book Wonder. TTW explain how his/her initial picture of the girl changed as he/she read on. TTW explain how he/she filled in the picture of the lunchroom with the experiences of his/her own life. g. Closure Thinking Levels 1. Knowledge- TLW recognize their comprehension of the text they are reading. 2. Comprehension- TLW change their mental movie based on new information presented in the text. 3. Application- TLW apply the new strategies on the chart to their readings. Learning Styles 1. Verbal/linguistic- TLW communicate with their reading partner how their impression of Sistine changed. 2. Interpersonal- TLW talk with their reading partner about the ways their impression of Sistine changed over the two chapters read. 3. Intrapersonal- TLW understand how to revise their mental movies based on the text in their stories. Accommodations 1. Remediations a. None 2. Extensions a. TTW have students write in their Wise Readers Notebook how their mental movie changed. TTW instruct the students to provide examples from the text of why their mental movie changed to support what they write. Differentiated Instruction and Strategies 1. TTW model to students how to revise a mental movie. 2. TTW allow students to work with an elbow partner to discuss how

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3 Zinger their impression of Sistine changed after reading chapter 4. 3. TTW allow students time to independently read and practice the new strategies. F. Methods/Materials 1. Methods a. Listening b. Discussion c. Independent time 2. Materials a. One Wise Readers Notebook per student b. One glue stick per student c. One pencil per student d. A packet of sticky notes per student e. One copy of The Tiger Rising f. One Strategies Readers Use to Grow Ideas About Characters chart per student Modeling A. TTW demonstrate how to revise a mental movie. Checking for Understanding A. Can someone tell me how their impression of Sistine changed from chapter 3 to chapter 4? B. Can someone tell me a time when they were reading a book and had to revise their mental movie based on the text in their story? C. Does anyone have any questions of why it is important to revise your mental movie? Guided Practice TLW analyze their understanding of characters and/or setting and revise their mental movies based on new information learned from the text. Independent Practice TLW analyze their understanding of characters and/or setting and revise their mental movies based on new information learned from the text. Closure TTW show students the Strategies Readers Use to Grow Ideas About Characters chart and will discuss the first four bullets with the students. TTW pass out the Strategies Readers Use to Grow Ideas About Characters chart to each student and will instruct them to glue it on a blank page in their Wise Readers Notebook. TTW instruct students to focus on the first four bullet points as they read, revising their mental movies as needed. TTW instruct students to write on a sticky note when they revise their mental movies and to leave it on the page in their book where their mental movie changed. TTW tell students that they have the rest of the class time to independently read and sticky note places where their mental movie changes in addition to the other topics they should already be

4 Zinger sticky noting. Assessment Informal: TTW listen to students as they share how their impression of Sistine changed. TTW walk around as students read to observe what they write on their sticky notes. When conferring with students throughout the week, TTW ask students how their mental movies may have changed from the beginning of the book until where they are now. Sources Calkins, L., & Tolan, K. (2010). Following characters into meaning (Vol. 1, pp. 56-64). Portsmouth, NH: Heinemann. DiCamillo, K. (2001). The tiger rising (pp. 8-13). New York, NY: Scholastic.