Rebecca Gof

March 6, 2014
Directed Reading Thinking Activity
Part 1 and Part 2:
A. Activate Prior Knowledge
a. Begin a verbal discussion with students about bullying.
Allow the students to break into groups of three to four
to share their experiences with bullying.
b. Read book title with students. Give them time to discuss
with their groups what they picture the book being
about. What does the title tell you? What does the
illustration on the cover tell you about the book?
c. Read the titles of the first three chapters; Bully Magnet,
Super Bully, and From Bad to Worse. Give the students
time to think about those titles. Allow them to share
what they think about the book now.
d. Read the synopsis of the book on the back cover. Who
do you think the main characters are? Discuss the main
characters of the story with the students. Link, is the
bully and Jake, is the bullied. What are you anxious to
learn about the characters?
B. Preview/Predictions
a. At this point, the students will take a book walk to look
through the illustrations in the book.
i. The illustrations are vivid enough to allow the
students to predict what is happening at those
points in the story.
ii. What do you think Link is doing to Jake during
lunch in the first picture? Why is he so scared
holding his lunch? What is Link doing behind Jake?
b. Allow students to take a picture walk in their small
groups. They will make and compare their predictions of
the story from the pictures they see.
C. Vocabulary
a. Introduce the diferent vocabulary throughout the story.
b. Give the students a chance to sound out the words, find
the words on the page where it is used, and read the
sentence and use context clues to figure out what the
word means.
c. Once you have discussed with the class their guess on
the meaning, teach them what the word actually means
and another example of that word being used.
d. Give the students a chance to create their own sentence
using the word to better help them understand it. Using

whiteboards, the students will write their sentences and

share them with their small groups.
D. Purpose Setting Questions
a. CCSS.ELA-LITERACY.L.2.1.E: Use adjectives, nouns,
and verbs, and choose between them depending on
what is to be modified.
b. The students will be using the book as a vehicle to
comprehending the purpose of adjectives, nouns, and
verbs.
Part 3:
A. Reading
a. During this part of the lesson, the students will be
reading through the first couple chapters of the book.
b. Prior to the students beginning their reading, the
teacher will explain the tasks in which they are to
complete while reading.
i. They will be using their books and highlighters to
highlight the diferent verbs, adjectives and
nouns. The teacher will also be stopping at
random parts in the story to check for
understanding by asking the students to verbally
summarize what is happening in the story.
c. The students will be reading aloud, the first couple
chapters, to practice their fluency through the
popcorn reading method. In which case, the students
will read two paragraphs aloud and then the teacher will
pick the next students name out of a bucket and they
will pick up where the last student left of.
Part 4:
A. Re-teaching Skills and Strategies
a. After reading, the students will be given a packet with
excerpts from the first couple chapters. In these
excerpts the students will have to circle the adjectives,
underline the nouns, and put a square around the verbs.
b. The students will then have an opportunity to write
down three sentences from the reading that they
noticed have these words in them and once again, circle
the adjective, underline the nouns, and put a square
around the verbs.
Part 5:
A. Cross Curriculum Activity
a. Math
b. If a Bully Took Your Lunch Money

c. CCSS.MATH.CONTENT.2.MD.C.8: Solve word

problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and symbols appropriately.
d. Students will be solving word problems involving how
much money they would have left if they were a bully
and took someones money, and if they were bullied
and someone took their money.
i. Example: If you came to school with $1.25 and a
Super Bully caught you in the hallway and they
took .75 away from you, how much money do
you have left?