LANGUAGE ARTS Lesson 21 (A Chair for my Mother)

Day 4 (1 hour and 40 minutes) 10:15 11:15 and 1:20 2:00

Enthusiastic About: Building robust vocabulary and grammar skills and applying those skills to meaningful
whole group activities.
Materials: Transparency R107, robust vocabulary slideshow, Storytown text, Markers, Large sheets of paper,
Flocabulary YouTube video: 5 Elements of a Story

Objectives:
The students will

Utilize knowledge of sounds, letters, and words to

build reading comprehension

Decode vowel diphthongs /ou/ ou, ow and apply

this decoding strategy to read sentences and
answer questions.

Assessment of Objective Accomplishment:

1.
2.
3.
4.
5.

Teacher Observation
Question and Answer
Dry erase boards
Sidewalk chalk words
Whole group activity comparison chart and
elements of a story chart

Define and apply robust vocabulary to sentences

and demonstrate comprehension of new words.
Compare and contrast plot with other story
elements such as setting, theme, and conflict.

Procedure with Amount of Time Stated for Each Activity:

(Morning)
The teacher will introduce present-tense action verbs. The students will use their dry erase boards to fill in a series
of sentences displayed by the teacher. For example, Mom_____us to a big store (takes). The students would write
the word takes on their dry erase boards. (10 minutes)
The teacher will show a brief musical video about the five elements of a story (Plot, Setting, Character, Conflict,
Theme) from Flocabulary: 5 Elements of a Story https://www.youtube.com/watch?v=c6I24S72Jps
Students will turn to page 162 in their Storytown books to read the Focus Skill section on Plot.
(10 minutes)
The class will gather in the back of the room. Students will popcorn read the featured story of the unit, A Chair For
My Mother (pg. 166) and the teacher will ask comprehension questions after specific sections of the story. Students
will be selected to read using a name selector app and will get to hold a snowball puff as they read. The class will
create a large chart listing the storys plot, characters, conflict, theme, and setting. (20 30 minutes)
The students will popcorn read Saving Money from their Storytown text (page 192). Teacher will prompt a
discussion about comparing Saving Money to the featured unit story A Chair For My Mother. The class will create
a comparison chart with markers and a large sheet of paper.
(10 minutes)
(Afternoon)
Using transparency R107, the teacher will review vowel diphthongs /ou/ ou, ow words from the previous days
lesson. The students will choral read a list of words with ou and ow diphthongs and answer the corresponding
questions. The class will generate their own list of -ou -ow words and the teacher will document them. (10
minutes)
The students will then move outside and use sidewalk chalk to complete a word building exercise. They will be
given an ou or ow word by the teacher (teacher will display the word on a dry erase board) and students will be
asked to modify/build on the word to create a new word by changing a letter. (20 minutes)

State Standard(s) Addressed:

CC.1.1.2.D
CC.1.2.2.F
CC.1.2.2.K
R1.2.4
SL.2.1
SL.2.4
L.2.4
L.2.6