Lesson 2 Reading Sequence Final
Lesson 2 Reading Sequence Final
Lesson 2 Reading Sequence Final
Date: 9/28/15
Grade Level: 4
DETAILS
In table groups students will touch each page of the story remembering what
was important in the story and understanding the flow of the story.
We are going to brainstorm examples of other stories from various cultures
that have been passed down from generation to generation. With a partner
spend a few minutes talking about tales you have heard that remind you of
Stormalong.
1
TIME
15 minutes
20 minutes
During Reading
At the end of page 140 in students books, have a student read analyze the text
box.
Hyperbole-where in the text are the features of characters, events or settings
exaggerated? What effect do these examples of hyperbole have on the story?
Hyperboles are common in Tall tales.
What Examples of hyperbole can you find in the text? (an eighteen foot tall
baby; a baby with a voice as loud as a foghorn)
What do the examples tell you about the baby? (The baby is huge, has a loud,
booming voice, and needs to be fed a lot of milk)
What effect do these examples of the hyperbole have on the story? (They
make the story funny; the reader knows from these examples that the story is a
tall tale; the hyperbole makes the story interesting to read)
On page 143 read the Analyze the text feature box.
The point of view of a story is the standpoint from which it is written.
Sometimes authors write from the point of view of one of the characters. At
other times, authors narrate stories as if they were outside observers.
Is Stormy telling the story? How do you know? (Stormy is not telling the
story because the author uses the words he and him to describe Stormy; if
Stormy were the narrator, the author would use the words I, me and My instead.
If Stormy isnt telling the story, who is? How do you know? The story is told
my an outsider. The author uses the words He and him to describe Stormy.
Why do you think the author tells the story from the third-person point of
2
view? (In Stormalong the author may have wanted readers to know what
people think of Stormy. The author needed to describe Stormalong using
hyperbole)
Expression
Read aloud the text on Page 145 while students follow along. Model how to
use expression to bring the characters to life and to draw listeners into the
story.
Reading with expression reflects the characters feelings and makes the
story more enjoyable. A tall tale is meant to be read for enjoymentgood
readers use appropriate emphasis, volume, and pace to produce good
expression and make the story more enjoyable. Reading with expression
also helps to make the characters thoughts and feelings more clear. Lets
practice reading page 145 all together with expression
Stop on page 149 and distribute Graphic Organizer 1
Readers can infer what characters are like from specific details about their
thoughts, words, and actions. Display projectable 5.2 We will work together
to complete it suing information from the story.
First, what are some thoughts that Stormy has had?
Second, what have we heard Stormy saywe can put his words in the
second column.
Third, what actions have we seen from Stormy?
As students respond to the questions through group discussion write their
answers on our class projectable on the board.
After Reading
20
(This weekend I will write a sample paragraph and will have that to display and
model what I am asking of them, and can re-submit the lesson then)
Assessment/
Closure
Lesson plan directly follows that of Unit 1, Lesson 5 in the Houghton Mifflin Harcourt Journeys (Common Core) book. Not
my original work.