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SAMPLESMALLGROUPLESSONPLAN TheSmallGroupReadingLessonCycleThefollowinglessonrepresentsathree-dayrepeatedreadingcyclewithanexcerptfromJingleBats.Eachday’slessonisexpectedtotakenomorethan20minutes.The“Must-Do”isanassignedtaskthatrequiresstudentstoindependentlyapplywhatwaslearnedinthelessonorextendtheirexperiencewiththetext.BecauseofthecarefullycontrolledreadabilityofHIPnovels,studentswhoareguidedthroughanexcerptinthiswayshouldbeabletoreadtherestofthebookontheirown.

TEXT:JingleBatsChapter5(Interestlevel:Age9-12ReadingLevel:midGrade2)

LEARNINGGOALS:Studentswillbeableto……askquestionsduringreadingandanticipatetheanswers…answerquestionsaboutreadingwithsupportfromthetext…compareandcontrastcharactersinfiction.…applyletterpatternstoencodinganddecodingcodedmessages.3PsBOOKINTRODUCTIONPreview:Todayyou’regoingtoreadChapter5ofabookcalledJingleBats.Inthisbook,thetwomaincharacters,SamandSimon,getropedintobeingSanta’selvesatthemallovertheholidays.Santa’smean,thekidsarebrattyandnowsomeofthegirlsfromschoolhaveshownupatSanta’sVillage.ActivatePriorKnowledge:TTYNanddescribewhathappensatashoppingmallSanta’sVillage.Whatjobsdoyouthinktheelveswouldhavetodo?Whatrolemightatoydonationboxhaveinthisstory?SetPurpose:Asyouread,pleasethinkaboutwhatyou’rewonderingandwhattheanswerstoyourwonderingsmightbe.We’regoingtoreadashortsectionatatimeandstopandtalkaboutourwonderings.


LESSONROUTINES:DAY1:“TESTINGTHEWATERS”• BookIntroduction• “IWonder,IThink”-HavestudentsturntoChapter5(p.36)andputtheirstickynote“stopsigns”attheendofpage37.Readsilentlytothestopsignthenstopandthinkaboutwhatyouarewonderingandwhattheanswermightbe.Pausetodiscussstudents’wonderingsandtheiranticipationoftheanswersmightbe.-Move“stopsigns”totheendofpage39andrepeattheprocess,alsodiscussingwhetheranyoftheirpreviouswonderingswereanswered.-Move“stopsigns”totheendofpage42andrepeattheprocess.

MustDoQ&AGraphicOrganizer:HavestudentswriteFABresponsestothecomprehensionquestions.FlipthequestionintoastatementAnswerthequestion.Backitupwithsupportfromthestory.Seealsohip-books.com/teachers/5-tips-for-teaching-struggling-readerswriters

DAY2:“DIVINGDEEPER”-Revisit“mustdo”assignment.Talkabout“Hand,HeadandHeartQuestions”(hip-books.com/teachers/hand-head-and-heart-questions/).Rereadchapter5tolookforevidencetosupporteachanswer.Talkaboutwhethereachquestionisahand,headorheartquestion.Drawspecialattentionto“head”questionsandhowtheanswercombinesinformationfromthetextandbackgroundknowledge.-Discusswhattheyknowaboutthetwocharactersfromthischapterandhowtheylearnedaboutthem.(hip-books.com/teachers/what-a-character/.)

MustDoCharacterComparisons:HavethestudentscreateaVennDiagramtocompare/contrastSamandSimon.

DAY3:“DIPPINGBACKIN”-ShareCharacterVennDiagrams-IntroduceSamandSimon’ssecretcode(hip-books.com/wp-content/uploads/2016/01/The-Bat-Code.pdf)Practicewritingamessagetogether.

MustDoWriteacodedresponsetothegroupmessage.Optional:Readtherestofthebooktoseewhathappens!


JINGLEBATS,CHAPTER5“HeKnowsifYou’veBeenBadorGood”

FABAnswers

Doyouthinkthisisagoodtitleforthischapter?Whyorwhynot?

FlipthequestionintoastatementAnswerthequestionBackupyouranswerwithsupportfromthetext.

WhydidSamandSimonbehavesodifferentlytothegirlsattheMall?

WhywasSamsoupsetaboutthemissingtoys?

Howdoyouthinkthetoysgotintotheboys’locker?


SECRETCODES

Teachingstudentstoreadandwriteincodeisnotonlymotivatingandengaging,italsopromotesspelling,decodingandgeneralwordknowledge.

Here’sasimplecodethat’susedbySimonandSam,whocallthemselvesthe“BatGang”intheHIPJr“BATS”series:

Flipthevowels: A E I O U Y

With: Y U O I E A

So…thewordBATSwouldbeBYTSandCODEwouldbeCIDU.

SamandSimonmakeitalittleharderbywritingeachwordbackwards.NowBATSisSTYBandCODEisUDIC.

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