Subject: Language Arts Grade: Fourth

Standard: #4

Key Concept: Reading books with chapters to show how ideas are advanced.

Generalization: Ideas and characters are introduced in the beginning of books. They are organized in chapters throughout in order to separate ideas and advance thoughts.

Background: This lesson is based on chapters 3 and 4 of the book Help, I'm a Prisoner in the Library by Eth. Students need to have read chapters 1 and 2 and have had a general discussion of the events that have happened up to the third chapter. This lesson is tiered in process and readiness to meet the needs of all learners.

This lesson is tiered in process according to readiness.

Tier I: Struggling Learners (Knowledge/Comprehension activity)

Students who need a little more help understanding what happens in the story are in tier I. This activity is based on the need to know facts and questions that tap comprehension of the story.

1. Where does Mary Rose find the phone?

2. Which sister has the bigger imagination? How does she picture the librarian in her mind? Find the passage on p.23 that describes her idea of the librarian and write down the descriptive words.

3. What is a blizzard?

4. Who does Mary Rose finally call?

5. What is Jo-Beth doing when Mary Rose is making phone calls?

6. What problem occurs when Jo-Beth asks Mary Rose to spell for her?

7. What is making the strange rushing noise when the lights go out?

8. Where do the girls think would be the best place to hide when the lights go out?

9. Who says, “Off with their heads!”?

10. Jo-Beth wants to walk in front of Mary Rose when they return to the library desk,

Why?

Now draw a picture of some part of chapters 3 and 4 that you think is the scariest.

Tier 2: Grade Level Group.

This group will work at the analysis level to study the events in chapters 3 and 4.

1. Make two lists, one with “Mary Rose” at the top and one with “Jo-Beth” at the top.

Under each girl, list things about her that you find in these chapters.

2. Now create a Venn diagram in which you draw two circles with a part of each circle joining the other circle. In the joined section, put words that show things that are the same for both girls. In the part of the circles that is not shared, put your words from each of your lists about the girls.

3. Explain your circle diagram to the class.

Share with the class your descriptions in your Venn Diagrams.

Tier 3: Above Grade Level Learners.

These students will work on synthesis/evaluation tasks for chapters 3 and 4.

1. Tell the story from the point of view of the Mynah bird. Go back through chapters 3 and 4 and first list all the things the Mynah bird sees and says. Then write these chapters from its point of view.

2. Or---Think about all the scary things that happen in chapters 3 and 4. List them in order from least scary to most scary telling why each item is scary.

Share your work with the class during sharing time.

Assessment: Each group should share what they found out. Group I is the group of experts on the events in the story; Group II students are compare/contrast experts on Mary Rose and Jo-Beth, and Group III are experts on the point of view. They can share writing, drawing and ideas concerning chapters 3 and 4 at the end of their separate group activities.

During the group work, the teacher should be actively involved in watching what is going on, observing group interactions, and considering how much each child is participating in the process. Each group is doing something; the teacher can also assess the products-the answers to the questions for Tier I; the Venn diagrams for Tier II; the writing for Tier III.

Note: If you want to give choices to all groups, there are enough activities to do that. For group I, break the questions down however you want to. If you want them to act out facts after they have written them, that may also be a good extension activity.

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4LR-FAD