Please use the DLR information you have learned about to create your own Lesson Plan using the 5 CROWD question categories. Grading: 10 points: Completion of the top of lesson plan 40 points: DLR questions (10 total) 2 from each category 4 points per question Quality of question, as it relates to the criteria of the category (C-R-O-W-D) EXAMPLE: Name: Date: Dialogic Reading Lesson Plan Title Click, Clack, Moo: Cows That Type Author Cronin Illustrator Lewin Genre Fiction Acknowledgements Caldecott Honor Story overview Barnyard animals, led by a clever duck use the power of writing to negotiate better living conditions. Why did you select this book/how would you use it in your classroom? We are working on developing written stories in the following areas: Small details in character traits Point of view We are learning how to use the illustrations to make inferences Ohio Learning Standards RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). RL.4.6 Explain the differences in the point(s) of view in a text and different perspectives of the characters. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Ohio Learning Standards: Content Specific (BONUS points) Page # Category (C.R.O.W.D.) Question Significance to Teaching Cover O Do you think this book will be funny or serious? Prediction; inferencing 1-2 W What is FB job? Is that his house? How do you know? Prompt thinking Establish character roles Build background 5-6 W What do you think he is thinking? What is this? Reading picture for context clues Set-up for inferencing on the next page 7-8 D W O Do you remember the news story we read last week? What does it mean to go on strike? How are the animals like the teachers? Is this like a strike? In what way? How is the farmer feeling about this strike? ...clues? ...and the animals? ...clues? Making connections Building background Inferencing 11-12 O Why did the hens join in? ...clues? Do you think they will join the cows? ...clues? Inferencing 13-14 O R Did they get the blankets? ...clues? Are they all on strike now? ...clues? How did the farmer feel with this new news? Making connections Building background Inferencing Recalling back to p 7-8 19-20 W What does the word neutral mean? Vocabulary Page # Category (C.R.O.W.D.) Question Significance to Teaching 23-24 W Discuss the letter. What does the word negotiation mean? Vocabulary 27-28 C R R/O Click-clack __________, Click-clack ________ , Why not moo? Was the duck still "neutral?" Inference Vocabulary in-context and in-contrast 30 R Did the negotiations work? For who? How are the different parties feeling now? If the author wrote another few pages, what do you predict would happen next? ...clue? Context clues/inference Refer back to page 22 Follow up activity Pretend for a few minutes that you are the author and you want to add a few more pages to your book. Think for a minute about what you will be adding, or maybe how you might change the ending, based on what has happened so far. Turn-and-talk to your shoulder partner and share your ideas. Make sure to take turns so you both can share. Dismiss to writing workshop and capture your ideas.