Guided Reading Lesson Plan (Levels M-Z)

Title: Champ Level: S ISBN: 978-0-439-79399-5 Publisher: Scholastic Day 2: Chapter 3 Teaching Point: Point: Readers go beyond the text to interpret characters’ thoughts and feelings.

## Before Reading: (5-7 min.)

*Summarize plot (M) *Discuss pictures (M) *Unfamiliar book language/character names (S) *Draw upon students’ experiences (M)

We are continuing the book, Champ, today. Yesterday we met several key characters in the story. Let’s open up our journals and review these main characters. (While reviewing, hit the highlights from yesterday’s reading: Riley is not skilled in baseball. When he missed a ball he ran after it and caused an accident. A dog was severely injured in the accident and Riley feels very guilty about it.) Today we are going to read about two different events with Riley and I want us to think about his thoughts and feelings based on his actions. The first event we are going to read about takes place at the baseball field when he faces his teammates for the first time since the accident and the second event takes place in Riley’s room when his dad comes to talk to him. During this two scenes, I want you think beyond the text and infer how Riley is feeling. (One a whiteboard write down these two events. 1. Baseball field 2. Bedroom) When you are finished reading today, I am going to ask you how you think Riley was feeling during these two events in the chapter.

## Words/Text Layout:

- • or important words (V) • or important words (V)

strikeout, wrought-iron pg20, kennels pg20, smithereens pg31

Intentional Teaching Point Teaching Point (refer to flip chart): Readers go beyond the text to interpret characters’ thoughts and feelings. In this chapter we are going to see a lot of emotion in Riley. His actions give us some big clues on how he is feeling. Sometimes the author wants us to infer about a character’s thoughts and feelings based on something the character does.

## During Reading: (10-15 min.)

Listen in to students while they read. Reinforce the teaching point, help with decoding, check for understanding and provide specific feedback.

## After Reading: (8-10 min.)

- • discussion to the teaching point and/or a comprehension strategy (see above) • discussion to the teaching point and/or a comprehension strategy (see above)

During this chapter we read about two events where Riley showed strong emotion in his actions. This gave us as a reader the opportunity to really think about what he must have been thinking and feeling in those moments. Let’s start by discussing the scene at the baseball field. What happened? (students should recall the other members of his team making fun of him, teasing him when he was trying to hit the ball, finally he left.) How do you think he was feeling in that moment? What do you think he might have been thinking? Why? What clues help us know how Riley was feeling and what he was thinking?

### Repeat this discussion for the scene in Riley’s room when he is having a conversation with his father and breaks his bridge.

- • Questions • Questions

Why do you think Riley’s dad wants him to apologize to Mrs. Lerner? Why do you think the author called the third chapter, Strikeout King? What did Riley mean when he said he had ‘ants in his belly’ on page 31?

Writing Connection: Connection: When students finish reading, have them write down how they think Riley was feeling at the baseball field and when he was talking to his dad in his room.