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Lesson Plan Shared Reading

Name: Alana Gray


Cohort: F
Grade: 3
Day: 1
Lesson Description
Book: Jumanji written by Chris Van Allsburg
Time Frame: 15 20 minutes/day for 5 days
Ontario Curriculum: Overall Expectations
Read and demonstrate an understanding of a variety of literary, graphic, and
informational texts, using a range of strategies to construct meaning.
Ontario Curriculum: Specific Expectations
Identify a variety of reading comprehension strategies and use them
appropriately before, during, and after reading to understand texts.
Make inferences about texts using stated and implied ideas from the text as
evidence.
Learning Goals
By taking a picture walk as an introduction to a new text, students will make
predictions and inferences about the subject of the text, and what the plot
may entail. This will help engage students with a text that is unfamiliar to
them. Students will learn the value of taking a picture walk in expanding
their reading comprehension, because they will learn to read with meaning.
Success Criteria
Students will make reasonable predictions about what may occur in the text
based on the illustrations. Students will verbalize how a picture walk helped
them to understand the text, after reading.
Materials
Jumanji written by Chris Van Allsburg
Chart paper
Marker
Lesson Format Day 1
Motivational Hook/Engagement/Introduction
Preview the book show students the cover and read them the title. Ask if
any students have seen the movie Jumanji (the movie came out in 1995, I
would expect that not many students are familiar with the story). Ask
students what do they notice about the cover? The picture is in black and
white. What is featured on the cover? What ideas does this give you about
what the story may be about? Tell students that as a class you are going to
make predictions about the book. Give students a moment to prepare an
answer and ask them to think pair and share. Record predictions on chart
paper to refer back to later. Tell students that you are going to take a picture
walk (to ensure you are using the language predict, picture walk). Stop on
every page and ask students what characters they see, and what is going on
in each illustration. Ask students to make predictions about the illustration
on page 2 about where these children may be going and why. On page 3,
ask students what the children are doing, and by viewing the illustrations on

page 4 and 5 ask how students think the lion came to be in the house. Ask
students to make a prediction, then think pair and share, and record
predictions. I would stop on each page and ask students what does it look
like is happening in the text based on this illustration. After previewing the
entire book, ask students how the illustrations help them to make
predictions, and how does it assist in their understanding. Major predictions
should be recorded on chart paper in order to confirm during the reading
whether or not these predictions were accurate.
During
During reading, I would stop at the points where specific predictions were
made and ask students if these predictions were correct. At the point in the
text when Peter suggests that he does not want to play the game anymore, I
would stop and ask students to make a prediction about what the outcome
will be if they stop playing the game (record answers). When Judy takes a
turn and the spot she lands on says monkeys steal food, miss a turn, I
would ask students to make predictions about what they think will happen
next. I would stop at the point when Judy takes her last turn and lands on
Jumanji and ask students to make a prediction about what will happen
next. On the last page, I would ask students what they think Danny and
Walter had found, and what the result of this would be. During reading, I
would refer to the predictions listed on the chart paper that were made prior
to reading for a visual aid students can refer to.
After: Consolidation
I would ask students why is it important to follow instructions, and what can
happen when one does not follow instructions. I would discuss with students
reading strategies we implemented during the reading such as a picture
walk, then I would ask how this might help them to understand the text. I
would ask students what information could be gained from viewing the
illustrations. I would ask students to make a judgment about the text did
they like it? Why or why not?
Extension Activities
Use Jumanji as a springboard for a drama activity. I would have students in
groups of 4 select a portion or page out of the text in order to create a
tableau. Students can be assessed using the curriculum for drama.
Assessment
This activity constitutes an assessment for learning, during which the
teacher will make observations. Assess whether the students use
appropriate strategies to decode unfamiliar words. Is the student then able
to transfer that knowledge to a new situation, where they are using the
newly learned words in their own sentences? The teacher may keep mental
notes or jot notes during this activity to keep track of student comprehension
and progress.
Special Education Notes:
If possible and if necessary, provide students with their own copy of the text
so they can follow along more closely. Write questions on the chart paper for

students to see. Do actions when defining words from the text. Allow some
students to draw pictures depicting the vocabulary words rather than writing
sentences. Allow some students to use the computer to type
sentences. Have students state their sentences to the teacher orally rather
than writing them.
Lesson Plan Shared Reading
Name: Alana Gray
Cohort: F
Grade: 3
Day: 2
Lesson Description
Book: Jumanji written by Chris Van Allsburg
Time Frame: 15 20 minutes/day for 5 days
Ontario Curriculum: Overall Expectations
Use knowledge of words and cueing systems to read fluently.
Ontario Curriculum: Specific Expectations
Predict the meaning of and rapidly solve unfamiliar words using different
types of cues.
Learning Goals
Students will actively participate in defining unfamiliar words found within
the text. Students will learn about word decoding strategies. This activity
will help students to read with fluency.
Success Criteria
Students will demonstrate their understanding of the new words they learned
from the text by using them correctly in sentences.
Materials
Jumanji written by Chris Van Allsburg
Chart paper
Marker
Lesson Format Day 2
Motivational Hook/Engagement/Introduction
I would discuss with students the importance of decoding unfamiliar words
during reading, and how this helps them to understand the text overall. If
students do not understand a given word within a text, they may
misinterpret meaning and therefore it is important to be aware of different
strategies in order to read fluently, and to read with meaning. Inform
students that the purpose of todays reading is as a class, we will decode
words we were unfamiliar with. I will model this strategy for them using the
first word, and students will join in, in order to decode the subsequent words.
During
During the second reading of Jumanji, I would highlight words and
expressions that students may not understand in order to expand their
vocabulary and comprehension. I would ask students what it means to
slouch, and to show me using their bodies what slouching looks like (I would
participate as well, demonstrating a slouch). I would ask students what the
expression might mean, fun for some but not for all and brainstorm ideas

about what this may indicate. I would also ask, what does it mean when
another person is at your heels? I would use a cloze sentence structure for
the following sentence: Judy tried to ______ some leaves down Peters
sweater. The purpose for this cloze sentence is the omitted word is stuff,
and children may only understand stuff meaning things, rather than to stuff
something. Although the word stuff would already be in students
vocabulary, they may not know the alternative meaning of the word. The
last sentence on page 3 is capitalized, I would ask students why this might
be (to stress importance). One of the characters says Gosh, how exciting
in a very unexcited tone. I would ask students in unison to say gosh how
exciting in what they believe to be an unexciting tone. I would also ask
students to show me what a look of horror may look like. During the story, a
monsoon begins. I would ask students what they think a monsoon is, and I
would instruct them to use the illustration as a hint. I would ask students to
show me with their bodies what hunched means. I would ask students about
synonyms for perhaps are. I would ask students what a faint buzzing sounds
like as opposed to a loud buzzing. I would use a cloze paragraph for the
following: Together they listened to a _____ [rumble] in the hallway. It grew
louder and louder. Suddenly a herd of rhinos _____ [charge] through the
living room and into the dining room. I would discuss with students possible
words that would make sense within this context in order to expand their
vocabulary. Cloze paragraphs provide a teaching opportunity for students to
learn about synonyms. Describe to students that a synonym is two words
with the same meaning. Provide an example of a synonym, and have
students provide examples of words they learned from the text that could be
replaced with a synonym.
After: Consolidation
On chart paper, I would make a list with students of new words we learned
from Jumanji. These words include slouch, stuff (as in to fill), monsoon,
hunch, rumble, and charge. I would review the meaning of these words with
students and based on their understanding, have them write sentences using
each of the new words they learned.
Extension Activities
I would ask students to brainstorm and verbally share sentences using any of
words we learned during the reading. In pairs, students could use a
dictionary to define each word. We could also discuss synonyms and come
up with a list of synonyms for each new word we learned.
Assessment
During reading while asking students to demonstrate with their bodies the
meaning of a word, it should become apparent to the teacher which students
grasp the concept, and which are struggling. When students offer examples
of how the words can be used in new sentences, this indicates student
understanding and provides an opportunity for assessment. The teacher
may make a mental or jot note during this activity to keep track of student
comprehension and progress. This activity constitutes an assessment for

learning.
Special Education Notes:
For any students with difficulties, they could use the computer or white board
to write their sentences. Students may also share their sentences orally with
the teacher. The teacher may also pair up the weaker students with the
stronger ones in order to help the weaker student.
Lesson Plan Shared Reading
Name: Alana Gray
Cohort: F
Grade: 3
Day: 3
Lesson Description
Book: Jumanji written by Chris Van Allsburg
Time Frame: 15 20 minutes/day for 5 days
Ontario Curriculum: Overall Expectations
Read and demonstrate an understanding of a variety of literary, graphic, and
informational texts, using a range of strategies to construct meaning.
Ontario Curriculum: Specific Expectations
Identify a variety of reading comprehension strategies and use them
appropriately before, during, and after reading to understand texts.
Demonstrate understanding of a variety of texts by identifying important
ideas and some supporting details.
Learning Goals
Students will learn about the difference between a retelling and summary of
a story. Students will perform a retelling and a summary of Jumanji.
Success Criteria
Students will provide a retelling of Jumanji, as well as a
summary. Students will select the most important points of the text in order
to develop a summary.
Materials
Jumanji written by Chris Van Allsburg
CD version of Jumanji reading by Robin Williams
Chart paper
Marker
Lesson Format Day 3
Motivational Hook/Engagement/Introduction
Day 3 I will focus on comprehension strategies, having the students create
meaning from the text. I would begin by asking students who remembers
details about Jumanji, the text we read together the day prior. I would ask
students to tell me one event that occurred in the beginning of the text, one
event that occurred in the middle, and one event that occurred at the end. I
would record students answers on chart paper. This activity will have
students recall details from the text from the previous day.
During
I would play the reading of Jumanji by Robin Williams without stopping so
that students can hear the text uninterrupted, for deeper engagement.

After: Consolidation
After listening, I would inform students that we are going to discuss a
retelling of the story, as well as a summary. I would explain that in a
retelling, I want to hear as many details as possible. On chart paper, I would
write the headings: Characters, Setting, Problem/Plot, and Other. I
would explain that these are features that can be found in fiction texts, such
as Jumanji. I would ask students about the difference between fiction and
non-fiction. Back to the chart, I would ask students to give me as many
details as possible about the story, and to tell me under which heading they
belong. I would have students popcorn answers, and any details that did not
fit in one of the first three headings, I would include in Other (or if they are
about a common topic, find an appropriate heading). I would ask students
what the main problem was, and how it was resolved and discuss how this
element is a part of the plot. In a different colored marker, I would then add
to the chart we made prior to reading the book where we discussed events
that occurred in the beginning, the middle, and the end. I would ask
students if we need to revise or add to these answers, as they may have
remembered details after reading the text a third time that they may have
forgotten prior to rereading. The reason I would use a different colored
marker would be because it will provide a visual cue to students that
emphasizes the way a rereading can change students understanding. When
the retelling is complete, I would inform students that we are going to now
do a summary. I would explain to them that in a summary, we only discuss
the most important parts of features of a text. I would ask students to turn
to an elbow partner, and discuss with their partner the things/events that
were the most important parts in Jumanji. These things/events will sum up
the entire story. I would then give all students an opportunity to share their
answers, and record these answers on chart paper. As a class, we would put
these things/events in chronological order, and going over every answer, I
would ask students to show me thumbs up or thumbs down as to whether
they agree that the answers posted were in fact the most important parts of
the book. If any students disagree, we would have an open discussion about
why they disagree and students would have to think their answers through in
order to defend them. After completing this activity, I would ask students to
remind me of what the difference is between a retelling and a summary.
Extension Activities
While the answers are posted on chart paper for the class to see, have
students write 5-7 sentences independently in which they will share what
they believe were the most important parts of the book. I would have them
label this page Summary of Jumanji to familiarize them with the
term. Students could also draw a picture to go with their sentences
depicting a scene from Jumanji.
Assessment
The written piece produced during the extension is a great opportunity for
assessment to determine whether the students understand what a summary

is, and what information should be included in a summary. The teacher may
choose to use a checkbric during this activity to keep track of student
comprehension and progress. I would not assign a grade, rather I would use
this written piece as an assessment for learning.
Special Education Notes:
If possible, provide students with their own copy of the text so they can
follow along more closely. Write questions on the chart paper for students to
see. Allow some students to use the computer to type sentences. Allow
some students to tell the teacher orally about their summary of Jumanji.
Lesson Plan Shared Reading
Name: Alana Gray
Cohort: F
Grade: 3
Day: 4
Lesson Description
Book: Jumanji written by Chris Van Allsburg
Time Frame: 15 20 minutes/day for 5 days
Ontario Curriculum: Overall Expectations
Recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning.
Ontario Curriculum: Specific Expectations
Identify some elements of style, including voice, word choice, and different
types of sentences, and explain how they help readers understand texts.
Learning Goals
In this lesson, students will be analyzing the text. Students will learn to
identify verbs within Jumanji, and identify the difference between an
expressive and detailed verb as opposed to a generic verb. Analyzing the
text will help students to understand the writers form and style; it will also
help students to read with fluency. This lesson will help students to build on
their vocabulary.
Success Criteria
Students will identify verbs from the story Jumanji and demonstrate their
understanding by drawing comparisons between the verbs found in the text
and generic verbs.
Materials
Jumanji written by Chris Van Allsburg
White boards
Dry erase markers
Chart paper
Marker
Lesson Format Day 4
Motivational Hook/Engagement/Introduction
Recap with students what a verb is (I would not do this lesson as an
introduction to verbs, rather as a reinforcement of the concept). Have
students brainstorm verbs and popcorn their answers. Inform students that
you are going to reread Jumanji and focus on the way in which the author

uses verbs within the text, and after reading, as a class you will discuss the
effect it has on readers.
During
Provide students with white boards and markers (students enjoy writing on
these) and ask them to jot down any verbs they hear you say during
reading. When it comes to a section that is packed with expressive verbs,
read slowly to ensure students hear you say the words. If need be, repeat a
given passage.
After: Consolidation
After reading, with the class create a t-chart of expressive verbs and simple
verbs. As a class, come up with examples not from the text but based on
their own knowledge. For example, include the verb walk under the heading
simple, and use parade or trek under the expressive heading. Ask students
to provide you with examples of verbs they heard from the text, which they
will have written down on their white boards (for example slam, charge,
squeeze, scramble). As a class, decide which heading these verbs belong
under, and come up with a verb that has the same meaning but the opposite
effect. Explain to students that these are synonyms, and that you discussed
synonyms in a prior lesson about Jumanji. This will act as reinforcement to
the prior lesson, but with a focus on a different part of language
verbs. After this activity is complete, ask students what affect it had on
them as readers when the author used expressive verbs as opposed to
simple and generic verbs. Discuss with students that the use of descriptive
verbs can help the reader to develop a clear and vivid picture in their minds
of what is occurring in the text, and that it helps the reader to read with
expression.
Extension Activities
Jumanji can be used to implement a math lesson. Provide students with
the game board (see attached). Explain to students that there are 48
squares in total, and that they know from the text that Peter and Judy had 6
turns each. They know from the text what both Judy and Peter rolled for 3 of
those 6 turns, and they need to decide what other potential numbers they
could have rolled. Explain that there can be several combinations, and they
should come up with a list of these combinations. This can be done
individually, or in partners, and should be phrased as a problem-solving
question. The teacher could have students write or orally develop sentences
using the verbs found throughout the text.
Assessment
The teacher has an opportunity to assess during the consolidation
period. Based on student responses, the teacher can gage which students
understand what a verb is. The teacher may choose to make jot notes, or
simply take a mental during this activity to keep track of student
comprehension and progress. This activity constitutes an assessment for
learning.
Special Education Notes:

During the reading while students are recording verbs they hear, a student
who may have difficulty could be paired up with a stronger student so that
they can work together to create a list of verbs they hear during
reading. Provide students with a thesaurus if necessary. For the extension
activity, the teacher may choose to work one on one with a student, or a
group of students, who need the extra assistance. The teacher may also
choose to put students into groups depending on strengths and
weaknesses.
Lesson Plan Shared Reading
Name: Alana Gray
Cohort: F
Grade: 3
Day: 5
Lesson Description
Book: Jumanji written by Chris Van Allsburg
Ontario Curriculum: Overall Expectations
Generate, gather, and organize ideas and information and write for an
intended purpose and audience.
Ontario Curriculum: Specific Expectations
Identify the topic, purpose, audience, and form for writing.
Generate ideas about a potential topic, using a variety of strategies and
resources.
Learning Goals
In this lesson, students will make connections between the book and movie
version of Jumanji, students will critique both the book and the movie, and
they will make an evaluation of Jumanji. Students will view a scene from
the movie version of Jumanji, and make comparisons between the movie
version and the text, forcing them to use critical thinking skills.
Success Criteria
Students will develop a written piece in which they compare and contrast a
scene from the movie with the book version of Jumanji, and they will
discuss the version they prefer and provide support for their decision.
Materials
Jumanji written by Chris Van Allsburg
Movie version of Jumanji
Paper
Pencil
Lesson Format Day 5
Motivational Hook/Engagement/Introduction
I would review with students the reading strategies we employed over the
last 4 days during our reading of Jumanji. We would go over what we
learned during each lesson, so these ideas are fresh in the minds of
students. I would ask them why the activities we are important, and how it
changed their understanding of the text. I would select a 5-10 minute scene
from the movie that is depicted in the book. I would opt not to show the
entire movie, as this may be too much for grade 3 students and they will lose

focus of the task. As a class, we would discuss the differences between the
book and movie version of Jumanji. I would ask students if the movie
portrayal was as they pictured it would be during readings. I would have
students brainstorm as a class the differences and similarities they saw
between the book and the movie when it comes to the setting, the
characters, and the event(s). I would ask students how they felt viewing the
movie, and how did their understanding of Jumanji change when they were
able to visualize the text. This would be a good warm up to get students
thinking about their writing task. I would instruct students that they will be
writing a short paragraph (4-7 sentences) about which version they prefer
and they will provide reasons why they liked one version over the other.
During
This writing activity is based on an evaluation of the story of Jumanji, and a
critique of both the book and the movie version. Students will demonstrate
critical thinking skills in order to produce an opinion, and a written
piece. During the writing phase, I would circulate the room and assist any
students having difficulties.
After: Consolidation
I would ask the class in a show of hands who liked the movie better, and who
liked the book. I would ask students to volunteer to share their responses
with the class. Preferably I would like it if all students could share their
responses, however if there was not enough time to do so, I would select
students who chose the book and other students who chose the movie as
their preference so that reasoning is provided for both versions.
Extension Activities
With this activity, the teacher could select one scene from the movie and
compare it to the book, or show the entire movie. The teacher could also run
a writers workshop where students peer edit each others work. As a class,
students could create a t chart in which they compare the book to the movie.
Assessment
I would evaluate the written piece produced by students using a rubric. I
would clearly explain to students the expectations of their writing, what type
of information they should include, and ensure they understand the task
prior to writing. This assignment would constitute an assessment of
learning.
Special Education Notes:
Some students may be provided a computer in order to complete their
writing task. Students who do not perform well at paper and pencil tasks
may also share their response verbally with the teacher.

Focus

Content

Style

Conventions

Level 4

Writing contains
a clear focus with
an opinion. Clear
supporting details
are present.

There are
many strong
developed
points in
support of
writers
opinion.

Writers feelings are


clear. Word choice
is
appropriate. Sentenc
es vary in length
and structure.

Level 3

Writing contains
a clear focus with
an
opinion. Supporti
ng details are
limited.

There are
some points
in support of
writers
opinion.

Level 2

Writing states an
opinion, but
offers supporting
details which are
not developed or
are unclear.

Few details
with limited
development
to support
writers
opinion

Writers feelings are


somewhat
clear. Word choice
contains some
appropriate
language. Sentences
show some variety
in length and
structure.
Writers feelings are
not clearly
expressed to the
audience. Limited
variety of sentence
structure and word
choices.

Level 1

The opinion and


supporting details
are unclear.

There are no
details or
points to
support
writers
opinion.

Writers feelings are


unknown. Most
sentences are short
and choppy. Word
choice is limited.

All sentences
are
complete. There
are few or no
errors in
grammar,
spelling, and
punctuation.
Most sentences
are
complete. There
are few errors in
grammar,
spelling, and
punctuation.

Many sentences
are
incomplete. The
re are many
errors in
spelling,
punctuation, and
grammar which
makes the
writing difficult
to read.
Most sentences
are
incomplete. Ma
ny errors in
grammar,
spelling, and
punctuating
making the
writing difficult
to understand.

Accommodating for an ADHD student


During this particular lesson there are many ways a teacher can accommodate for a
student who has diagnosed with ADHD. When doing shared reading it can help to
have the student sit up front so that they can pay attention much better and as a
teacher you can keep an eye on that student in case he/she starts to get distracted.

Another way this lesson plan can be accommodated is that during work periods the
student can sit away from his/her peers, which will help them stay clear of others
distracting them from doing their work. Sometimes it can help to pair the student
with a stronger classmate to help them stay on task and with their work. Shortening
work period time can also be very effective as some individuals who have ADHD
have trouble staying on track of a task for a long period of time.