Interactive+Read+Aloud+Set+1

Jenn Schellenberg ELD 308 February 14, 2012

**Lesson Plan: Interactive Read-Aloud**


 * Grade:** 4


 * Time:** 15 minutes

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
 * Standard:** Speaking and Listening Standards K-5


 * Objective:** The students will be able to listen to the teacher as he/she reads aloud, stopping to make predictions, connections, and wonderings. Students will also have an understanding of slavery and the Underground Railroad.


 * Materials:** //Henry’s Freedom Box// by Ellen Levine


 * Lesson Sequence:**


 * **Before Reading:**
 * “Boys and girls, today I am going to begin reading a fantastic book aloud that is perfect for Black History Month. I want you to look at the cover of this book and tell me what you see. Based on the observations, what do you think this book will be about?”
 * Allow students to discuss.
 * “Very interesting observations. //Henry’s Freedom Box// is actually based on a true story from the Underground Railroad. Do any of you know anything about the Underground Railroad or slavery? Yes, that’s right, the Underground Railroad was a secret passageway that helped many slaves escape and gain their freedom and independence back by fleeing to the North or Canada. “
 * “Now I am going to begin reading this extraordinary book aloud.”
 * **During Reading:**
 * On page 1, ask the students, “Why do you think slaves weren’t allowed to know their birthdays?”
 * Allow for some discussion.
 * On page 9, ask the students, “How do you feel about the workers being beaten if they made a mistake. Do you think that was normal behavior back then? Was it fair?”
 * Allow for more discussion.
 * On page 12, ask the students, “Why does Henry feel like singing?”
 * Allow students to discuss.
 * On page 17, ask the students, “How do you think your parents would feel, if you or any of you siblings or other family members were traded at a slave market?
 * Allow for some discussion.
 * On page 21, ask the students, “What do you think Henry will do next?”
 * Allow students to think and answer.
 * On page 25, ask the students, “Do you think that Henry’s idea to mail himself in a box is a good one? What dangers could Henry face?”
 * Allow students to discuss.
 * On page 37, ask the students, “What difficulties or challenges do you thing Henry will face now that he have gained his freedom?”
 * Allow for more discussion.
 * **After Reading:**
 * “Boys and girls, I want you to turn to the person sitting next to you and chat about two things:
 * How do you think your life would be different if you were born into slavery?
 * Do you think you would have tried to escape like Henry did? Why or why not?”


 * Assessment:** I will know students are successful when through conversation or discussion they are able to speak about what slavery and the Underground Railroad were. I will also know students are successful when they are able to use examples from the story in their conversations about slavery and the Underground Railroad.