Text Talk Lesson Plan Template

Name: Megan Lee Date: March 14, 2017

Lesson Focus: Vocabulary and Predicting Grade Level: Seventh Grade (Fifth Grade
Reading Level, Lexile 730L)

Book: Ungifted by Gordon Korman Chapter 2 Target Words: chagrin, glowered,

Oral Language: 7.1 The student will participate in and contribute to conversations, group discussions, and oral
presentations. a) Communicate ideas and information orally in an organized and succinct manner; b) Ask probing
questions to seek elaboration and clarification of ideas.

Reading: 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry. e) make, confirm, and revise predictions; f) use prior and background knowledge as a context for new
learning.

Writing: 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. g)
Select vocabulary and information to enhance the central idea, tone, and voice.
Lesson Objectives: A statement or statements of what the students will be able to do as a result of the lesson. Need to
be observable and measurable.(ABCD format)At least 2 objectives.

The student will be able to predict events in the text based on context clues, dialogue, prior knowledge, and actions in
a fictional text through informal questioning and sentence construction.

The student will be able to answer comprehension questions given in both written form and verbally with target
vocabulary at the end of the story with eighty percent accuracy.

The student will be able to compose creative sentences using target vocabulary correctly in written form summatively
with eighty percent accuracy.

Assessment of Objectives: Describe how you will collect evidence that individual students have indeed met the lesson
objective(s). These need to be tied to the degree or criteria from your objectives.

Teacher observation of students during whole group discussion, especially when utilizing target words

Student completion of word association map

Creative writing summative assignment with target words

Materials Needed

Modified Chapter 2 of Ungifted by Gordon Korman, along with original book

Vocabulary Word Map from readwritethink.org (4

Sticky Notes (1-2 per student) Vocabulary Word Sheet projected on board
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Pencils Flyswatters (2)

BEFORE (Content, Viewing or Listening): Focusing attention, laying the groundwork, creating interest, sparking
curiosity, setting a purpose, explicit explanation of expectations, modeling strategies, introducing vocabulary,
accessing or building prior knowledge, thinking about thinking metacognition

1. Today, we are going to read this great book, Ungifted, by Gordon Korman. Everyone has their own
copy to work with. It deals with ideas about being an individual, not fitting in, personal intelligence,
and being misunderstood. Does anyone have any feelings about any of those themes? Wait for
response. I know that we sometimes take for granted our ability to communicate with our friends,
teachers, and family. The main character, or the protagonist, in this fictional novel has trouble
communicating with adults and feels misunderstand. He goes through a journey of self-discovery to
understand himself and how he can act with others. Do you ever feel like you dont fit in or are
misunderstood? Wait for response.
2. Before we read the story, lets talk about what it means to read a story. Should you be quiet? Wait
for response. Should you be polite and raise your hand if you have a question? Wait for response.
What are some other ways we should be listening? Wait for response. Very good! I like how
________ is sitting nice and quiet, waiting to hear what will happen next. Remember, this is a safe,
learning space and I expect that everyone will be respectful of each other. Understand? Wait for
response. Great! I will be watching to make sure you follow directions and are respectful of each
other.
3. In this awesome book are some words that you may not know and that it is okay. If we knew
everything, we would not be able to learn together. Well have four words that we will be discussing
specifically today. They are written out in front of you. Does everyone understand so far? Wait for
response. Good. Our words today are chagrin, glowered, retorted, and melancholy. Those are the
words written in front of you. Well go over each word, say it, explain what it means, and make
connections to the text. Does everyone understand? Wait for response. Great!
4. Our first word is chagrin. Lets say it, everyone! Wait for response. Sounds terrific to me! The word
chagrin means to be ashamed or humiliated. In other words, it means to be embarrassed about
something you have done. What does it mean? Wait for response and monitor progress. Terrific! Lets
write it down on our word map. Wait for response and monitor progress. If I wanted to use chagrin in
a sentence, I could say Dominique felt chagrin when he tripped over his shoelaces. Lets move onto
our next word.
5. Our next word is glower. Lets say glower, everybody! Wait for response. Very good! The word
glower means to have an angry or sullen look on one's face. I have an idea. Why dont we all glower
at the book? Wait for response. Good job! When you glower at someone, you glare at them angrily.
Whats the definition for glower? Wait for response. Lets write the definition on the next vocabulary
word map. Wait for response and monitor progress. Great job! For example, I could say Mrs.
Tarkenton glares at the class when they are not paying attention. Everyone ready for the next word?
Wait for response.
6. Our next word is retort. Lets say the word retort! Wait for response. To retort is to a make a sharp,
or angry reply to a remark, or talk back. What does retort mean? Wait for response. Has anyone ever
retorted or talked back? Wait for response. For example, if so-and-so were to say Ms. Lee, I dont
like how long your hair is. Wait for response. An example of a retort would be for me to say, Well,
so-and-so I dont like the color of your shirt! I just made a retort. A retort is an angry comment made
in response to someone elses comment. Lets write it down. Wait for response and monitor progress.
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Before we move onto our last word, can everyone give me a thumbs-up Demonstrate if you feel that
you are feeling good about these words, thumbs-down Demonstrate if you dont feel good about
these words, or a middle thumbs Demonstrate if you feel good about some of these words, but not
others. Wait for response and monitor progress. Thank you for being honest. Lets move onto our
final word, melancholy.
7. Our last word, melancholy, means to have an extreme feeling of sadness. Lets say the word
melancholy. Wait for response. Good job, guys. To feel melancholy is to feel really sad. What does it
mean? Wait for response. Lets write it down. Wait for response and monitor progress. To use the
word in a sentence, you could say Boy, Ahmed looks really melancholy today. I wonder if it is
because someone took his backpack on the bus. Melancholy means to be very sad.
8. Before we move on reading our book, I will review our words for the chapter. To be chagrin means
to be ashamed of something you have done. When you glower, you make an angry, stressed out face.
When you retort, you reply in anger to someone elses comment. And finally, to be melancholy
means to be sad in the extreme. How do you feel about these words, guys? Wait for response and
monitor progress. Were about to read our book, Ungifted, by Gordon Korman. I want you to think
about the words we just learned about. When you hear one of these words in the story, I want you to
snap your fingers. I will call on one of you and expect you to respond with the word you hear and
what it means in the sentence or content. Does everyone understand? Wait for response and monitor
progress. If were all ready to go, lets begin!
9. The book we are going to read today, Ungifted by Gordon Korman, is a good example of a fictional
text. Can someone tell me what the difference between fiction and nonfiction is? Remember, this is
an open, respectful space and it is important to listen and respect what other people have to say. Now
back to my question, what is the difference between a fictional and nonfictional text is? Wait for
response. Good, that is exactly what I wanted you to remember. Lets look at the cover. Demonstrate.
What things are on the cover? Wait for response. Good job, everyone. Just by looking at the cover,
what do you think the book is going to be about? Lets make some predictions. Who remembers what
a prediction is? Wait for response. Thats right! A prediction is a guess about what might happen in
the book? How does predicting help us understand the story? Wait for response and monitor progress.
Exactly! Predictions can help us understand the story by helping us make connections and activate
our prior knowledge. In fact, lets write some predictions right now! I want each of you to take a
sticky note and write a prediction about what the book will be about. Well stick them on the cover of
the text and when we are done reading our chapter today, we will look back and reflect on how our
predictions might have been true. Are we ready? Wait for response. 1, 2, 3Go! Give the students
two minutes to write and have them stick the notes on the front of the cover. Great predictions! Well
come back to them later!
10. Now, were going to open the book to the title page. What do you see on the title page? Wait for
response and monitor progress. Thats right, we see the title, author, and publisher.
11. Today, we are going to read Chapter 2. Im going to give you a little information about what
happened in Chapter 1, so that no one feels lost. Are we ready to hear about Chapter 1? Wait for
response. In the beginning, the main character, Donovan, talks about how no one in his family is a
troublemaker. He doesnt understand why he acts out so much. His latest mishap, or misbehavior, is
when he grabbed a stick and hit a statue of a Greek holding up the Earth. Instead of just making a
cool noise, the globe falls off the statue and rolls down the hill, smashing through the glass doors of
the gym during a huge basketball game. The superintendent, or the head of the school system, Dr.
Schultz, has just discovered Donovan. Now, I want you to take a minute to think about this. Picture it
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in your mind and then we will begin reading. Pause for a minute to let the students think about it.
Now that youve pictured it in your head, well read the chapter. Remember, be listening and
respectful to your other students. Also, if you hear the words chagrin, melancholy, retort, and glower,
snap your fingers. I will call on you and have you repeat the word and what it means in the sentence.
Are we ready to read? Wait for response. I sure am! Lets go!
DURING (Content, Viewing or Listening): Using strategies for active engagement with new content, modeling
strategies, discussing and organizing new ideas, developing vocabulary
1. Read the chapter while having the students follow along in their own copies of the chapter with the
substituted words. Ask questions to check for understanding and insert student friendly definitions in
place of the target words.
Who is talking on this page? Is it Donovan or someone else? Whose point of view is this?
What do you think is going to happen to Donovan? Do your ideas line up with what you
thought before?
Why do you think Donovan looks chagrin? Do you think that he is ashamed of his actions?
Can a statue really look melancholy? Why does the superintendent think the statue looks
melancholy?
What do you think is going to happen next? Why are we predicting what well happen
next?
Dr. Schultz, the superintendent, seems very strict. What are some other adjective that you
would you use to describe him?
Why do you think Dr. Schultz is glowering at Donovan? Do you think that is more upset
with the damage to the building or Donovans misbehavior?
If you were Donovan in this story, would you feel chagrined or melancholy? Why or why
not?
If you were Donovan in this story, do you think you would retort as well? Would you glower
as well?
What do think is going to happen next? Do you think Dr. Schultz will get Donovan in
trouble?
2. When students spot a target word and snap their fingers, pause the story and call on one of the
students to respond with the word, student friendly definition, and what the sentence they found it in.
After they identify the sentence they found it in, they will write them on their vocabulary word map
in preparation for their own sentences.
3. Lets talk about what happened in the chapter? What did you think about this chapter? Wait for
response. Now lets look at our prediction sticky notes. Can everyone grab their sticky notes from the
cover and read them off? Now, lets hear from a couple people, so please read off your notes about
what you think the book is about. Wait for response and monitor progress. I think we were on point
for part of it, but we made a few mistakes. That is completely okay because when we make
predictions, we have to guess. We take what we already know and use that information to guess what
is going to happen.
4. What did you think about the chapter? Wait for response. Do like Donovan as a character? Wait for
response. What do you think is going to happen to Donovan? Do you think hell remain melancholy
for long? Wait for response. Do you think hes really chagrined? Wait for response. Do you think that
Dr. Schultz will glower over Donovan again? Wait for response. What do you think about Donovans
retorts? Do you think that he retorts often? Wait for response.
5. What do you think is going to happen next? Wait for response and monitor progress. Great job,
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everyone! We all just gave examples of predictions! I am proud of you all for sharing so well!

AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will students check their
understanding? How will students be prompted to reflect on what they have learned? How will students be prompted
to reflect on how they learned it?
1. To recap, our words that we snapped to, chagrin, melancholy, retort, and glower, were written
throughout the chapter. Chagrin means to feel ashamed for someone else. What does it mean? Wait
for response. Melancholy means to be extremely sad about something. What does it mean? Wait for
response. Retorting means to angrily talk back to someone. What does it mean? Wait for response.
Glower means to stare angrily at someone. What does it mean? Wait for response.
2. Now, I want you to go through the text and look for the words you snapped to. When you find a good
example of the word in a sentence, I want you to write it down in the sentence from the text in your
box in your vocabulary word map. Give them six minutes to write their sentences and circle around
while they work, offering specific feedback.
3. Now that we are finishing finding the words in the text, lets make our own sentences, making sure
that we use the words that we snapped to. If you finish before time is up, then you can sketch a word
association picture at the bottom of the page. If you have any questions about using these words, I am
always here to help you. Please let me know if you are having a little difficulty. Remember, this is a
safe space to ask questions and help each other. Are we ready to begin? Wait for response. Give them
eight minutes to write their sentences and circle around while they work, offering specific feedback
and answering questions.
4. Alright, now we are going to share. Who would like to go first? Everyone is going to share one of their
sentences. Wait for response and monitor progress. I really think that we did a great job composing
our sentences. Im going to collect these, but I will give them back to use as soon as I am done
reading your marvelous sentences! Using these words is a great way to spice up our writing! If we
need to use the word sad in our writing, then what other word might we be able to use. Melancholy. If
we need to say talked back angrily, then what could we say? Retort. If we need to say glared angrily,
then we could say what? Glower. And finally, if we need to say feel ashamed about something we
did, then we could use what? Retort.
5. How do we feel about these words? Can everyone give me a thumbs-up Demonstrate if they feel
that they are feeling good about these words, thumbs-down Demonstrate if you dont feel good about
these words, or a middle thumbs Demonstrate if they feel good about some of these words, but not
others. Wait for response and monitor progress. Thanks again for being honest. I really like how
open and caring this learning space is. Were a good learning team!
6. Remember, we made predictions to help us not only guess about what is going to happen, but to also
help us make connections with the text and get in the mindset of what the author may be talking
about. What did you think of the chapter? Wait for response. I thought that you did an excellent job of
focusing on our words and using them in sentences. Im proud of you! Terrific work!
7. Now, until the end of class, were going to play a game to help us remember not only these words
we just learned, but our science vocabulary. Does anyone remember how to play the Flyswatter
game? Wait for response. Great! Im going to project some of your science vocabulary words on the
board, along with the vocabulary words we just learned. The left side of the room Demonstrate will
be one team and the right side of the room Demonstrate will be the other team. Does everyone
understand? Wait for response. Ill give you two minutes to look over the words and think about what
they mean. Wait two minutes for students to look over words on board. If there are no other
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questions, then lets go! Conduct game with target vocabulary and science vocabulary and keep
score. The winners get candy and bragging rights.