Students will be involved in reading various Junior Great Books selections from the first semester book. Use the following information as a general lesson plan to follow with each text. The different materials for each text are attached following the directions.

Day 1: Pre-reading and First Reading
  • Text Opener: Students use guiding questions to activate prior knowledge related to current story or topic being covered. Select a few students to share out their responses. (5 minutes)
  • First Reading: The first reading should be done as a read aloud while student follow along in their books. An oral reading gives students an opportunity to hear modeled reading and to process the reading on an imaginative and emotional level. There are questions included that the teacher may pause and ask during the first reading to stimulate students’ thinking. You should avoid stopping often so students can derive their own questions and connections.
  • Notes: If you do not have time to finish the first reading aloud, students can read some silently.

Day 2: Second Reading and Annotations
  • Second Reading/Directed Notes: The second reading of the story should be done independently with a directed notes activity. The directed notes activity provides a focus for students during independent reading and allows for annotation to be used during seminar on Day 4. Students will identify important textual evidence related to theme, thoughtful reflection, and questions. Student may use the organizer provided or sticky notes to record focused annotations.external image books.png

Day 3: DEAR: Drop Everything and Read

Day 4: Seminar
During seminar, the teacher should use the following guidelines:
  • Put students in a circle. You could use a single layer circle or fishbowl arrangement.
  • Have student bring text and annotations to circle.
  • Establish seminar expectations through rules. Example here:
  • Put focus question on board (provide on organizer).
  • Facilitate, do not dominate discussion. Allow students to “steer” discussion. Teacher may need to facilitate through follow up questions, reminders of returning to the text or maintaining focus. Teachers should try to avoid asking “follow up” questions after every comment.
  • Record observations/notes: __Seating Chart__
  • Encourage all students to participate.
  • Begin seminar by asking focus question and then have student guide seminar.


Day 5: Extension or Writing: Students should evaluate themselves and/or their peers using evaluations provided. Teacher may use various ones during the enrichment time. Then they should use either a written response or an extension activity to extend their thinking. Teacher may provide student choice or assign either option.
  • Writing/Reflection Questions: Students use writing prompts to assist their own thinking about a story’s character or theme.
  • Evaluation: Peer and/or Self Evaluation
  • Extension Activities: Activities that allow further extension about topics being covered during Junior Great Book texts.



Organizer
Extension/Enrichment
Week 1/2: My Greatest Ambition


Week 3/4: Chura and Marwe


Week 5/6: Soumchi






Additional Resources for Seminar/ Evaluation