Lessons

__ ﻿ Lessons __  The following literacy lessons were created using the book __Harry Potter and the Half-Blood Prince__ by J. K. Rowling. Enjoy! 1) Fluency 3RS2F - Use specific evidence from stories to describe characters, their actions, and their ELA.02-04.RE.12 - Read aloud at appropriate rate ELA.02-04.RE.13 - Read with increading fluency and confidence from a variety of texts - Book, __Harry Potter and the Half-Blood Prince__ by J.K. Rowling - Post-Its - Pencil During the choral reading activity, the teacher will use a checklist to informally assess the participation of the students. The post it will be used to asses the students' ability to use evidence from the story to describe how the Prime Minister felt when meeting Cornelius Fudge for the very first time. Through this lesson, my goal was to use the strategy of choral reading to increase the reading fluency of my students. In this lesson in particular, I used two types of choral reading: unison choral reading and cumulative choral reading. Prior to taking part in the choral readings, I read the passage, providing a model of a fluent reader. I had hoped that my modeling would help the students learn the characteristics of a good reader, while the use of the choral reading activities would help to demonstrate to the students how to develop their fluency and comprehension. This particular lesson fits in well with prior learning because the students had already read the first four __Harry Potter__ books, so they had the appropriate background knowledge needed to start this book in the series. The students were also familiar with both types of choral reading that were incorporated in the lesson. This particular lesson fits in well with the future learning of the class because as we read the book, similar activities will be incorporated into lessons in order to further develop the students' fluency. In this lesson, the students listened to me read the last paragraph on page 5 of __Harry Potter and the Half-Blood Prince__. The students then choral read the paragraph using unison and cumulative chroral readings and took part in a brief discussion of what was read. The lesson ended with the students answering a question using information from the text to support their answer. I organized the lesson in this manner because I wanted the students to comprehend this portion of the text before having to answer the question. I believe this approach advanced student learning because the students were able to become familiar with the appropriate pace and expression needed for fluent reading. Also, through the use of the repeated readings, the students were able to practice their fluency and grasp the main ideas from the paragraph in order to answer the question at the end. Based on the student work I received, it is clear to me that this lesson format was successful with this group of students. Not only did the group did a good job participating in the choral reading portion of the lesson, their responses to the question also illustrated their comprehension of the paragraph. The students were able to provide an appropriate answer that included evidence from the text to support their responses. If I were to teach this lesson again, I would follow the same format, because it proved successful. Given the student work, I would continue to implement fluency activities into lessons in the future using other passages from the text. Cloze reading and Reader's Theatre are two examples of other fluency activities that I would implement with the students.
 * Objective: ** The students will be able to increse fluency through the use of choral reading and describe characters in the story using evidence from the text.
 * Performance Indicators: **
 * Materials: **
 * Procedure: **
 * 1) <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px;">Ask the students to recall a time when they met someone new. Encourage a few students to share their experiences, including how they felt about meeting a new person.
 * 2) <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px;">Explain to the students that we will be reading the section in chapter one when the Prime Minister meets Cornelius Fudge for the very first time.
 * 3) <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px;">Instruct the students to open their copy of __Harry Potter and the Half-Blood Prince__ to page 5. Read the last paragraph aloud, modeling fluent reading by reading smoothly, accurately, at a good pace, and with expression.
 * 4) <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px;">Next, using unison choral reading, read the same paragraph all together. Remind students to follow along in their text and participate by reading the best they can.
 * 5) <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px;">Read the paragraph a second time, this time using cumulative choral reading. In this type of choral reading, the number of students reading alound increases as the paragraph is read. Ask for a volunteer to read the first sentence, and go around the room having each student join in until the whole class is reading.
 * 6) <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px;">Briefly discuss with the students the section that was just read.
 * 7) <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px;">Ask the students: How do you think the Prime Minister felt when he met Cornelius Fudge for the very first time? Instruct the students to write their response on a post-it, making sure to include one example from the text to support their answer.
 * <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px; line-height: 115%;">Assessment: **
 * <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px; line-height: 115%;">Reflection: **

<span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 16px;">2) Reciprocal Teaching <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">3RS20 - Use knowledge of story structure, story elements, and key vocabulary to interpret stories. <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">ELA4.03.RE1.01 - Students share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups. <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">- Book, __Harry Potter and the Half-Blood Prince__, by J.K. Rowling <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px; line-height: 115%;">Using a pre-determined class rubric, have each of the students evaluate themselves based on their reading participation and the contributions they made in the group discussion. Keep track of the student's scores along with your own score for each student. <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px; line-height: 115%;">Through this lesson, my goal was to use the strategy of reciprocal teaching as a means of monitoring and enhancing student comprehension of chapter two in __Harry Potter and the Half-Blood Prince__. Through the use of small group instruction, I hoped the students would gain further understanding of how to incorporate four strategies (making predictions, asking questions, clarifying vocabulary, and summarizing) while reading a text in order to enhance understanding. This particular lesson fits in well with prior learning because the students are already familiar with the basics of the reciprocal teaching strategy, including an understanding of each of the roles, an understanding of how the group discussion should be run, and how to work cooperatively in a small group setting. This particular lesson fits in well with future learning of the class because as we read the book, the reciprocal teaching strategy will be incorproated into lessons in order to further develop the students' comprehension of the text. As the students gain more experience with the reciprocal teaching strategy, the teacher becomes less involved as a facilitator and the students are able to take more responsibility in running the discussion. The format I selected for this lesson is important because at this stage, the students are somewhat familiar with how to use the reciprocal teaching strategy, however, they are not yet able to run the discussion completely on their own. The teacher is still somewhat involved, helping the students get started, making sure the discussion stays on task and ensuring that the students are using the comprehension strategies correctly. I believe this approach advanced student learning because the students were encouraged to use the reciprocal teaching strategy themselves, however, if they ran into difficulties the teacher could jump in to offer support and further direction. Using this format will ensure the students will know how to use the strategy when it comes time to run the session on their own in future lessons. In this lesson, no student work was collected. Instead, at the end of the discussion, the students were asked to evaluate their reading participation and their contributions to the group. Reflecting on the scores, it is apparent the the group understood the procedure for a reciprocal teaching lesson. The students were also able to demonstrate their abilities to make predictions, ask questions, clarify vocabulary, and summarize the main ideas. If I were to teach this lesson again, I would make one change. In order to keep the students engaged in the strategy, I would switch roles halfway through the session. This would provide the students with more practice using the different strategies. Given the student work, I would continue to use this strategy while reading the remainder of the book. In future lessons, I would pass more of the responsibility over to the students, allowing them to run the dicussions on their own.
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">Objective: **<span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;"> The students will be able to work together in a small group to comprehend a text by asking questions, clarifying vocabulary, making predictions, and summarizing main ideas.
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">Performance Indicators: **
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">Materials: **
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">Procedure: **
 * 1) <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">Gather as a small group and review what was read previously in chapter one of __Harry Potter and the Half-Blood Prince__. Allow students to make predictions concerning what will happen in chapter two.
 * 2) <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">Assume the role of the facilitator and briefly remind students of the group roles. The //predictor// will make predictions concerning what will happen next. The //questioner// will pose questions concerning the sections that were read. The //clarifyer// will take a look at unknown vocabulary words and with the help of the other students, attempt to determine the meanings. The //summarizer// will create an oral summary that highlights the main events of the sections.
 * 3) <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">Distribute one role to each of the students for today's session.
 * 4) <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">As a group, start choral reading chapter two. While reading, allow the students to practice predicting, questioning, clarifying, and summarizing as needed. If necessary, guide the students' discussion and use of the four strategies for the remainder of the activity.
 * 5) <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px;">At the end of the session, summarize the main ideas of what was read in chapter two, compare the predictions made at the beginning of the lesson to what actually happened in the text, and allow the students to make predictions for chapter three.
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px; line-height: 115%;">Assessment: **
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px; line-height: 115%;">Reflection: **

<span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 16px;">3) Visual Imagery <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">ELA2.03.RE1.11 - Students use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events. <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Literacy Competency - Use knowledge of structure of imaginative text to identify and interpret plot, character, and events <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">- Book, __Harry Potter and the Half-Blood Prince__, by J.K. Rowling <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">- White Paper <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">- Crayons/Markers **<span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Assessment: **<span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">The students' drawings will be examined to determine whether or not the students were able to comprehend the characters and the main ideas read on pages 51-53. **<span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Reflection: ** <span style="color: #ff0094; font-family: Georgia,serif; font-size: 90%;">Through this lesson, my goal was to use the strategy of visual imagery as a means of monitoring and enhancing comprehension of a portion in chapter three of __Harry Potter and the Half-Blood Prince__. Through the use of the visual imagery strategy, I hoped the students would learn how to create mental pictures in their mind as they were reading. This particular lesson fits in well with prior learning because the students were able to use their knowledge of the first two chapters of the text to aid in the creation of their mental picture. The students are also already familiar with the concept of movies, so comparing the students' mental picture to a movie connects to their prior knowledge and schema. This particular lesson fits in well with future lessons because the students are gaining an understanding of the importance of using the visual imagery while reading. This strategy will be used in future lessons as we continue reading __Harry Potter and the Half-Blood Prince__. The format I selected for this lesson is important. I started the lesson off by having the students engage in their own visual imagery activity in which they created a mental image of their favorite place. This activity helped to hook and prepare the students for the remainder of the lesson. The students then had a chance to try out the strategy using a section from chapter three. I believe this approach advanced student learning because the students were able to try the strategy first using their personal experiences before trying the strategy with the book. Reflecting on the student work from the lesson, it was clear that the students understood and enjoyed this strategy. They were able to create appropriate drawings that reflected their comprehension of the section in chapter three. If I were to teach this lesson again, I would make two small changes to my procedure. First, I would have the students create their drawings using just pencil. This would ensure that the students were using their time wisely, focusing their attention on their drawing and not coloring. Second, I would give the students a time limit of two minutes for completing their drawing. This would ensure that they focusing on drawing just the important details from the book. In future lessons, I would encourage students to utilize this stragey while reading and follow a similar approach with different texts.
 * <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Objective: **<span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;"> The students will be able to generate visual images while reading a text and construct a drawing depicting their visual representation of a portion of __Harry Potter and the Half-Blood Prince__.
 * <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Performance Indicators: **
 * <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Materials: **
 * <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Procedure: **
 * 1) <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Start the lesson by telling the students that we are going to go on an trip in our minds using our imagination.
 * 2) <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Ask the students to sit comfortably and close their eyes. Once all the students are situated, ask them to picture in their mind their favorite place - a place that makes them happy to think about. It can be any place in the whole world. Have the students raise their hand once they can see their favorite place in their mind. Next, ask the students to take a look around their favorite place and pay close attention to the things they see, hear, smell, etc. Give the students another minute to visualize their favorite place before having them open their eyes.
 * 3) <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Call on a few students to share details about their favorite place.
 * 4) <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Explain to the students that good readers use their imaginations to create pictures, similar to a movie, in their head while they are reading. Tell the students that we are going to practice using this strategy today while we continue to read __Harry Potter and the Half-Blood Prince__.
 * 5) <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Ask a student to review what has happened so far in chapter three. Instruct the students to open their books to page 51. Starting on page 51, read aloud to the top of page 53 while the students follow along in their books. Tell the students to try to visualize the story by creating a picture or movie in their head as they follow along.
 * 6) <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">After reading the two pages, pass out one piece of paper to each student. Using crayons or markers, have the students create a drawing that depicts their mental picture for this portion of the book.
 * 7) <span style="color: #ff0094; font-family: 'Georgia','serif'; font-size: 12px;">Give students time to share their drawings.

<span style="color: #ff0094; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt;">4) Vocabulary <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;"> **Objective:** The students will be able to identify unknown words within chapter nine of __ Harry Potter and the Half-Blood Prince __, and implement the Frayer Model strategy to create a concrete understanding of each of the words. <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">**Performance Indicator:** <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%; line-height: 17px;">ELA.02-04.RE.11 - Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;">Literacy Competency **-** Analyze word structure (e.g., roots, prefixes, suffixes) to learn word meaning <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;">Literacy Competency **-** Identify specific words causing comprehension difficulties in oral or written language <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;">Literacy Competency **-** Learn new vocabulary and concepts indirectly by reading books and other print sources <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%; line-height: normal;">**Materials:** <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;">- Book, __Harry Potter and the Half-Blood Prince__, by J. K. Rowling <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;">- White paper <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;">- Pencil <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%; line-height: normal;">**Procedure:** <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">**Assessment:** <span style="background: white; color: #1c4fe9; font-family: 'Georgia','serif'; font-size: 12px; line-height: 115%;">During the whole group Frayer Model activity, the teacher will use a checklist to informally assess the participation of the students. Once the students create their own Frayer Models using a different vocabulary word from the book, that can be used as a second means of assessment to evaluate the students' understanding of the strategy and the word they chose. <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">**Reflection:** <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 90%;">Through this lesson, my goal was to use the strategy of the Frayer Model as a means of enhancing vocabulary instruction. Through this use of the Frayer Model, I hoped the students would learn how to create a concrete understanding of vocabulary words found in chapter nine of __Harry Potter and the Half-Blood Prince__. This particular lesson fits in well with prior learning because up until this point, the students were able to identify unfamiliar words while reading, and use the dictionary as a means of determining their meaning. This particular lesson fits in well with future learning because after this lesson, the students will be familiar with how to use the Frayer Model as a new strategy for defining vocabulary words. In the next lesson, the students will work with a partner to complete a Frayer Model using a different word from chapter nine. This strategy will continue to be incorporated in future lessons as we continue to read __Harry Potter and the Half-Blood Prince__. The format I selected for this lesson is important because this is the first time the students are learning how to use the Frayer Model. Therefore, I spent the majority of this lesson scaffolding the strategy for the students. We worked together as a class to complete a Frayer Model for the word //queue//. I believe this approach advanced student learning beause scaffolding is necessary for the students to gain a firm grasp on the strategy so that they can try out the strategy with a partner in the following lesson. No student work was completed for this lesson, however, I can reflect on the student particiaption during the lesson. The students seemed to catch on quickly and appeard to understand the Frayer Model strategy. I will be able to better asses their understanding in the next lesson when they create their own Frayer Models using different words. If I were to teach this lesson again, I would use the same format because it proved successful. In future lessons I will instruct the students to create their own Frayer Models, perhaps even incorporating the activity into a learning center.
 * 1) <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 12px; line-height: 17px;">Start the lesson by writing the following word on the board: //queue//. Ask the students if they know what the word //queue// means. If none of the students know, ask the students for suggestions as to what they could do to find out the meaning of the word (a line of people waiting their turn).
 * 2) <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 12px; line-height: 17px;">Explain to the students that during today's lesson, we are going to learn how to use a strategy known as the Frayer Model to help us with understanding unknown vocabulary words we find in our reading.
 * 3) <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 12px; line-height: 17px;">Pass out one piece of paper to each student. Instruct the students to fold the paper into fourths. Create an image of their paper on the board. Instruct the students to label each of the boxes starting in the top left corner and going clockwise: definition, characteristics, non-examples, examples. Next, instruct them to write the word //queue// in the middle of the paper and draw an enclosure around it.
 * 4) <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 12px; line-height: 17px;">Next, ask the students to open their copy of __Harry Potter and the Half-Blood Prince__ to page 176 and to read the last two paragraphs. Instruct the students to use context clues from the sentences to try to determine the meaning of the word //queue.// As students make guesses, include any relevant information on the Frayer Model in the appropriate sections. If the students still are unsure of the word, resort to a dictionary to find the definition.
 * 5) <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 12px; line-height: 17px;">As a class, work together to fill in the remaining sections of the Frayer Model to help the students create a concrete understanding of the word.
 * 6) <span style="color: #1c4fe9; font-family: Georgia,serif; font-size: 12px; line-height: 17px;">Tell the students to turn their paper over and label each of the sections on the back. Explain to the students that during tomorrow's lesson they will work in a small group to create their own Frayer Model using a different word from chapter nine of __Harry Potter and the Half-Blood Prince__.

<span style="color: #ff0094; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt;">5) Inquiry Chart <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">**Objective:** The students will be able to make predictions, draw conclusions, and make inferences regarding the events and characters in chapter thirteen of __Harry Potter and the Half-Blood Prince__ though the use of an Inquiry Chart. <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%;">ELA2.03.RE1.08 - Students make predictions, draw conclusions, and make inferences about events and characters. <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%;">ELA2.03.RE1.11 - Students use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events. <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%;">ELA2.03.RE1.13 - Students use graphic organizers to record significant details about characters and events in stories. <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">- Book, __Harry Potter and the Half-Blood Prince__ by J. K. Rowling <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">- Inquiry Chart (below) <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">- Pencil
 * <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">Performance Indicator: **
 * <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">Materials: **


 * || Topic
 * //Tom Riddle as a Young Boy//** || How did Tom Riddle act when Dumbledore first mentioned Hogwarts? || How was Tom Riddle was behaving at the orphanage? Provide a few examples. || How does Tom Riddle's childhood influence his behavior as Lord Voldemort? || Dumbledore mentions to Harry that the young Tom Riddle liked to collect trophies. Why do you think this is important for Harry to know? || Interesting Facts || New Questions ||
 * **What we Know** ||  ||   ||   ||   ||   ||   ||   ||
 * 1. Chapter Thirteen, The Secret Riddle ||  || - || - || - || - || - || - ||


 * <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">Procedure: **
 * 1) <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%;">Instruct the students to open up their copy of __Harry Potter and the Half-Blood Prince__ to chapter 13. As a group, take a few minutes to briefly discuss the main events that occurred in this chapter.
 * 2) <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%;">Distribute copies of the Inquiry Chart to each of the students. As a group, discuss answers to each of the questions on the Inquiry Chart. Fill in responses for each of the columns using information from chapter 13.
 * 3) <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%;">Explain to the students that during tomorrow's lesson, they will have a chance to work with a partner to complete an Inquiry Chart for chapter 14.
 * <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">Assessment: **<span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">The students' responses during the small group activity and their completed Inquiry Charts will be assessed to determine their comprehension of what occurred during the chapter.
 * <span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">Reflection: **<span style="color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">N/A - Did not have a chance to teach this lesson.