Title of Text: Keep the Lights Burning, Abbie
Author/Illustrator: Peter and Connie Roop/Peter E. Hanson GRL: N Series: On My Own History Genre: Fiction, Realistic, Historical Standard: Develop a character through the description of external behavior Lesson Objectives: To read and understand a fiction story based on historical information, and understand what courage and bravery are, to identify problem and solution, to use visualization to understand a story Comprehension Skill: Problem and Solution Strategy: Visualization Fluency: Intonation – does the student read with inflections and correct tones? Academic Vocabulary: explain or research the meanings of the words below. Discuss the morphology of the words: suffixes, taking a root word and adding to it to change the meaning of the word. Have students talk about the meaning of each word, using antonyms, synonyms and situations where each word can be used correctly. a. Courage (implied vocab) b. Wicks c. Ruffled d. Whitecaps e. Roared Before Reading: ENGAGE! THINK! 1. Build Background Knowledge a. Let’s look at the front and back cover, what do you think this book is going to be about? b. Let’s talk about bravery: what does it mean? Tell a time when you had to be brave. How did you feel? Standard: What do you know about lighthouses? Have you ever seen one? Where? (if the students don’t know anything about lighthouses, talk about their look and function) Skill Introduction: a. Problem and Solution: have you ever been in a situation where you knew you had to do something but you didn’t want to? (discuss) What happened? What was the right solution? Strategy Introduction: a. I am going to read a sentence from the book: page 14 – “The two lighthouse towers seemed as high as the sky” – what do you see/visualize when I read this? b. Let’s think about being sick – so sick you can’t get out of bed. How are you feeling? Now, let’s think about knowing someone in your family is so sick and you have to do something you don’t want to, to help your family. How are you feeling now? Fluency: Listen as I read the following parts from the book. How does my voice change? a. “Oh no, Papa”! b.“Who will take care of the lights?” c. “ How is Mama?” When you read today, I want you to pay special attention on changing your voice when you see question marks or exclamation marks. c.
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Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com During Reading: Don’t Wait Until It’s Too Late! Check for Understanding
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Tell me about a part you didn’t understand What are the main characters? What is the main problem? How does the character address the problem? Turn and Talk: how is using the strategy of problem and solution helpful in your reading? 4.
Let’s look at page 17 – do you see how Abbie is dressed? Standard ‐ Let’s talk about what she is wearing and how the weather must feel. Why did the author provide a picture for this? After Reading: EVALUATE! 1. Who did Abbie talk to about her troubles? Who do you talk to about your troubles? Why this person? 2. What did you really like? 3. What bothered you? 4. What did Abbie teach you? What does Abbie do that makes her a story of courage? 5.
Standard: After days and days, Abbie is tired of the wind, tired of the waves, and tired of the eggs. Why does the author use repetition like this? What would have happened without the chickens and their eggs? 6.
Standard: What are some words used by the author to convey the theme of bravery and courage in the book? How does the author emphasize aspects of Abbie’s character? Standard – read another piece about bravery. Compare and contrast the characters and how the author helps you better understand bravery. 8. Academic Vocabulary: Roared: how was the word roared used in the book? How else can you use this word? 9. Theme/Tone: if bravery is one theme, what is another? How does the author help us understand the theme? What is the tone of the last part of the book compared to the first part? 10. Character Analysis: choose one character and analyze his/her character. Cite evidence from the text to support your answer. 7.
Standard ‐ Writing: Write opinion pieces on topics or texts, supporting a point of view with reasons. 
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Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section. Write about a person you feel is the most courageous person you know and why. Use the bullets above to help you. IF/THEN: Visualization – if a child is having difficulty visualizing, ask them to listen to the following and tell you what it makes them think of: crackling fire, hurling balloon in the wind, girl laughing so hard she falls to the floor. What helps them “see” these things in their mind? Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com