Intermediate Guided Reading Lesson Plan
Title: Lily and Miss Liberty
Genre:
By Carla Stevens
HF
ISBN 0-590-44920-6
Literacy Core Standard:
Standard 7 Objective 2e
Content Core Standard:
Standard 3 Objective 1a
Enduring Understanding: (Purpose for reading)
The Statue of Liberty symbolizes the ideals
of our country.
Text Structure:
Narrative
Level:
Informational
N
Language Objective:
Making Inferences
Essential Questions: (what students will know and
be able to do)
What symbols do Americans cherish?
What are some of the ideals of America?
Before Reading
Vocabulary: Introduce the words and have the students fill out the vocabulary chart.
Chapter 1- pedestal, immigrants, glanced, cobblestoned, fund
Chapter 2- liberty, tank, tightfisted, timidly, street sprinkler
Chapter 3- pew, brims, stiff, buckram, stroll
Chapter 4- crate, plank, bonjour
Chapter 5- admiringly, tone, contribute (contributions), aisle
Chapter 6- naval, harbor, voyage, streetcars, companion, milling, accordion, wistfully, channel
Chapter 7 and Afterword- enlightening, publisher, unveiled, sculptor
Activate/Build Prior Knowledge:
Day 1- Inferring is a strategy that good readers use. When we notice clues in a text and think about
what those clues might mean we are inferring.
Use the inferring chart to practice making inferences.
EVERY DAY- Remind the students of what it means to make inferences and have them look for
things that they can infer from the text.
Chapter 1- Have you ever received a present from someone? My grandpa got a funny present a
couple of years ago. Someone gave him a cell phone. It was a nice gift, but he thought that it was a
little bit silly because now that he had a cell phone he was going to have to pay a monthly bill.
Have you ever received a gift that you have to get more money for to enjoy?
In the story Lily and Miss Liberty America is receiving a gift from France. However, the people of
America have to raise money in order to use the gift. What kind of gift do you think France could
have sent to America that would cause the American people to have to raise money?
Chapter 2The Statue of Liberty is an American symbol. It reminds Americans that we have freedoms. What
kind of freedoms do we have as Americans? If it doesn’t come up introduce the idea of capitalism.
In America people have the right to come up with ideas and sell their idea to make money. This is
called capitalism.
Have you ever tried to earn money? What are some ways that you have tried to earn money? If you
were Lily and you were trying to raise money for the Statue of Liberty pedestal, how would you try
to earn money?
Chapter 3- Have you ever had a song stuck in your head? Maybe on your way to school you hear it
on the radio and you can’t stop thinking about it. Have you ever been so excited about something
that is coming up that you can’t stop thinking about it? Lily is the same way in this next chapter.
What do you think it is that Lily can’t stop thinking about?
Chapter 4- The American Dream is an idea that started being talked about when people started
immigrating to American. What do you think the idea of “The American Dream” might be? The
American dream has something to do with capitalism and the idea that Americans can make a better
life for themselves. Many immigrants came to America in hopes if realizing “The American
Dream.”
Chapter 5- In this chapter Lily is going to go to school and donate her money to the pedestal fund.
How do you think Lily is going to feel when she donates her money? (Proud) Have you ever felt
proud about something that you have done before?
Chapter 6- Have you ever been to a celebration before? What are some ways that American’s
celebrate our country and what we believe in? There is a celebration in the next chapter we are
going to read. What do you think the people might be celebrating?
Chapter 7 and Afterword- Have you ever seen the Statue of Liberty? It stands tall and proud on Ellis
Island. Why do you think that it stands so tall and proud?
Comprehension Strategy:
Inferring
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers
will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running
records.
Suggested Pacing: 1 chapter a day
Attend to Comprehension Within, Beyond, & About the text:
After Reading
(The following things are ideas that can be used either before, during, or after to aide in
comprehension and understanding of the text)
Chapter 1- Where do you think Lily lives? (America, New York) It never says that in the story.
How did you infer that Lily was living in America (New York)? Lily’s friend Rachel tells her that
her name is French. Why do you think Rachel shared that information with Lily? Lily had a dream
that a woman gave her some money for the pedestal. What can you infer about Lily from this
dream? The woman in this dream is beautiful and has a nice carriage. She also donates a whole
dollar to the pedestal fund. What can you infer about the woman?
Chapter 2- The woman passing Lily thinks that she is the baby’s sister. Why do you think the
women inferred that she was the big sister? Mrs. Rosen asks Lily to run to the store and buy her
some milk and eggs. When Lily returns from the errand Mrs. Rosen pays her two pennies. Was
this enough money for the errand?
Chapter 3- How was Lily feeling about raising money for the pedestal? (Anxious, worried) What
are some clues that she was feeling this way? (She woke up thinking about it.) Jack Riley gives Lily
paper he uses for printing posters. Why do you think he did this? Lily’s family helps her make her
idea of selling crowns happen. What can you infer about her family from this experience? Will Lily
have success in selling her crowns? How do you know? What clues are there that she may or may
have success selling her crowns?
Chapter 4- Mr. Kaminsky thinks that Lily is dressed like a princess. What makes him infer that she
is a princess? Mr. Kaminsky gives Lily 5 cents but doesn’t take a crown. Why do you think he does
this? Jo O’Grady buys a crown but doesn’t wear it. Lily wonders why she doesn’t put the crown on.
Why do you think Jo O’Grady didn’t wear the crown? Why do the girls start saying, “Bonjour” to
each other in the story? Why was the fancy lady in the carriage able to buy two of the crows? Why
didn’t she just buy one and have her daughters share it? How is Lily’s experience in this chapter
evidence that people can live “The American Dream”
Chapter 5- Why did Lena not have nay money for the pedestal fund? Why do you think Lena works
in a shop after school? Today it would be illegal for someone as young as Lena to have a job at a
shop. Why do you think the American government passed a law that children can’t work at jobs
like their parent’s do? Lily’s family talks about freedom in this chapter. Freedom is a value that the
Statue of Liberty helps American’s to remember. Why did Lily’s family get into a conversation
about freedom?
Chapter 6- Why did so many people show up to see the ship that is bringing the Statue of Liberty?
Why is Lily shocked that Rachel can think about food while they are waiting to see the ship? Who
cared more about the Statue of Liberty, Rachel or Lily? What clues in the text helped you to infer
that she cared more?
Chapter 7- What cause Mrs. Rosen to conclude that she had missed something important by not
going to the celebration? Why do you think grandma offered to have some ladies at the shop help
make more crowns after the newspaper showed a picture of the crown? How does the Statue of
Liberty represent the values of America?
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.) Social Studies
Assessment:
Activities:
Check to see if students understand the
vocabulary words based on their responses
on their vocabulary chart.
Listen to student responses to see if they are
appropriate for the material.
Have the students make Miss Liberty Crowns.
Have the students read other stories about the Statue
of Liberty including some informational books.
Have students research the collection of money for
the Statue of Liberty’s pedestal on the internet.
Listen for the children’s ability to make
inferences from the clues that are in the
story.
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete.
However, all students should be reading each time you meet.