Intermediate Guided Reading Lesson Plan
Title:
Genre:
My Friend the Enemy by J.B.
Historical
Cheaney
Fiction
ISBN 978-0-440-42102-3
Literacy Core Objective:
Comprehension. Students understand, interpret,
and analyze narrative and informational grade level
text.
Content Core Objective:
4th Grade Social Studies Standard I: Students will
understand how Utah’s history has been shaped by
many diverse people, events, and ideas.
5th Grade Social Studies Standard V: Students will
address the causes, consequences and implications
of the emergence of the United States as a world
power.
6th Grade Social Studies Standard IV: Students will
understand current global issues and their rights and
responsibilities in the interconnected world.
Text Structure:
Narrative
Informational
Level:
Y
Enduring Understanding: Purpose for reading
Learn basic information surrounding the
Japanese Internment camps during World War
II.
“I Can Statements” - Essential Questions:
Why did the U.S. Government decide that
Japanese-Americans living on the West Coast
were a threat to national security during
World War II?
What was done about this perceived threat?
Was it fair?
ELL Strategies:
Students reading at this level are likely to be quite
fluent speakers of English although they may need
more support with idioms, expressions, vocabulary,
and multiple meaning words. This will affect their
ability to draw conclusions and infer from the text.
Encourage these students to use sticky notes or a
notebook to jot questions they have while reading to
be discussed/clarified at the guided reading table
during the following session.
Other ELL strategies can be found at
http://coe.sdsu.edu/people/jmora/pages/4x4activity.
htm
and tailored to the individual needs of your
students.
Before Reading
Vocabulary:
Tier 2 Vocabulary Words are high frequency words that are found across a variety of domains. At a
minimum, provide student-friendly explanations that tell what a word means in everyday connected
language. A wide range of vocabulary resources are available at
http://t4.jordan.k12.ut.us/cbl/index.php?option=com_content&task=view&id=40&Itemid=35.
sabotage (p. 2), cidery (p. 12), diabolical (p. 13), surveillance (p. 20), munitions (p. 22), machete (p.
47), saboteur (p. 54), salvage (p. 92), reconnaissance (p. 104), debris (p. 197), interrogators (p. 200),
convoy (p. 206), payload (p. 212), and rhetorical (p. 256)
Activate/Build Prior Knowledge:
Use http://www.pbs.org/childofcamp/history/timeline.html to provide students with background
information about the internment of Japanese-Americans during WWII.
Comprehension Strategy:
Summarizing
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.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
Discussion questions:
See http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780375814327&view=tg
for a list of discussion questions and follow up activities.
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Activities:
 Watch the video “Topaz”. This is available
on eMedia. To get to eMedia, log in to
 Students write a one page summary of the
novel that includes at least five facts about the
uen.org, click on Pioneer Library, and then
internment of Japanese-Americans during
eMedia. Search for “Topaz”.
World War II.
*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.