Intermediate Guided Reading Lesson Plan
Title:
Genre:
Fever 1793 by Laurie Halse Anderson
Historical
ISBN 978-0-439-35525-4
Fiction
th
Literacy Standard: 5 Grade Standard VII, Objective 2
Social Studies Standard: 5th Grade Standard I, Objective 3;
5th Grade Standard II, Objective 1
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.
Text Structure:
Narrative
Informational
Level:
Z
Purpose for Reading:
Understand challenges faced by individuals in
the colonial period
Essential Questions:
What aspects of today’s modern lifestyle do
you take for granted?
How would your life be different if you had
been born 300 years ago?
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.
hearth
conceded
accommodate
oppressive
intent
windfall
profit
banishing
Activate/Build Prior Knowledge:
 Discuss strategies for dealing with unknown, period-specific words in the text (see discussion at
http://www.muskingum.edu/~cal/database/general/reading.html#GeneralApproach)
 Read the material at the back of the book about the historical context of the novel
Comprehension Strategy:
Visualizing
During Reading
Attend to Comprehension Within, Beyond, & About the text.
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.
After Reading
Attend to Comprehension Within, Beyond, & About the text.
Discussion questions, activities and information:
Use the literature circle questions in the back of the book (Scholastic edition) or the topics available at
http://www.bookrags.com/Fever_1793.
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Activities:
Write a one-page compare/contrast paper that
compares your life with the life of one of the
characters from the book.
Interactive compare/contrast writing lesson at
http://www.readwritethink.org/materials/comp
contrast/
There is wonderful information about Colonial Williamsburg,
including a teacher’s section, at http://www.history.org/ .
Other activities can be found at
http://www.emints.org/ethemes/resources/S00000580.shtml
Compare/contrast chart at
http://www.ehow.com/how_2224749_compare
-contrast-essay-using-chart.html
Compare/contrast rubric
http://www.readwritethink.org/lesson_images/l
esson275/compcon_rubric.pdf
*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.