Lesson Plans for A PET FOR JUPE Level F

After Reading

Reflect on Reading Strategies
Discuss the strategies students used to read the text. Praise good reading behaviors you noticed as students were reading. Select a word that students had difficulty with and model how to sound out the word.
Say and ask: I noticed that [child’s name] read a difficult word by sounding it out using the sound/symbol relationships [he/she] knows. That was good reading. What words did you have trouble with? What strategies did you use to work out the words? Did you use your sound/symbol relationships? Look at the word present on page 7. The word gift would make sense here, so how did you know that the word was present and not gift? 

Comprehending the Text
Targeted Comprehension Strategy
Discuss students' predictions and the outcome of the story. Point out clues that could help them make their predictions.
Say and ask: I thought at first that Jupe would have an unusual pet, because she is an unusual character. But then I saw the clues of the collar and the toy, and it made me think it might be a familiar pet instead. What did you think the pet would be? What gave you that idea? How does making predictions about what will happen next get you involved in the reading? Does this help you enjoy the story more? Why or why not? 

Discuss the plot and characters with students and help them make connections with other books about the monsters.
Ask and say: Did you like this story? Why or why not? What did you remember about the characters from reading about them before? Did the characters act the way you thought they would? Explain. Look at the last page of the story. Bonk says, "your new pet," and Jupe replies with, "our new pet." Why does she say this? What does this tell you about Jupe? How did the writer keep you guessing about the pet as you read this story?

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