All You Need To Teach Comprehension 10+

Lesson Bank
The Missing Ticket
Comprehension focus
@ Predict
@ Determine main idea
Mini-lesson 1: Confirming and
Rejecting Predictions
Before reading, explain that making predictions
before you read helps you to make sense of the text
as you read. This is why it is helpful to read the blurb,
or synopsis, on the back cover of the book. The blurb
helps readers to understand what is happening and to
solve things when they don’t make sense. Distribute
BLM 26 and BLM 38 and tell students that this is
a mystery story. Invite students to share what they
know about mystery stories. Ask students to think
about what the text may be about and to record their
predictions and reasoning on the table.
After reading, discuss the text.
Prompt guide
What was the mystery in this text?
Can you explain the story’s plot? Where is it set?
What did you learn about the main characters?
How accurate were your predictions about this text?
Discuss your predictions with a friend.
On a board or chart, write these sentence starters.
My prediction was confirmed by/when . . .
My prediction was rejected by/when . . .
Have students choose the appropriate sentence
starter, and then explain to a partner the factors
confirming or rejecting their prediction. Have students
record their thinking on the table.
Follow Up
Character analysis
Explain that authors give their fictional characters
specific qualities that shape the way readers
view them. The author carefully chooses words,
situations and actions that present a character in a
particular way. Ask students to suggest the names
of likeable characters from books. List these on
a board or chart. Ask students to name different
qualities describing these characters. List these
on the board. Repeat for characters that students
dislike.
Prompt guide
What is a stereotype?
Why might authors craft characters
that appear to be stereotyped?
How does stereotyping help readers to see
characters in a certain way?
Guide students to understand that stereotyping
enables a reader or viewer to predict most
outcomes. For example, they know that despite
the many battles Spider-man has, he will be
victorious in the end. Ask students to suggest
characters they know that are stereotyped.
Most characters we read about are not
stereotyped. The Missing Ticket is real-life fiction.
In real-life fiction, authors construct characters
that the audience can relate to. They then create
situations that could occur in real life.
Distribute BLM 39 and ask students to discuss the
character of Sam with a friend. Tell students to
re-read the text and locate evidence which
supports their thinking. Share the responses in a
whole class discussion.
Text deconstruction
Tell students that a story like this can be taken
apart to reveal the author’s original plan. The
author will have thought about the:
@ title
@ plot
@ setting
@ characters and their qualities
@ problem
@ solution
Guide students to deconstruct a different (known)
class text and then use Task Card 9 to provide
independent practice.
Sequencing
Ask students what a storyboard is. Explain that a
storyboard is a sequence of sketches, sometimes
with captions or notes attached, that outlines the
sequence of events in a story, movie or show.
Distribute Task Card 10 and use it to support
students to use a storyboard to scaffold their
understanding of the main ideas from this text.
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