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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE


(4/14/151/25/13)
Teacher Candidate ___Kara Stewart___ Grade Level _4__ Title ______________________Question,
comment, and predict______
CONTEXTUAL FACTORS (classroom factors)
Context Contextual Factors:
ESLChristophe- High English proficiency
Yabsira- Low level. Can speak in English, has a hard time reading English. Low self-esteem
IEP- All Learning Disabilities
Megan- Severe learning disabilities. Often times has an anAide and is pulled out.
Yabsira
Christophe
High Level LearnersAislee- High language abilities, and academic abilities in all subjects.
Jason- Has high academic abilities in mathematics, and science. Lacks in social skills.
Other ConcernsTiago- Has a hard time paying attention.
Classroom environment:

Projector, Smart board, and Ipads are used, Students are set up in tables.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Reading: Informational Text Standard 2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Content Walk-Away: I will use questioning, commenting, and predicting to help me understand the text Hugglys
Valentines. SIOP 1
Language Walk-Away: I will write my questions, comments, and predictions from the story. SIOP 2

Vocabulary: Question, predict, summarize. SIOP 9

ASSESSMENT EVIDENCE (What evidence do I need to show the students


have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):


Observe as students are filling out their graphic organizers that they are
understanding the strategies they are learning. Check Tiagos graphic organizer that
he is continuously filling it out. This will also help Christophe, and Megan.

Christophe- Needs
language support.

Content Walk-Away Evidence (Summative): I will check students graphic organizers


to ensure that they can use questioning, commenting, and predicting to understand
the text.
Language Walk-Away Evidence (Summative): I will check students summarizations
to ensure that they used their strategies in order to understand the text.

Aislee- Needs
extensions.
Megan- Needs help
reading. She will need
lots of support and
scaffolding.

Tiago- Needs extra


attention.
Jason- Needs
extensions, and
opportunities to
socialize.
ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
Boys and girls we have learned strategies and skills for being good readers. OneOne thing we know good readers do is
they ask questions when they read. When we read it is important to think about what is happening in our brain. So when
we are reading if we are confused or we dont quite understand something we can ask questions. This will help
Christophe, Tiago, Meganand Megan. We all want to be good readers and so today we are going to practice, and learn
some more strategies. We are going to ask questions when we read and we are going to add some more strategies as well.
SIOP 7, 8.
Formative assessment:
Modification/accommodations: (ELL, IEP, GATE, etc.) Tell students that questioning is when you are confused or you
dont know something. This will help Christophe remember what questioning is.
Focus Lesson (I do it)
Post Objectives. SIOP 1,2Today we are going to learn two other strategies. The first strategy we are going to learn is
comment. When good readers are reading they stop and make comments on what they are reading. When you are
reading sometimes you want remember something, or there are pieces of important information. These are comments we
will make. We can write these comments down on our graphic organizers. Good readers also make predictions in their
head of what they think will happen. Predict means to guess what is going to happen. I want you to turn to your partner
and tell them what you predict the weather will be like tomorrow. This will give Jason an opportunity to socialize. SIOP 16
Christophe, Tiago, Megan. So sometimes we are reading and we think in our head oh! I bet that ______is going to
happen. We do this even when we dont read. I want you to turn to your partner and tell them what you predict the
weather will be like tomorrow. Today we are going to read a story and we are going to use these strategies to help us be
good readers as we read the story Hugglys Valentines. Explain to students that in the story is told from like a
creaturescreatures point of view. So when they say people child they are just referring to the boy or the mom. This
clarification will help Christophe. Read the first page. Hmmm. a comment I have is that Huggly is waiting for the boy
to leave.. So I am going to write that on my graphic organizer. A question I also have is what was the piece of paper the
boy picked up, folded, and put in his backpack? Im going to write that under question in my graphic organizer. Im going
to make a prediction of what it is. I think it is his homework. Oh, the folded up pieces of paper were valentines. Im
going to write that in the comment section. Hmm Another question I have is what is his idea? Im going to make a
prediction and say that his idea is to make a valentine.
Question
What was the piece of paper the boy
left on the floor?
What is Hugglys idea?
What is he going to do with Booter?
Will Huggly find someone to give his
valentine too?
What are Booter and Grubble going to
say to make Huggly feel better?
Is Huggly going to get caught in the
boysboys room?
Why was the boy crying?
What is Huggly going to do?

Comment
Huggly is waiting for the boy to leave
so he can play.
The boy gave his mom a valentine and
he got a hug.
There is a secret slime pit under the
bed.
Booter didnt know what Hugglys
valentine was.
Huggly told Booter and Grubble
about how the boy gave his mom the
paper and he got a hug.
Huggly played with his friends.
They are going to dig a tunnel to get
to Bernies.

Prediction
I think the boy left his homework on
the floor.
I think Huggly is going to make a
valentine.
I think he is going to give Booter a
valentine.
I think everyone will reject Hugglys
valentine
I think they are going to take his
valentine, and give him a hug.
The people will see him when he goes
to give the valentine back.
I think Huggly is going to give him his
valentine.
I think Huggly is going to give the

card to Bernie.
I think Bernie is going to be happy
that she got her valentine.
Wallace will be happy because he will
have his valentine from Bernie.

Formative Assessment: Check that students are paying attention. Have students turn to their neighbor and tell them a
question, comment, or prediction they had.
Modification/accommodations: Post at the front of the room a paper that has what questioning, commenting, and
predicting are. Tiago, Megan. SIOP 4
Guided Instruction (We do it)
Alright remember good readers ask questions, make comments, and predictions when they are reading. While we read a
few more pages I want you to think of these in your head. If you have a question, comment, or prediction I want you to
raise your hand, and we will add it to our graphic organizer. Continue reading 4 more pages stopping to add students
questions, comments, and predictions.
Formative Assessment: Observe as students are offering their ideas of questions, comments, and predictions. Try to
foster deeper questions, comments, and predictions from Aislee & Jason.
Modification/accommodations: Make sure that Aislee and Jason have a chance to share one of their questions,
comments, or predictions. When they share question them on what in the text made them think what it did. Have them
refer back to the text. This will help them understand their thinking and connection to text.
Collaborative/Cooperative (You do it together)
Now I want you to read the next 9 pages with your partner. Continue filling out your graphic organizer. Make sure that
youryou are stopping to ask questions, make comments, and predictions. Encourage students to share what made them
think of their questions, comments, and predictions. SIOP 16.
Formative Assessment: Walk around and check students graphic organizers. Make sure that they are filling them out.
Modification/accommodations: Make sure Christophe, Megan, and Tiago are with partnerswith partners who will
help provide them with ideas. Make sure that they are discussing, and talking about them. SIOP 17
Make sure Jason is with a partner who he feels comfortable with. This will ensure that he is socializing and sharing his
ideas.
Independent (You do it alone)
Read the remainder of the story to yourself. Continue filling out the graphic organizer. Make sure that you are stopping
to ask questions, make comments, and predictions. After you have finished I want you to write a summary of Hugglys
Valentine use your graphic organizer to help you write your summary. Remember summarize means to give a brief
statement of the main points.
Summative Assessment:
Modification/accommodations: Have Aislee & Jason go through their predictions and if they were right keep them if
they were wrong to explain what actually happened.
Give Christophe, & Megan a separate graphic organizer that already has predictions filled in. Have them
say if the predictions were correct or what really happened. SIOP 5
Have someone read aloud the pages to Megan. Have Megan choose the stopping spots. Give her a graphic organizer
that only has questions on it. This will help her practice using questions. Have her write a short summary using her
questions.

Continuously check with Tiago to make sure he is on task and working on his work. Provide Tiago with a separate
graphic organizer for his you do alone. Have this graphic organizer numbered 1. 2. 3. In each section. Tell Tiago he
needs to have at least tree in each section. This will help him stay focused, and on track. It will also not overwhelm him.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Remember good readers ask questions when they are reading, they make comments based on what they are reading, and
they predict what they think will happen. All of these strategies help us understand the texts we are reading. We can use
these strategies to help us summarize what the text is about. SIOP 27, 28.
Review Posters of definitions of question, commenting, and predicting for Christophe.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

Question
Comment
What was the piece of paper Huggly is waiting for the
the boy left on the floor?
boy to leave so he can play.

Predict
I think the boy left his
homework on the floor.

What is Hugglys idea?

The boy gave his mom a


valentine and he got a hug.

I think Huggly is going to


make a valentine.

There is a secret slime pit


under the bed.

I think he is going to give


Booter a valentine.

Booter didnt know what


Hugglys valentine was.

I think everyone will reject


Hugglys valentine

Huggly told Booter and


Grubble about how the boy
gave his mom the paper
and he got a hug.
Huggly played with his
friends.
They are going to dig a
tunnel to get to Bernies.

I think they are going to


take his valentine, and give
him a hug.

What is he going to do with


Booter?
Will Huggly find someone to
give his valentine too?
What are Booter and
Grubble going to say to
make Huggly feel better?
Is Huggly going to get
caught in the boys room?
Why was the boy crying?
What is Huggly going to do?

The people will see him


when he goes to give the
valentine back.
I think Huggly is going to
give him his valentine.
I think Huggly is going to
give the card to Bernie.
I think Bernie is going to be
happy that she got her
valentine.
Wallace will be happy
because he
will have his valentine from
Bernie.