Lesson #1:

Goals:

1. Teacher will introduce class, method, book and skills

2. Students will practice Reading Skill #1: Predicting
3. Students will practice Reading Skill #2: Structure (Beginning, Middle and End)
4. Students will write down unknown vocabulary words: Vocabulary Development
5. Students will write an outline to their Personal Story Exercise (Personal Story Writing Exercise #1
Duration: 2 hrs of class
Warm-up (2 minutes):
-Pictures of words, signs, posters, etc.
Presentation (15-20 mins):
-Introduce topic of reading and writing.
***Explain approach***
-Introduce The Lion, the Witch and the Wardrobe by C.S. Lewis
-Introduce skills for the day
Reading Skill #1: Predicting
Reading Skill #2: Structure (Beginning, middle and end)
-Introduce unknown vocabulary list

1. I think it is incredibly important to explain

your method and the tools that will be used in
class.
2. Activities fluctuate between controlled and
semi-controlled. Occasionally, there is a free
activity. The controlled activities are marked
by a (Teacher directed) and the semicontrolled are marked by a (Individually) or a
(Students).

(1) Controlled Activity <==> Semi-Controlled (1 hr):

A) Pre-reading exercises on book (10 min):
1a.) (Teacher directed) Pre-reading activity on LWW Reading Skill #1: Predicting
2a.) (Students work in groups) Pre-reading activity on Chapter 1 Reading Skill #1: Predicting
3. Notice
-Predict what will happen. Students work in groups and write down
the Pretheir predictions of chapter
reading,
***Come back together***
During
B) During-reading exercise (30 min):
1b.) FIRST: Teacher asks class to NOTICE Reading Skill #2: Structure (Beginning, Middle and
reading,
End)
and Post2b.) SECOND: Teacher asks students to write down unknown vocabulary in
reading
unknown vocabulary section
flow.
3b.) THIRD: Teacher reads chapter out loud
C) Post-reading exercises (50 min):
1c.) (Teacher directed) Evaluate predictions
2c.) (Individually) Practice Reading Skill #1: Predicting
-Predict what will happen in the next chapter and write down your predictions
***Come back together***
2c.) (Teacher directed) Discuss Reading Skill #2: Structure (Beginning, Middle and End)
-Students discuss what they noticed about the structure of the chapter. Where was the
beginning, the middle and the end? Introduce rising action, climax, falling action
3c.) (Teacher directed) Vocabulary Development: Discuss vocabulary

3. Writing as a
parallel skill to
reading is introduced
early on.

4c.) (Individually <==>Group) *Free Activity* Personal Story Exercise

(30 mins):
-Personal Story Writing Exercise #1: Does your life story have a
beginning, middle and end? At what point is the beginning? Middle? End?
Write an outline to your story.

Feed-back (5 mins):
-Which exercises did you like?
-Which one was the most difficult?
-Are there any final questions?

4. These are some of the main reading skills that

are practiced.
5. I decided to discuss vocabulary during the
class sessions out of necessity. Although,
vocabulary development is not one of the main
focuses.
6. This is a reoccurring activity. I decided to
include this because I believe that learning to tell
ones life story is an essential life skill.

Lesson #2:
Goals:

1. Teacher will introduce the topic of titles

2. Students will practice Reading Skill #1: Predicting
3. Students will practice Intensive Reading, Vocabulary Development
4. Students will write down unknown vocabulary words
5. Students will write a title to their (Personal Story Writing Exercise #2
Duration: 2 hr

1. This lesson was designed to

focus on Intensive reading while
using relevant examples.
2. Notice the reoccurring activities
to enforce Reading Skill #1 and
Vocabulary Development

Warm-up (10 mins):

-Show students a bunch of headlines scene from The Incredibles movie
-What did all these news papers have in common?
Presentation (5 mins):
-Stories have titles. Newspapers and short articles have titles. Novels have titles. The title should tell you a
lot about what is coming next.
-What do you notice about titles?
(1) Controlled Activity <==> Semi-Controlled (50 mins- 1 hr):
***Article used: The Most Famous Drink in the World***
http://linguapress.com/intermediate/coca-cola-story.htm
A) Pre-reading exercises (10-15 mins)
1a.) (Teacher directed) Reading Skill #1: Predicting: From the title, what do you
expect the article to be about? What topics could the article cover?
B) During reading exercises (20-25)
1b.) (Individually) Intensive Reading: Students read silently
2b.) (Individually) Vocabulary Development: Students write down unknown
words and check them at the bottom of the page
C) Post-reading exercises (10-15 mins)
1c) (Groups) Check Comprehension:
-At the end of the reading, students will complete the short comprehension
test, referring back to the reading as necessary.
***Come back together***
2c) (Groups==>Class) Writing Exercise (10 min):
-As a group, rewrite the title to this article. Think of possible answers and
be ready to share with class.
(2) Semi-Controlled **Timed Exercise** (20-25 mins):
***Newspaper article comes from the West Chicago Newspaper***
A) Pre-reading exercise (5 mins)
1a.) (Individually) Reading Skill #1: Predicting: From the title, what do you expect the article to
be about? What topics could the article cover?
B) During reading exercises (15mins)
1b.) (Individually) Intensive Reading: Students read article silently and as quickly as possible
2b.) (Individually) Vocabulary Development: Students should skip over writing down unknown
words. Try to predict meaning from surrounding context.
C) Post-Reading exercise (10 mins)
1c.) (Individually) Students fill out multiple-choice questions at the bottom of the page.
***Come back together***
2c.) (Teacher directed) Teacher checks answers with class, answers questions.
3c.) (Individually==>Group) *Free Activity* Personal Story Exercise
(15 mins):
-Personal Story Writing Exercise #2: Whats the title to your personal story? Write a few
possible choices (As though a newspaper article, as though a novel, as though a horror
story, as though a super hero story)

3. The topic of the Personal Story

Exercise correlates with the topic of
the day. In this case, the topic is:
titles.

Feedback (5 mins):
-Summarize lesson
-Which exercise was the most difficult?
-Are there any final questions?

Lesson #3:
Goals:

1. Teacher will have a time of Extensive Reading

2. Students will practice Reading Skill #1: Predicting
3. Students will practice Extensive Reading and Vocabulary Development
4. Students will record unknown vocabulary words
5. Students will begin to understand how to organize the 3 paragraphs of their
Personal Story Exercise (Personal Story Writing Exercise #3, Part 1)
Duration: 2 hr

1. Notice the easing into the

lesson warm-up.
2. This is for the teacher to put
their hand on the pulse of the
students experience of the
course thus far.

Warm up (15 mins):

*Teacher recaps past couple days*
-(Group activity) Teacher puts pictures of Chapter 1 on screen. In groups, students write one sentence as to
the meaning of the picture and what order it occurred in the chapter.
Presentation (10 mins):
-Teacher asks, What is hard about reading?
-Teacher discusses the need for practice and how easy and fun reading can be
-Teacher reminds students of skills already practiced and encourages students to keep working on those
during this lesson
(1) Controlled Activity <==> Semi-Controlled (1 hr 25 mins):
A) (Individually) Pre-reading exercise on Chapter 2 (5 mins)
1a.) Reading Skill #1: Predicting (write response down)
-Students work individually to predict what will happen in Ch. 2 writing responses down
B) (Teacher directed/Individually) During-reading exercise (1 hr)
1b.) Extensive Reading and Reading Skill #2: Structure (Beginning, middle and end) activity (1/2
of Chapter 2 ===> 2nd 1/2 of Chapter2 and Chapter 3 read by students)
-I will read half of the chapter then from there, you will read the rest of the chapter and
Chapter 3. After you complete Chapter 2, in your head, predict what will happen next
while thumbing through the pictures of Chapter 3
***Come back together***
C) (Teacher directed) Post-reading exercise (After discussion of chapter content)
1c.) Evaluate Reading Skill #1: Predicting
-Write down how your predictions differed from what happened
-Is there any way you could be a better predictor?
2c.) Discuss Reading Skill #2: Structure (Beginning, middle and end)
-Where do you think the beginning, middle and end were?
- What things clued you into this?
3c.) Vocabulary Development: Discuss vocabulary
-take 3 words from students and discuss how to understand them without a dictionary
(affixes, context, etc.)
4c.) (Teacher Directed) Personal Story Exercise (30 mins):
-Personal Story Writing Exercise #3, Part 1: Using a handout, teacher will discuss how
the meat of a paragraph occurs in the middle
-Examples: Teacher will then read several paragraphs (funny ones) that are badly
organized and well organized
Feedback (5 mins):
-Summarize lesson
-How was it reading for so long?
-Are there any final questions?

3. Constructing a paragraph can be rather

scientific. I believe that it is important to
introduce how to construct a paragraph (i.e.
where the topic sentence goes, what do the
middle sentences accomplish, what should the
last sentence of paragraph do).

Lesson #4:
Goals:

1. This lesson is entirely writing. Even though the

course has a reading focus, I thought that a
writing lesson would be very beneficial to the
students.
2. This lesson continues the discussion of
paragraph construction because I believe this
skill to be vital.

1. Teacher will encourage a time of writing practice

2. Students will practice Process Writing
Students will write a first draft of their story, then students will have a peer edit.
Then teacher will edit the story and students will rewrite their story with corrections.
3. Students will begin to understand how to organize their Personal Story Exercise (Personal Story
Writing Exercise #3, Part 2)
Duration: 2 hr
Warm up (15 mins):
-Teacher explains that Lesson #4 is primarily a writing lesson
-Teacher asks, How do you think that great authors write their books?
-Teacher reads sections out of websites below:
1. http://everysquareinch.net/c-s-lewis-on-the-writing-process-narnia-stories/
2. http://www.lettersofnote.com/2012/04/c-s-lewis-on-writing.html
-Teacher asks students to start thinking about their process
Presentation (10 mins):
-Teacher reviews and continues lesson on paragraph construction (part of process)

(1) Controlled Activity <==> Semi-Controlled (20 mins):

A. (Teacher directed) Teacher gives sample of beginning paragraph.
1a.) Then hands out sample beginning paragraph with blanks where pertinent information goes.
2a.) (Individual ==> Group) Students fill in blanks, then share in groups.
B. (Individually) Teacher hands out picture and students write a beginning to the story based on what they
observe in the picture.
C. (Individually) Personal Story Writing Exercise #3, Part 2: Beginning
1c. Students write beginning to their personal story (5-7 sentences)
2. (1)-(3)

teach the
student
how
to write
(2) Controlled Activity <==> Semi-Controlled (25 mins):
a beginning, middle
A. (Teacher directed) Teacher hands out cliff hanger story (represents middle paragraph)
1a.) Teacher explains what makes a good middle paragraph
and end (see
2a.) Students read cliff hanger story
Reading Skill #2
3a.) Students work in groups to observe what makes a good middle paragraph
addressed in first
B. (Individually) Personal Story Writing Exercise #3, Part 2: Middle
two lessons). Each
1b.) Students write middle paragraph to their personal story (5-7 sentences)
number has
(3) Controlled Activity <==> Semi-Controlled (20 mins):
activities that go
A. (Individually ==> Group) Students write ending to the cliff hanger story. Share in class.
from controlled to
B. (Individually) Personal Story Writing Exercise #3, Part 2: End
free, except the last
1b.) Students write ending to their story (5-7 sentences)
one.
(4) Semi-Controlled: Peer Review (25 mins):
A. (Groups of 2) Students review each others stories
1a.) Exchange stories 1-2 times with different people. Have them write comments in different
color pen after reading stories. Fill out Peer Review worksheet
2a.) Students give teacher their edited draft (the teacher will edit before next class)
Feedback (5 mins):
-How was it writing for so long?
-Are there any final questions?

1. This lesson includes a writing

conference. After reading about writing
conferences, I was convinced of the
importance of having one in my lesson.
2. This lesson also includes a short
assessment. After taking a course on
Assessment, I feel that a test is
necessary at the end of a course to
reveal growth.
3. There is a final evaluation of each skill
at the end of the course. For writing,
the conference. For reading, the short
test created for Chapter 4 of LWW.

Lesson #5:
Goals:

1. Teacher will do a writing conference with each student

2. Students will rewrite Personal Story after their conference
Simultaneously.
3. Students will practice Extensive Reading (Chapter 4)
4. Students will take a short quiz at the end of their reading
5. Students will share Personal Story with the class
Duration: 2 hr
Warm up (5 mins):
-Teacher recaps week and Reading and Writing Skills covered

Presentation (10 mins):

-Teacher explains the two parts of the day.
Part 1:
A. Teacher conference and student rewrite of Personal Story
B. Students will read Chapter 4 and take a short quiz
Part 2:
A. Students read to the class their finished copy of Personal Story
Part 1: (1 hr 1 hr and 15 mins)
***Teacher Conference with each student.*** (5 mins each = 1 hr)
-Teacher goes over paper with student noting changes
***Student does a rewrite of their Personal Story*** (10-15 mins)
Simultaneously
***Short Test*** (50 mins)
-Students will read Chapter 4 and take a short test on the content
1. Test will test skills learned during the course
2. Not open book
3. Will push reading speed
Part 2: (30-45 mins)
***Students share stories with class*** (30-45 mins)
Feedback:
-Discuss in class the value of this course
-Students will take a class evaluation

4. I included one last thing that I believe is

important to the health of a class: producing
and showing a final product. Students will
read their final draft of their Personal
Story Exercise to the class. This way,
students get to know more about each other
and it is a fun way to finish the course.