Bridgewater

College Teacher Education Program Lesson Plan

Name: Kelly Grieco
Subject/Grade Level:

Lesson Title:

Unit:

Date or Lesson #:

English, 6th Grade

Phobias from Trapped by Fear

Reading Strategies

10.9.15

Virginia SOL/National Standard:

6.2 D The student will paraphrase and summarize what is heard. 6.4 C, D, F The student will use context and sentence
structure to determine meanings and differentiate among multiple meanings of words. Students will identify and analyze
figurative language. Students will extend general and specialized vocabulary through speaking, listening, reading, and
writing. 6.5 A, E, I The student will identify the elements of narrative structure, including setting, character, plot, conflict,
and theme. The student will use prior and background knowledge as context for new learning. The student will identify
and summarize supporting details.
Measurable Lesson Objective(s): (Written on board for students to see.)
Overall, aiming for students to improve on recognizing main idea and pick out supporting details that authors are trying to convey. Incorporate context
clues and discuss how we have worked with these before in our Power Words Packets.

Today we will:
Find main idea and supporting details and use context clues.
So we can:
Identify them when we are reading.
We will know we have it when:
We find them within the reading, Trapped by Fear.
Materials/Technologies/Resources Needed:
Smart Board to display the image of a plane. Elmo to display the journal definition of phobia.
Assessment (Formative and/or Summative):
Formative Students completed worksheet packets that correspond with the reading from the textbook.
Anticipatory Set (Hook & Agenda):
Have an image of an airplane on the board.
Good morning everyone, how are we doing today? Before we discuss our agenda, I have a question to ask you that pertains to
something we are going to do today.

Who can guess what my biggest fear is? Allow students to guess. This will allow them to start thinking about fears
and lead them into the discussion of phobias. (Imply that my fear is almost unnecessary to allow student to begin
thinking about the difference between a fear and a phobia too.)

Teacher will:

Students will:

Greet students and ask them what they

think her biggest fear is. The airplane
image will be visible for students to see.
This provides the clue and hook into
what the teachers biggest fear is and
one of the topics that will be discussed
during the day.

Answers questions about what the

teachers biggest fear might be.

Accommodations/
Differentiation:

Anticipated
Time:

If the Smart Board 5min.

does not display

the image of a
plane, have the
image pulled up
on personal
laptop. Have a
photo of a plane if
no technology is
available.

Access /Review Prior Knowledge:

Connecting students to thoughts about what people are afraid of. Ask students if they have previously known anyone
who has been afraid of flying on planes too.
Teacher will:

Students will:

Ask students if they have previously

known anyone / know anyone who has
been afraid of flying on planes.

Think about individuals they know who

are afraid of flying on planes.

Go over agenda and objectives for the

day. Help students connect to prior
knowledge about context clues by
discussing how we have worked with
them before in our Power Words
Packets.

Students will:

Ask students to take out their journals.

Turn to where we have our reading
strategies definitions written down. Flip
two blank pages after that. The next page
is where students are to copy the
phobia definition.

Take out their journals and turned to

the assigned page.

Pass out list of phobias to students. Ask

students to talk quietly amongst

Anticipated
Time:

2min.

Students will help with reading the

agenda from the board and will help
teacher fill-in objectives for the day.
Recall that context clues were things we
worked with in the previous Power
Words Packet.

Teacher will:

Direct Instruction Write the definition

for phobia using the Elmo device. Have
students copy this definition into their
journals.

Accommodations/
Differentiation:

3in.

Accommodations/
Differentiation:

Anticipated
Time:

8min.

Copy down the definition for phobia.

Discuss the list of phobias at their seats

with their table groups. Draw an image
of one of the phobias underneath the

themselves about the phobias. Ask

students to draw an image underneath
their definition of phobia. The image
should be one of the phobias they chose
from the list.

definition of phobia.

Model Read the introduction of
Turn to Trapped by Fear in textbooks.
Trapped by Fear and model reading
aloud. Ask students to popcorn read after Listen to the teacher as she reads the
beginning of Trapped by Fear.
that.
Popcorn read for the rest of the story.
Guided Practice Teacher will discuss the
worksheet packet that will already be on Students will follow along in their
worksheet packets and answer
the students desks. Teacher will ask
questions the teacher has for them.
students to answer questions on the
packet.

20-25min.

10min.
5-10min. of
independent
work.

Teacher will require students complete

the rest of the packet independently
after having gone over the directions.
Assign the rest of the packet as
homework.
Depending on time Teacher can ask
students to put materials away. Read
aloud can begin. Use Alvin Ho book for
read aloud time.

Students will work independently for

the rest of the period on the worksheet
packet. The rest of the packet will be
homework.

Students will put materials away if asked
and will listen to a read aloud and
answer questions as prompted.

Closure: Ask a student to give the definition of a phobia. Ask another student to give two phobia examples from the text
read in class.
Teacher will:

Students will:

Ask students to define phobia out

loud. Ask students to recall two
phobias from the text read in class.

Recall information from the direct

instruction and from the reading from
class.

Accommodations/
Differentiation:

Anticipated
Time:

2min.

Declarative Summary Statement: Now we have worked with main idea and supporting details some more and revisited
context clues too. You will be asked to find the main idea and supporting details from more readings as we continue along.
Activity If Extra Time Remains or Technology Fails:
Use personal computer or photo of a plane. Write on the board if Elmo device fails.