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Bridgewater College Teacher Education Program Lesson Plan

Name: Kelly Grieco

Subject/Grade Level:

Lesson Title:

Unit:

 

Date or Lesson #:

English, 6 th Grade

Slurping Strategies

Reading Strategies

9.10.15

V irginia SOL/National Standard:

 
6.1
6.1

The student will participate in and contribute to small - group activities.

6.2 D
6.2 D

– The student will paraphrase and

summarize what is heard.

6.4 C, D, F
6.4 C, D, F

– The student will use context and sentence structure to determine meanings and

differentiate among mult iple 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
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 d etails.

6.7 C, I
6.7 C, I

– The student will organize writing structure to fit mode or topic. The student will revise sentences for clarity of

content including specific vocabulary and information.

 

Measurable Lesson Objective(s): (Written on board for students to see)

 

Overall, aiming for students to improve on recognizing reading strategies they already implement when reading .

 

TTQA – Students will organize structure to fit the topic and clarify content with 100% accuracy.

 

Reading Zone – Students will read a nov el of their choice for comprehension and understanding. Students will show this by responding to a prompt / question and recording that response on their bookmark page.

Entrance Slip of Reading Strategies – Students will access schema to draw conclusions a bout the reading process to the best of their ability.

Read Aloud – Students will listen for figurative language, use reading strategies, and listen for story elements to help guide comprehension and responding.

Mini Whiteboard Group Activity – Students w ill show comprehension, in pairs, of the story using questioning, evaluating, connecting, and summarizing; getting 4/6 correct.

Journal – Students will expand vocabulary by defining, with help, different reading strategies with 100% accuracy.

Materials/Technologies/Resources Needed:

 

Literature books (class set), YouTube access, visual aid access via Smart Board

 

Assessment (Formative and/or Summative):

 

Formative Turn The Question Around (TTQA) Slip

Recorded formative assessment of reading s trategies prior to read aloud and strategy activity. (Entrance slip)

Noting student participation in group activity and noting quality of answers given when working in groups. (Formative whiteboard group activity)

Anticipatory Set (Hook & Agenda):

Youtube clip of poor table manners . Open with a few interesting questions: “Have you ever been told to chew with your mouth closed?” or “How d o you eat your food when you’re at home ?”

Teacher will:

Students will:

Accommodations/

 

Anticipated

Differentiation:

Time:

Play YouTube video (s)

Watch short video clip and answer informal questions about using

If the YouTube video does not work, st ill ask stud ents about their eating habits at home and what they view as “proper.” Do they think their surrounding culture shares the same view on what makes “good table manners”?

10

min.

https://www.youtube.com/watch?v=HDT

 

B7jsc0UY

https://www.youtube.com/watch?v=mVt 06gKIfEU (Choose this one if time is limited)

manners. Connect with students by asking them about how they are expected to act when eating meals in their house.

Access /Review Prior Knowledge :

Entrance slip of reading strategies should recall terms students should be fairly familiar with. The hook should access prior knowledge of table mannerisms common of in the American culture.

Teacher will:

Students will:

Accommodations/

Anticipated

Differentiation:

Time:

Pass out the entrance slip and display visual of reading strategies list. Ask students to complete the entrance slip to the best of their ability.

Complete entrance slip to the best of their ability, access prior knowledge of reading strategies, and fill - in the blanks on the page using visual of v ocabulary words.

If visual aid technology fails, write the reading strategies for the entrance slip on the board.

10min.

Teaching Process & Modeling (Content is presented, accessed , or built)

 

Guided Practice & Checking for Understanding

Independent Practice :

Reading Zone, Read Aloud, Whiteboa rd Group Activity, Journal Entri es

 

Teacher will:

Students will:

Accommodations/

Anticipated

Differentiation:

Time:

Reading Zone – Administer reading zone by asking students to take out bookmarks, remind them to write down what page they are beginning on for the day, and have the student complete this task before allowing them to scatter around the room to read. Set tim er for twenty minutes. Read silently with students or prep for next lesson step. Ask students to find a stopping place in their books once the timer goes off. Ask students to write their stopping page for the day in their bookmarks . Ask students to answer responding question that will be displayed on the Smart Board. Then, remind students to place bookmarks back in English folder in English section of AVID binder.

Reading Zone – Take out bookmarks and write down the start page number for that corresponding day. Reading silently for 20min. Once reading zone is over, write down stopping page for that day. Respond in bookmark to the question on the Smart Board. Put bookmark away in English folder of English section of AVID binder after having answered the dail y response question.

Help students who do not have a reading zone book check one out so that they can still participate in the activity.

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YouTube and Read Aloud – Prep students for read aloud by beginning with “hook” of YouTube vide o. Read “All - American Slurp” to students. They should be following along with teacher while she rea ds. Each student will have a Literature book. Teacher will ask informal questions about tier 3 words and figurative language within the story.

Students will watch YouTube clip. Students will open Literature books to “All - American Slurp.” Students will follow along as teacher reads the story. Students will answer informal questions about figurative language and tier 3 wo rds during the read aloud.

15

Whiteboard Gr oup Activity – Teacher will partner students up with their “elbow buddy” and pass out mini whiteboards. Students should have their own expo markers to work with. Teacher will use questions from the read aloud text to administer a challenge for the students in their groups. Teacher will ask students to write their answers on the small whiteboards and hold their answers up once the teacher is prepared to see responses. Make sure to monitor how

Students will partner up with their “elbow buddy” and use the whiteboards provided to write responses. Students should come prepared with their own expo markers. Students will answer questions by writing their responses on the w hiteboards and raising the board in the air when instructed to by the teacher. Students will be answering evaluation, questioning, and content questions from the read aloud. Students will be practicing working together in a

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well students work in groups.

small group as well.

 

Journal Entries – For journal time, teachers will display exact definitions of reading strategy terms and ask students to copy the notes in their English notebook of the AVID binder.

Students w ill take out English journals and turn to the page they are asked to be on. Students will take notes on reading strategies.

15 – To the End of Class

Closure: If there is time left for journal entries, remind students to put English journals back in the English section of their AVID binder before packing up. Remind students of how we use reading strategies when we read, whether we realize it all of the time or not, but we now will be working on labeling the skills we already practice.

Teacher will:

Students will:

Accommodations/

Anticipated

Differentiation:

Time:

Initiate the closure of journal time, remind students that we already use reading strategies, but now we are labeling and naming said strategies too.

Put English journal back in English section of AVID binder and listen to teacher’s final comments for the lesson.

Change closing tasks depending on what point we reached in the lesson for the day.

5min.

Declarative Summary Statement:

Overall, this lesson will help students improve on recognizing reading strategies , they already implement when reading , and be able to put formal names to such strategies.

Activity If Extra Time Remains or Technology Fails:

 

Extra time will be put into working on journals and note taking. Technological delays will be resolved with hard copies of all materials that would have been displayed electronically.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.