Kenowa Hills/GRR Lesson Plan Template (1a)

Topic/Theme/Unit: Unit 1 (Reading with Power) Session 16 (Readers reflect on their reading and make new goals for
themselves.)
Standards Addressed:
Unit 1 covers these standards:
Literature
Foundational Skills
5.1
5.3 a
5.2
5.4 a, c
5.3
5.4
5.5
5.6

Speaking/Listening
5.1 a, b c, d

Essential Questions (these stay the same for the entire unit):
How do readers use strategies to read with power?
How do readers use strategies to read with powerful comprehension?
How do readers respond to reading through powerful writing & conversation?
Purpose:
Content: I can reflect on my reading and make new goals.
Language: reflect, goals
Social: I can have a purposeful conversation with my partner.
Materials/Resources:
Book bags filled with books
Reading Notebook/Folder/Packet/Pencil
Reading Log from packet
Post its
Triangles for banner

FOCUSED INSTRUCTION
(3a, 3d)

1. For this lesson and the next few lessons, students should be
paired with someone at the same reading level. (Partner
reading buddies) They need to have the same book.
2. State the purpose and have students highlight in their packet &
mirror the objectives.
3. Introduction: We keep track of a lot of things in our lives. At
school, we look at students work, scores on tests, and your
progress. Athletes do the same thing when they keep track of
how fast they are over multiple practices and then reflect on
how they can improve their time in order to be more
successful at their sport. In reading, we can also reflect on our
reading and set new goals to become a stronger reader.
4. Show a filled in reading log that has spots where students can
analyze the reader. For example, only read 10 pages in 30
minutes, read all of the same genre, reading more pages than
they have set in their goal, etc.
5. Model how you look at one spot in the reading log and reflect
on what might of happened. Example, Students I noticed right
here that this reader only read 9 pages in 30 minutes when
before they were usually reading 25 pages in 30 minutes.
What do you think happened?

6. Allow students to give some speculations as to what the

reader might have been doing.
7. Assure that students are correct and possibly add more ideas
to what might have happened. Point out where the students
began to consistently read more than their page number goals.
8. Have students turn and talk about what might be the cause?
How might they go about fixing it?
9. Allow students to give some speculations as to what the
reader might have been doing.
10. Assure that students are correct and possibly add more ideas
to what might have happened.
11. Have students reflect on their own reading log and come up
with a new reading goal. The goal must be long term such as
reach a new level, read more pages in 30 minutes, try new
genres, etc.
12. Once they have come up with a reading goal, they need to get
it approved by the teacher. They can then write it on a triangle
which will be displayed as a banner across the room to remind
them of their goals they are to be working on.
13. Release students to read and work on their new goals if
possible. DURING THIS TIME MEET WITH STUDENTS TO
DISCUSS WHAT THEY WILL DO TO HELP THEM REACH
THEIR NEW GOAL)
14. Questions to use while conferring with students:
a. What did you make your new goal?
b. What are some ways you might reach that goal?
15. Celebrate positive behaviors from the day
16. Mark stamina graph
How will you
Make lesson purposes (content

language-social) clear to your

students
Connect to prior learning?
Ensure relevance and interest in
the content?
Model and demonstrate?
Notice what students are learning
and still need to learn?
Provide multiple explanations for
new concepts?
Allow for student interaction?

GUIDED INSTRUCTION
(3b, 3c)
How will you
Know that each student thought

through and formulated a

response to questions?
Prompt and cue as needed?
Allow students a variety of
methods and modalities in which
to respond?
Assist students in processing
information?

COLLABORATIVE LEARNING
(3b, 3c)
How will you
Determine the complexity of the
task?

Provide students with hands-on

experiences and practice?

Determine grouping (pairs,

groups) for this activity?

Ensure that students have

sufficient language support to be

successful in collaborative tasks?
Hold students accountable for
their learning?

INDEPENDENT LEARNING (3e)

How will you
Intervene with students who are
not ready to move on?

Assess at the close of the lesson

to determine who has mastered

content and who needs further
assistance?
Extend the lesson for those who
are ready to move on?
Support students in connecting
concepts to future lessons and in
exploring real-life applications?
Provide opportunities for students
to self-assess?
Offer opportunities for students to
extend their learning?
Endorse independent learning or
more in-depth study of content by
students?

ASSESSMENT (3b, 3c, 3e)

Formative:
Jot-Lot Post-its
One-on-one conferencing
information
Observations during partner
sharing

Summative:

*Douglas Fisher & Nancy Frey - Better Learning Through Structured Teaching, 2014.