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Teacher: Mrs.

Katherine Long
Rationale:
Briefly describe
the theory and
research behind
this practice.

Materials:
Objective:
As a
result of this
lesson, WHAT
will the students
be able to do?
(also written on
board)
Hook:
(5 min)
How will I relate
this lesson to
prior knowledge
OR create
interest?

Lesson Plans - Dates: Monday, June 20, 2016

th
Grade/Subject 8
grade
Language Arts

Urbanski emphasized the importance of teachers modeling thinking for


students in her book,
Using the Workshop Approach in the High School English
Classroom: Modeling Effective Writing, Reading, and Thinking Strategies for
Student Success.
She explains that if teachers want students to become readers,
writers, and thinkers, teachers must do it right along with them and then coach
them through the process and show them how to draw from their own
experience. The workshop method allows students to focus on their own learning
as readers and writers. In the Edutopia article, seasoned teacher Hassan Mansaray
explains how he uses the workshop method to make sure his instruction is
focused on building stamina in reading and writing to produce critical thinkers
and life-long learners (np). One of the strategies Mansaray uses is teaching
students to make meaning through the use of basic reading strategies, which were
also discussed in
Connected Reading
in Chapter Two. The effectiveness of the
workshop model is supported in the The Effects of Implementing a Reading
Workshop in
Middle School Language Arts Classrooms by Angela Falter Thomas of Bowling
Green State University.
I chose to teach students the reading strategy of visualizing while reading
through first modeling, then having students respond on a personal level through
reader response in their daybooks, and finally having them read together in small
groups of three or four to apply the strategies to their readings. The students will
be encouraged to rotate roles. This will allow students to make meaning and
comprehend the text. I used the sample lesson plans in the District 75 source to
create my lesson plan.
Daybooks, Colored Pencils, Student Chosen Texts, Texts for Guided Reading
(Chapter 13 from
Watsons
and The Sniper)

Today we will:
practice making pictures in our minds
So we can:
live in the world of the books were reading.
We will know we have it when: w
e are able to write down what we see as we are
reading.
SOL:
8.5 m) Use reading strategies to monitor comprehension throughout the reading
process.
So far in this unit we have been looking at how we get personally involved in
reading, how we monitor ourselves to make sure we understand. We have also
practiced writing down the thoughts we have while we read. Today we will
practice making pictures in our minds to help us live in the world of the books
were reading.

Close your eyes and try to see what the author is describing.
TTW address the entire class in a read aloud/guided reading that has purpose.

Would anyone like to share an image seen while I was reading?


How many of you had a hard time picturing things while I read?

Direct
Instruction
(Strategies):
Here is how you
do it.

Today, we are going to see how making a picture in our minds [or a mental image
or a movie] helps us understand what we read. Making a picture this way is called
visualizing. You may discuss the relation of the word visualizing to vision. A
good reader will create a vision of the scene or characters or the action that the
author is describing. Let me show you what I mean (teacher models). I am going
to show you how I think when I am trying to create a picture in my mind.
TTW demonstrate the imagining of details, using descriptive phrases,
such as:
I can see the colors
I think they are wearing
I think this place looks like
This reminds me of a place
They look like

Sometimes when I read a little further, my images will change


because of what the author has written and sometimes I will add to them as the
author adds more details.
TTW demonstrate with further reading and phrases such as:
Now I see
I didnt think it looked like
Thats exactly what I saw
Guided Practice:
Follow Me
to
include
formative
assessments
(Check for
understanding)

Independent
Practice: Show
Me
(Evidence of
differentiated
instruction)

Resources

TTW read a new piece of text out loud.


TTW pause at pre-selected points.

What are you seeing right now?


**After Independent Practice:
TSW come together again as a class to share what they read and their process
thinking.
TTW facilitate during this discussion.
TSW share their images and how they created them.
It is time to our independent reading. Remember, our task for today is to write
down what we see as we are reading.
TSW work independently on the task.
TSW work in pairs/small groups to confer with each other on the skill/task and
take notes in their daybooks.
TSW take turns reading, taking breaks at the end of each paragraph to write down
what they see as they are reading.
Gillison, N., Gonzalez, K., Levy, S., & Ramos-Alamo, S. (n.d.). Launching the
Reader's and Writer's Workshop: What Do Readers and Writers Do? Retrieved
June 19, 2016, from
http://schools.nyc.gov/documents/d75/literacy/uos/middle/MS_Unit_1.pdf

Mansaray, H. (2013, May 22). Nine Strategies for Reaching All Learners in English
Language Arts. Retrieved June 18, 2016, from
http://www.edutopia.org/blog/stw-expanded-learning-time-individualized-learnin
g-hassan-mansaray
Thomas, A. F. (n.d.). The Effects of Implementing a Reading Workshop in Middle
School Language Arts Classrooms. J
ournal of Instructional Pedagogies.
Retrieved
June 20, 2016, from http://www.aabri.com/manuscripts/121166.pdf
Turner, K. H., & Hicks, T. (2015).
Connected reading: Teaching adolescent readers
in a digital world
. National Council of English Teachers.

Urbanski, C. D. (2006).
Using the workshop approach in the high school English
classroom: Modeling effective writing, reading, and thinking strategies for student
success
[Kindle]. Thousand Oaks, CA: Corwin Press.