KaylieQuimby1

SandwichBookClubLessonPlan(Day1)
Subject:Reading

Activity:BookClub

th
Setting:4
gradesmallgroup

Date:10242016

#ofStudents:7

Time:11:30am12:00pm(30minutestotal)

StatementofObjective:
*Observable/Measurable(A,B,C,D)
*GLCE/IEP

ABCDobjective(s):

Studentswillorallyreadpartsofanarrativealoudtotheirpeersfluently
with80%accuracy.

Studentswillidentifyanddescribethesetting,characters,problem,and
resolutioninthestoryusinganorganizationaltoolasaguide.

Studentswillsummarizethenarrativeorallyandthroughwrittenexpression
tocreateaconvincingargumentwhythisnarrativeshouldberecommended
toapeer.

Accommodations
Objectivesarewrittenon
thewhiteboard
(Multisensorysupport)

IEPgoal:Studentswillreadonlevelproseandpoetryorallywithaccuracy,
appropriaterate,andexpressiononsuccessivereadings.
CommonCoreStandard:

Retellthroughconcisesummarizationgradelevelnarrativeand
informationaltext.(R.CM.04.02)

Selfmonitorcomprehensionwhenreadingorlisteningtotextby
automaticallyapplyinganddiscussingthestrategiesusedbymaturereaders
toincreasecomprehensionincluding:predicting,constructingmental
images,visuallyrepresentingideasintext,questioning,rereadingor
listeningagainifuncertainaboutmeaning,inferring,summarizing,and
engagingininterpretivediscussions.(R.MT.04.01)

Fluentlyreadbeginninggradeleveltextandincreasinglydemandingtextas
theyearproceeds.(R.WS.04.06)

Beenthusiasticaboutreadinganddosubstantialreadingandwritingontheir
own.(R.AT.04.01)

Materials:
*Preparedandorganized
*Availableforall

Opening:
*Gainattention/motivate
*Activatepriorknowledge
~Link/relate;assess;preparefornew
Learning(e.g.vocabulary)
*Stategoals/setpurpose
~Explaintask:why,what,how,andwhen
Forstrategies
*Cleardirections
Time:510minutes
Presentation:
Teacher:
*Varietyoflearning(T/S,S/S,S/T)
*Organizationalframework
~Construct,clarify,andlinkconceptsina
Meaningfulcontext
*Presentvisually,verbally,kinesthetically,
Realworld(e.g.LESH)

(ICANfluentlyreadpartofabookoutloudtomyclassmates.ICAN.find
thesetting,characters,problem,andresolutionofastoryandwriteitdown.)

BeingReadyposter

Notetakingsheet

BookClubbookoptions:

o
o

PerrywinklesMagicMatch(By:RossMartinMadsen)
TheMysteryMan(By:MargaretRyan)

1)Welcomestudents.
2)Brainbreak
3)ReviewwhatBeingReadylookslike.

Posterswillbeusedas
visualsupport.
Notetakingsheetwillbe
usedtoorganizeideas
formthestoryinto
categories.

Brainbreakscanrefocus
studentswithattention
difficulties.(Kinesthetic
support)

4)Reviewparticipationscorecards(Activatepriorknowledge)

BeingReadyposterhung
asareminder(visual
support)

5)Introduceobjectives.
Havestudentsrepeatobjectiveorally.(Activeparticipation)

Objectiveswrittenon
board(visualsupport)

1)Introducethetwobooksstudentscanvoteontoread.Mentionthatthebook
thatsnotpickedmaybeusedatadifferenttimelateron.
Havestudentsvotebycoveringtheireyesandraisingtheirhands.
Mostpopularvotewins.

Notetakingsheet
modeling(multisensory
support)

2)Explainhowthebookclubwillberun.
Eachstudentwillreadonepage.

Clearlydefined
directionsforwhattodo
inbookclub.

KaylieQuimby2
*Modelandthinkaloudtomakevisible
~Languagepractices/processes
~Learningstrategiesandadaptations(how,
Whenandwhy)
~Organization,relationships,andclues
*Transferofcontrol
~Studentsexplain,justify,clarify,etc.
*Cleardirections
*Checkforunderstanding
~Appropriatefeedback:praise,prompt
Probe/question(inZPD)
~Assess/errordrill
~Monitorandadjustinstruction
Students:
*Participation
~Overtandactive
~Instructionaldialogue,thinkaloud,
Explain,justify,evaluate,etc.
GuidedPractice:
*Activityrelatedtopresentation/objectives
*Activestudentparticipation
~Providerationaleforassignment
~Multisensoryandrealworld
~Instructionaldialogue
*Transferofcontrol
~Studentsexplain,justify,clarify,think
Aloud
*Checkforunderstanding
~Ensurehighsuccessrate
~Appropriatefeedback:praise,prompt,
Probe/question(inZPD)
IndividualPractice:
~Assess/errordrill
~Monitorandadjustinstruction
*Management/monitoring
~Scan,circulate,assess,support,praise
Time:1015minutes
Closing:
*Adequatetime
*Studentssummarizecontentand
accomplishments
*Assess/identifynewgoals
*Linktofuturelearning
Time:810minutes

Ifstudentsarentreadingtheymustbefollowingalongwhilethe
otherpersonisreadingusingtheirfingers.
3)Modelhowtousethenotetakingsheetforthebook.
4)Modelhowtoreadthebook.Teacherreadsthefirstpage.
Thinkaloud:Stopandmodelhowtofilloutbookclubnotetaking
sheetasthereaderisreadingorassomeoneisfollowingalong.
4)Callononestudenttoreadthenextpage.
5)Oncethatstudenthasfinishedthatpage,haveanotherstudentcontinuetothe
nextone.Teacherwillalsoreadthroughoutthetimeandoccasionallydropread
tomakesurestudentsarefollowingalong(informalassessment).
6)Studentswillcontinuetofilloutthenotetakingsheetandreaduntil11:50am.
Notes:
Informalassessment:

Teacherscansgroupforactiveparticipation&directionfollowing.

Askstudentstojustifytheiranswer.

Dropreading

Questionsattheendofthelessonthatcanbeansweredorallytocheck
forunderstanding.
Redirectbehavior:

Movingattentionawayfromdistractionandbacktopageor
worksheet.
Positivebehaviorreinforcements:

PantherPrideslips,reinforcementofdesiredbehaviors,praise.

Activeparticipation(scorecards

Whereverthestudentsareinthebookorworkbookhavethemstop(11:50am)
(Adequatetime)
1)Askquestions(Checkforunderstanding&Transferofcontrol):
1.
2.
3.

Whatdidwedotoday?
Whydidweusethenotetakingsheet?
Whocanstatethegoalfortodayagain?

ExitSlip:PleasewriteinCOMPLETEsentences.Remembertousecapitalized
lettersatthebeginningofthesentenceandpunctuationattheend.
1.
2.
3.

Whatwasthegoalofthelesson?
Whatcanyoupredictwillhappennextinthestory?
Whatquestiondoyoustillhaveaboutthisbookclub?

Turninslipsbeforeleavingtheroom.

Reflection:
1.
2.
3.
4.
5.

Wasmyfeedbackforstudentspositiveandspecific?
DidIleaveenoughtimetohaveanadequateclosingformylesson?
DidImakesureeveryonewasactivelyparticipatingthroughouttodayslesson?
Weremystudentsabletoidentifywhatourgoalwasforthelessonduringtheclosing?
Weremydirectionsclearanddirect?

Providedmanyvisual,
verbally,andkinesthetic
supports.(Goals,Being
Readyposter)

KaylieQuimby3