West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Bobbi Wiley Date: April 10, 2017

School: Winfield Middle School Grade/Subject: 6th grade
English/Lang. Arts
Lesson Topic: Review of 3 Reading Strategies: Click and Clunk, Think Aloud,
and Get the Gist

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES:

1.) Students will be able to identify the 3 reading strategies for reading
comprehension and summarization, along with steps for each.

2.) Students will be able to correctly apply the strategies to an informational

text using two out of the three previously taught, along with a summary.

WV CSOs:

ELA.6.R.C1.5 determine a central idea of an informational text and how its

conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgements.

National Standards:

NCTE/IRA 3 - Students apply a wide range of strategies to comprehend,

interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).

NCTE/IRA 1- Students read a wide range of print and non-print texts to build
an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary
works.

ISTE Technology Standards:

ISTE 1 - Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed
by the learning sciences.

Time Frame:
Overall Time - 60-minute lesson
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Time Frame 10- minute Instructional Review/PowerPoint

45-minute Reading Strategy Assignment
5-minute Question/Answer/Share

STRATEGIES:
Teacher led instruction, whole class discussion, whole class verbal
questioning, reading strategies, higher order thinking application, teacher
modeling, PowerPoint presentation, activation of prior knowledge, collaborate
and communicate with group, summarization, online article search.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS:

Accommodations will be made according to the various needs of students.

For this lesson, specific seating arrangements, extended time, written and
verbal instructions, and peer tutoring and discussion will be implemented, if
needed. Extra time will be granted for students in need of that modification.
Different learning styles will be accommodated through a variety of teaching
strategies that target the different types of learners, such as visual,
kinesthetic, auditory, interpersonal learners, intrapersonal learners, non-
strategic, high performing and low performing students.

PROCEDURES
Introduction/ Lesson Set
Since this is a review lesson, teacher will begin by activating prior
knowledge concerning the three reading strategies taught thus far.
Teacher will verbally ask, as well as display it on the PowerPoint slide,
what the three strategies are and why are they important. Teacher will
show slide that contains the characteristics of a good reader. Teacher will
further explain why reading is important to them and how it will help
them on tests, on assignments, in the future (college, careers) and for fun
(reading for pleasure).
Teacher asks for volunteer to tell their definition of reading strategies.
Teacher, then reads the actual definition of a reading strategy.
If students are successfully demonstrating recognition of strategies (click
or clunk, think-aloud, and get-the-gist) and answer questions, teacher will
move on to next slides. The next slides review the strategies and their
steps. Teacher will ask questions concerning steps and what is involved in
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

each step, such as in get-the-gist strategy what must you determine first?
How long is a get-the-gist statement?
Teacher will have a whole group discussion on review of strategies and
talk about prior instances and examples of when students have used
such strategies. Teacher will also take time to choose a few volunteers to
tell which strategy they feel like they will have the best success with on
future assignments /exams.
Teacher will ask for thumbs up if everyone feels ready to move on to
assignment or thumbs down if they need more review time. If majority
give thumbs up, teacher will progress on to assignment.
Body & Transitions:
Students will be asked to get into their EBA groups.
Teacher will inform students of Internet safety and using reliable sources.
Students will utilize the Internet to search and select an informational
article from a reliable source and print it out for this activity.
Teacher will inform them that they will be utilizing two of the strategies
for this assignment. One will be the teachers choice and the other will be
a strategy they select from the remaining two that was reviewed today.
Teacher will read aloud the first article in which the teacher chose for the
students. It is an informational article on the African American poet,
Gwendolyn Brooks. Students will be instructed to follow along, as teacher
reads.
Teacher will then instruct students to write a 4-5 sentence summary
(remembering what they know about summaries) on this article. They will
utilize the get-the-gist reading strategy for this article (acknowledging
whether the article is about a who or what and then choosing the
most important fact about the article and writing a statement using only
10 words or less to sum things up).
After this activity is completed, the teacher will announce that each group
read the article themselves this time and use one of the remaining two
reading strategies to work through the article (Think-aloud or click or
clunk).

Closure:

Teacher will collect papers from each group and go around asking each
group what strategy they chose and why.
Teacher will ask if anyone has any questions or comments. Teacher will
answer any question and provide feedback to comments.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher will recap todays lesson and restate why reading strategies are
so beneficial.

ASSESSMENT:

Diagnostic:
To assess prior knowledge for this lesson, the teacher will ask students what
they remember about the three reading strategies, the think-a-loud strategy,
click-or-clunk, and get-the-gist. This is important for students to understand
while participating in todays lesson. Teacher will ensure understanding of
elements before moving on with lesson. Teacher will assess readiness to
learn by asking class which strategy is most useful to them, why is reading
strategies important, and what are the strategies. This will inform the
teacher of how much students retained from the previous weeks. Teacher will
ask them about online use and safety, as well as reputable sites for
searching information. Teacher will watch for facial cues of acknowledgement
and also of confusion. If there are no signs of confusion and students are
answering correctly and offering good feedback, teacher will move on to
lesson. (Objective 1)

Formative:

During the lesson, the teacher will assess students continuously in many
different ways. During teacher led instruction and questioning, the teacher
will be observing facial ques for looks of interest, comprehension, confusion,
boredom, blank stares, and disengagement. This will tell the teacher who
and how many are understanding the material. Teacher will also be listening
for correct answers and how complex they are in depth. Teacher will engage
students in responses such as, why do you think that? Which strategy do you
think you will benefit from most and why? Teacher will also provide wait time
for answers and encourage and lead to the correct way of thinking. Teacher
will be particularly assessing whether or not students understand using the
three reading strategies. The teacher will walk among students as they are
working collaboratively and listen to the group discussions and to observe
them as they utilize their strategies. Questions and feedback will be provided
if needed from students. Again, teacher will be looking for facial cues, body
language, raised hands, and struggling students, along with those hard at
work. As I walk among students, I will be making sure students are on task
and properly using strategies while reading and applying them to the articles
(Objectives 1 and 2).

Summative:
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Assessment will continue throughout the closure of the lesson. Assignments

will be checked for understanding of their collaborative work and how they
applied the strategies. At the end of the lesson students will have an
opportunity to share what they learned from todays lesson and tell which
strategy they chose and why. We will do another whole group recap and
review in hopes thats students have mastered the concepts. The teacher will
ask again about strategies, reminding them they can be used with other
texts, assignments, exams, and fun. The teacher will be looking for use of
the strategies on both articles and if the strategies were applied correctly
based on the group work. Teacher will also be looking for a summary with the
most important facts summed up in each article with no meaningless details.
(Objectives 1 and 2)

MATERIALS:
Paper
Pencils
Internet
Computer
ELMO
PowerPoint
Printers

EXTENDED ACTIVITIES
If Student Finishes Early:

If a student finishes early he/she will be instructed to use the last reading
strategy reviewed today and apply it to either one of the articles.

If Lesson Finishes Early:

If students finish early, they too, will be instructed to use the last strategy on
either one of the articles in their EBA groups.

If Technology Fails:
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

If technology fails, I will utilize the whiteboard for

directions/explanations/examples, and I will have a copy of my slides printed.
I will also have the students instead of researching and finding their own
informational article, I will have the Gwendolyn Brooks article for them to use
all three strategies on during the assignment.

Resources:

I adapted my plan using and borrowing ideas from the following resources:

http://teacher.depaul.edu/Reading_NONFICTION_Grade7.html

www.readingrockets.org

http://www.teacherspayteachers.com/Product/Informational-Summarizing-

(for summary rubric)

Post Reflection:

This lesson went well, because it allowed the students an in-depth review,
which I feel like students dont receive much in the class, due to such busy
schedules. Because spring break is next week and Friday is a fun day, (with
expected absences) this is a review week. I thought this was an important
lesson, as their end of the year testing is coming up in a month and their
STAR test is tomorrow. Each will be testing reading comprehension, so these
strategies are very relevant to them. I really tried to stress the steps, so they
would be used to utilizing them when it came time for assignments, tests,
and book projects. I also tried really hard to show them the importance of
reading, strategies, and comprehension. I tried to apply it to their life now
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

and life in the future. I told them that I still use reading strategies and have
an inner dialogue while taking tests, doing assignments, and reading for fun.
On this lesson, I did notice how long transition times take when moving
students about. I really didnt include this in my initial plan and will be
something I improve on in the future. Another thing that doesnt happen
much with this particular group of kids was access chatter in the groups.
Usually they are pretty good about getting their work completed with
minimal chatter. Today, I had one group that was very off topic and very
talkative. I was helping one group and noticed out of the corner of my eye,
the group was off task, and speaking excitedly about something else. I
simply walked over and stood without saying anything. This simple act of just
standing over them, caused them to re-focus. They actually saw me walking
towards them and quickly got back to discussing the assignment. I stood
silent a few seconds, and then asked them a couple of questions about their
strategy for their article. One other time, I had to approach and re-focus
them, but after that, they worked together and completed the task. Overall,
the students seemed to like the assignment, especially the click-or-clunk
strategy. When asked which strategy they thought would benefit them best, I
was surprised to see such a mixed review. All three strategies were
mentioned, with click or clunk having the most mentions. I feel this lesson
was successful, especially when hearing the kids say they were going to be
using the strategies.

Lesson objectives and student outcomes:

I felt like I exceeded standards, because my objectives/outcomes were

clearly written and clearly stated, concise, measurable, and appropriate to
the lesson. After the assignment, I could clearly see whether or not the
students understood the reading strategies and how to use them correctly. I
could also see how much they knew while reviewing the lesson, because
students knew the answers. My objectives were aligned with the WV State
standards, National English Standards, and the ISTE technology standards.

Design of Lesson and Pedagogy:

I felt like I exceeded standards in this category as well, because my lesson

plan was well thought out, planned, and organized in a way that would meet
and benefit the learning needs of my students. It contained the necessary
three parts of a plan, the introduction, body, and closure. I utilized each
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

section to the fullest by beginning with activation of prior knowledge,

instruction and assignment with higher order thinking questions and
feedback, and last by a good review and recap. The strategies were
designed to address student engagement by asking them questions, asking
for volunteers, collaborative work, and by allowing them to have a choice in
the articles and strategies. I promoted critical thinking and problem solving
by having them to apply the strategies. This shows that they not only knew
the strategies, but could utilize them in a productive way. It was a multi-step
assignment, which covered the sequencing of meaningful activities. There
was a balance of small, large, and individual work from reading, listening,
contributing, sharing, applying, and researching. This lesson supported the
objectives and outcomes in a successful way, because my students overall
did very well. This plan was designed with me, the teacher, using technology
via the computer, PowerPoint, and teacher demonstration of an article search
and reliable sources. On the students end, technology included, them being
safe online, researching possible informational online articles, utilizing
reliable sources, selecting and printing an informational article.

Content Knowledge:

I think I exceeded expectations in my area of English content knowledge. I

began the lesson with activation of prior knowledge, especially since this was
a review lesson. My lesson activities reflected current objectives, because I
expected them to fully know what the three strategies were, be able to
define them and provide the accurate steps, as well as applying the
strategies to an information text. I also really reiterated the future learning
objectives in a way that reinforced the importance of using the strategies in
the future for school, life, college, career, and fun. The strategies are very
important in acquiring reading comprehension skills and all subjects benefit
from students proficient in these skills.

Understands Characteristics of Students:

I would also rank myself as exceeding expectations in this category too. This
plan was developmentally appropriate for sixth graders, and provided them
an array of activities. They read, followed along while I read, searched for
informational texts, applied strategies to informational articles twice,
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

collaborated with others, volunteered, asked questions, answered questions,

wrote a summary, and used prior knowledge. It motivated them in a way that
appealed to their likes/interests, via technology, group work, and allowing
them to have a choice on choosing article of interest and strategies. This
was a great lesson in appealing to the needs of all learners, there was
something for everyone. I offered visual images (PowerPoint) for visual
learners, I also gave verbal directions and discussions for the auditory
learners, group work for interpersonal learners, groups for low achievers,
critical thinking and application for high achievers, I also allowed for longer
wait times when waiting for student responses.

Assessment:

I thought this lesson exceeded standards in this category, because all of my

assessments were aligned with the National, State, and Technology
standards. I used diagnostic assessment to discover if my students
remembered the prior lessons and still define and list steps of reading
strategies. I also asked them why these strategies were helpful and why and
how they will use them in the future, along with which ones they think will
benefit them the most. I explained in my plan that if there is any confusion or
lack of understanding, I would not move on until explained further. I felt they
were ready to move on, so I gave them the assignment. During the
assignment, I walked among students observing and listening. I stopped by
each group to ask them questions and offer feedback, as well as answering
any questions.
For the summative assessment, I collected everyones group work and
assessed to see if the strategies were applied correctly, if the get-the-gist
statements were under ten words and correct, and the summaries contained
condensed most important facts.

Management of classroom time:

 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

I would give myself an exceeds standards in this category, because even

though transitions took longer than anticipated, the lesson and activity was
completed and successful. I also implemented a skill that would save some
time, by reading the first article while they followed along. My plan had a
clearly stated time management frame. I also had a backup plan in case a
student or students finished early or if the whole class finished early. I also
had a backup technology plan in place in case of failed technology.

Technology:

Technology time and access are very limited for my students at this school. I
did the best with what was available and the amount of time I had. The
technology was developmentally appropriate for sixth graders and gave
them a chance to learn about and use internet safety and search for reliable
sources while searching for an informational text. The lesson aligned with
ISTE standards and expectations. It was also aligned with WV next
generation standards in a way that enforced communication. This lesson
provided me, the teacher, to use technology during instruction, as well as
demonstrating and modeling for students. It also presented the students with
interaction online and with safety, searching, research, and application.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Rubric for summary:

Data Analysis:

For this assignment, there were 6 groups with 4 students. After reviewing, all
groups chose an informational article that was appropriate and fit criteria for
this assignment. 3 out of the 6 groups scored a 4 on the rubric scale on their
summaries. 2 groups scored a 3 on the rubric scale, because they had the
most important facts, but still had a couple of unnecessary facts. Then I had
1 group to score a 2, because they had some good main facts, but had other
unimportant ideas that didnt show the structure of the text. I gave 4 points
to the top scoring group, 3 points to the next scoring group, and 2 points to
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

the lowest. For the get-the-gist statement I looked at each groups

statement. For a rubric, I simply used the slide that told about get-the-gist. I
graded on whether they used 10 words or less and implemented the most
important fact that sums up the article, and told if it pertained to a who or
a what at the beginning of the gist statement. 2 out of the six groups got
the highest points for this, scoring an additional 5 points, the other 4 groups
received 4 additional points, because their gist statement contained 10
words or less, but didnt contain the most important facts that sum up the
article. The expectation for get-the-gist statement was a sentence that
contained Gwendolyn Brooks was _________________. They could fill in the
blank with either a famous African American Poet, poet laureate of the
United States, a successful African American poet, an award winning African
American poet, or something that resembles these phrases. Only two of the
groups mimicked the expectations, the other 4 were close, but added
unimportant facts that summarized the article. For example, one group
stated: Gwendolyn Brooks was a poet who died of cancer.

In the future for decision making, this assignment tells me that the students
are capable of using the strategies in the future, but should continue to
practice their summaries and knowing what the most important facts are in a
text. This activity was great practice and I saw improvement from their last
summarizing activity.

There is not much diversity in my classroom. All are high achieving students
with no type of IEPs or 504 plans. Even the culture diversity and ethnicity is
lacking among students. I have one Asian male student and one African
American female student. I see no difference in their learning styles, needs,
or academic work. They are both high achieving students, who did well when
placed within their groups for this lesson. They were both in the top scoring
points for this assignment.

Reflection:

For my reflection, I wrote some thoughts I had concerning the lesson after it
was taught and carried out to fruition. I also did the 10-point rubric, which
was very helpful for me to grade myself and hold myself accountable for
things that I should have done, could have done better, or things I did really
well. It also allows me to better my teaching for the future. I provided
detailed explanations and examples under the categories. I discussed things
I did well and things I need to improve on. I talked about working with
technology the best way I could because of my limitation. I talked about my
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

time frame management and lack of transition planning. This will be

something I plan extra for in my next lesson, and try to limit as many
interruptions as possible.

Professional Practice:

I feel as I should receive an exceeds standards under professional practice,

because I submitted this plan on time and it contained all identified
components. It followed the WVSU format correctly and sequentially. It
included a reflection and data based decision making. To my knowledge
there are no grammar or spelling errors.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)