Reading Plan

Lesson Title: Close Reading of Maria Campbell’s “Jacob” Grade: 12U Subject: History Strand: Location: Any

Reading Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
Students will be completing a close reading of Maria Campbell’s “Jacob”. Students will be introduced to who the Road
Allowance people are and reading a story that ties specifically to the module topic of residential schools. The class will
first read the story together aloud as the story provides a unique challenge of being written as it was spoken. The
students will complete a close reading chart as they go through the story as a class and then independently.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
D3. Diversity and Citizenship: analyse challenges facing various groups in Canada between 1867 and 1945 as well as the
contributions of various groups and individuals to the development of identity, culture, and citizenship in Canada
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
D3.3 explain the significance of “status” for
First Nations people, their identity, and their relationships with governments in Canada during this period
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

● how to close read a given source
● how to analyze texts for meaning
● to make connections to my prior knowledge
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: connect the topics, themes and meaning from the reading to prior learning
I can: analyze a text for meaning
I can: explain how various aspects of the text are used to convey meaning (pictures, language etc.)
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Written Close Reading Chart Phase 1 Close Reading
Assessment As Learning Written Close Reading Chart Phase 2 Close Reading
Assessment Of Learning Written Close Reading Chart Phase 3 Close Reading
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*completed the timeline activity
*any previous knowledge students should have from their grade 10 history course
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
● how “Jacob” is read can be adapted to meet the classrooms need such as reading aloud as a group and then
reading independently, or having the class break into groups to read
● the close reading could also be completed as a class with chart paper and post it notes
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Close reading
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Student close reading handout
● “Stories of the Road Allowance People”
Learning Environment (grouping; transitions; physical setup)
Anywhere where students
Cross Curricular Links
English
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
*Handout close reading chart and explain what the *Look over the handout, ask for clarification if
class is doing and how to complete the chart needed
*Explain who the road allowance people are *Listen and take notes in Phase 1
*As a class read the story “Jacob” aloud (note: *Complete Phase 1 and revisit the story
reading aloud is preferable as the story is written in
the spoken language and can be confusing to not
hear aloud)
*Have students complete Phase 1 of the chart
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
*Have students read “Jacob” again independently *Read quietly and complete Phase 2
and complete Phase 2 *Ask questions if needed
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
*Have students complete Phase 3 of the chart, *Fill out Phase 3 and revisit the story
students should be reading the story thoroughly *Refer to the timeline
still *Turn and share, add to chart
*Remind students that they can refer to the
timeline on the wall
*After students have completed Phase 3 they can
share with a classmate and build on their notes
Extension Activities/Next Steps (where will this lesson lead to next)

This reading activity will lead into an activity that focuses on the story of Chanie Wenjack through Gordon Downie’s
“Secret Path”.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013