Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
I. Performance Objectives (a bulleted list of Learning Outcomes use Webbs DOK chart or
Blooms Verbs/Wheel to identify verbs and nouns for student performance an
objective is a performance indicators what the student will be able to do as a result of this
lesson)
As a result of this lesson, the student will be able to
Analyze the elements of literature in The Outsiders by determining theme, plot, setting,
character, and point of view given the elements of fiction web accurately.
Interpret vocabulary words using context clues given Vocabulary Self-Collection Sheet
and The Outsiders novel proficiently.
Engage effectively in discussion using conventions of standard English given discussion
topics proficiently.
II. Instructional Materials
Student:
o The Outsiders Novel
o Vocabulary Self-Collection Sheet (80)
B. Development
1. In class, the students will be reading Chapter 9. Today I am going to tell the
students they can decide as a group how they would like to read the chapter from
the following choices:
1. Teacher read aloud
2. Partner reading
3. Silent reading
2. Period One will work on the attached Self Questioning questions (Buehl) while
reading Chapter Nine. They serve to assess a higher level of understanding for
period one because they are the honors class.
3. Periods two, three, and four will answer the attached comprehension questions
(Buehl) while reading Chapter 9. They will work in their groups to complete the
questions.
4. I will read aloud the comprehension sheet to period three. They are students who
struggle with comprehending text and reading aloud.
C. Closure
1. Be the Teacher: Students present three key ideas they think everyone should
have taken from Chapter 9. Students will work with their groups and turn in one
written response per group.
D. Accommodations / Differentiation (Have you made accommodations for
different learning styles, multiple intelligences, and learning readiness
levels, disabilities, and/or ESL/ELL? Specify what instructional
strategies you incorporated to differentiate, attach leveled activities,
describe how you will support various learning abilities, etc.)
2. I have differentiated my lesson by adapting the elements of
literature activities to meet the educational needs of my students.
In period three, the class is the lowest ranking academically in
Language Arts. I have provided them with a version of the web that
allows them to focus on the main terms of the elements of
literature. I will be able to provide them more specific instruction.
3. In period 2, I have a student DM who needs several reminders and
prompts to stay on task and complete homework. I will adapt my
instruction to include him more readily in discussion in order for him
to stay on task. By implementing partner reading, I am giving him
one on one time with another student to ensure participation with
the class.
4. In period 4, I have a student EH who requires emotional support in
the classroom. He has very negative comments about himself and
the situations we may be discussing. I will provide more direct
attention to the student while completing assignments to help him
remain focused and positive when referring to the novel.
E. Assessment/Evaluation plan
1. Formative: The students will be assessed on the elements of fiction
web. They will be graded by appropriate responses to the questioning the author or self
questioning sheet I have attached to this lesson plan. I will also be assessing their vocabulary
self-collection to ensure accurate depictions of the given vocabulary words from the novel. I will
be assessing active discussion participation by implementing the whip around in the introduction
to activate participation.
2. Summative: The students will be evaluated on the material from this
lesson on their post-test at the end of the unit including literary elements and vocabulary.
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on
students performance written after lesson is taught, includes remediation for students
who failed to meet acceptable level of achievement)
I have ten students who did not complete their assignment, so they received a zero on the
assessment. There is a large number of students in this grade that have trouble returning
assignments completed outside of class. I have implemented assignment book checks for my
students who are struggling to keep their schedules organized.
Unacceptable
Acceptable
Target
Didnt complete
Period One
26
Period Two
13
Period Three
11
Period Four
14
B. Personal Reflection
1. How can I incorporate more movement into this lesson? How could I have more
appropriately engaged the students in the reading?
1. I could have incorporated movement into this lesson by having them answer the
questions in stations after reading the chapter. This would have allowed them to support
each other and get up from their seats into motion.
2. I am trying to build my lessons upon the appropriateness for middle level learners. The
students responses were very well constructed and interested in the material and I was
very pleased with the responses to questioning the author and self-question strategies.
2. What could I have done to better assist my struggling learners?
1. I think the most trouble I am having with students in the classroom is the issue of the
students who do not return the work from outside of the classroom. I am going to try an
intervention with them to assist them with homework materials during the sixth period
enrichment and intervention.
VI. Resources
1. 40 Ways to Leave a Lesson. (n.d.). Retrieved September 17, 2015.
2. Buehl, D. (2011). Developing readers in the academic disciplines.
Newark, DE: International Reading Association.
3. Johns, J., & Lenski, S. (2014). Improving reading: Strategies, resources,
and Common
Core connections (Sixth ed.). Dubuque, IA: Kendall
Hunt Publishing Company.
4. Weiler, C. (n.d.). ELU 346: Lesson Introductions. Retrieved September
16, 2015.Chapter 9: Questioning the Author
Name
Period
2.
3.
4.
5.
Name
Period
Chapter 9: Self-Questioning
1.
2.
3.
4.