EDLA

519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Wonder by R.J. Palacio
Week 1:

1.

Outcomes

EN3-1A
Communicates
effectively for a
variety of audiences
and purposes using
increasingly
challenging topics,
ideas, issues and
language forms and
features


EN3-3A
Uses an integrated
range of skills,
strategies and
knowledge to read,
view and
comprehend a wide
range of texts in
different media and
technologies

Designing, Selecting and Sequencing Activities

Ss have not yet read the novel Wonder by R.J. Paclacio; this will be done in class. The
book will be read during lessons and during silent reading time. The intention would
not be to complete the novel- the focus is more on developing reading strategies.

Before the lesson: T ensures that all Ss have a copy of the novel.
T asks Ss to come and sit on the floor. T asks Ss to bring out their copy of the novel
Wonder. T asks Ss, that without looking at the back of the book, to look at the front
cover of the novel and predict what the story might be about. T explains that for the next
2 weeks, the novel Wonder will be the focus for the activities that they will be
completing.

T reads through chapter 1 and 2 of Wonder (getting the Ss to follow along with their own
copies) (Shared Reading). T then goes back to the start of the novel and hands out a
copy of chapters 1 and 2 (on paper) to each of the students. T explains that with their
shoulder partner, Ss are going to read through the chapters again and highlight any key
words within the novel (words that are important or words that they dont know). T
models this concept on the board, highlighting a word in the text e.g. petrified (Modelled
Reading). T will go around to different pairs and assist Ss in reading the chapters to find
the key words within the text (Guided Reading).

Once Ss have completed that, using the SMART board, T created a word wall (Building
knowledge of texts) with all the different key words that the Ss found. Ss are then told
to go back to their desks to get ready for the next lesson.

After the lesson: T will cut up and laminate all key words and display them on the word
wall display to be used for the next lesson.

Resources

- Wonder by R.J.

Assessment

- Observation of Ss

Palacio
-

28 x copies of

completing tasks
-

Observation of Ss

Wonder by R.J.

participating in class

Palacio for Ss

discussion (EN3-1A)

SMART board

Highlighters

Anecdotal Records
of Ss finding key
words within the
text (EN3-3A).

Observe Ss
identifying and
summarising key
ideas and
information (EN3-
1A)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Homework Menu Board- Ss are to read 2 chapters of the novel for homework

Differentiation: T provided clear and concise instructions- these instructions are written
on the board in simplified language that is at the students level (Kuhs, Johnson, Agrso,
Monrad, 2001).
2.

Before the lesson: T will cut up and laminate all key words and display them on the word

wall display to be used for the next lesson.
EN3-3A

Uses an integrated
T asks Ss to come and sit on the floor. T asks Ss what they focused on in yesterdays
range of skills,
lesson. T explains that they are going to read through chapter 5 and 6 of Wonder.
strategies and
T will then bring Ss attention to the word wall, where the T has placed all the key words
knowledge to read,
from yesterday. T will pick different Ss to read through the different key words from the
view and
word wall (Building knowledge of texts). T explains that Ss are to go back to their desks
comprehend a wide and with their desk partner, look up the definitions of the key words on the word wall. Ss
range of texts in
will do this for 5- 10 minutes.
different media and
technologies
T will then stop Ss and explain that using those key words they have 10 minutes to write

a summary of chapters 5 and 6 of the novel. Ss will then pass their summary to their desk

partner who will read the summary and edit it.



T will then pick certain Ss to read their summaries in front of the class. Ss are then told to
get ready for the next lesson.

Homework Menu Board- Ss are to read 2 chapters of the novel for homework

Differentiation: T provided clear and concise instructions- these instructions are written
on the board in simplified language that is at the students level. EAL/D students will work
with the T to write their summary- they will only focus on chapter 5 of the novel.
Matthew and Lucy will be provided with a visual task card and put with a partner who
will assist them if they are struggling (Kuhs, Johnson, Agrso, Monrad, 2001).

Laminated Key

Observe Ss

words

identifying and

28x Dictionary

summarising key

English Books

ideas and

Wonder by R.J.

information (EN3-

Palacio

1A)

28 x copies of

Observation of Ss

Wonder by R.J.

participating in class

Palacio for Ss

discussion (EN3-1A)

Anecdotal Records
of Ss completing
their summaries of
the chapters (EN3-
3A).

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3.

Summarising;

T will ask Ss to move into their literature groups. T will then provide each literature group
EN3-3A
with a laminated event from chapter 6 from the previous day. Silently, Ss will need to put
Uses an integrated
the 8 events into chronological order. Once in order, T will ask Ss to come and sit back on
range of skills,
the floor.
strategies and

knowledge to read,
T will spend 5 minutes with the class on the floor reading through chapter 9 of Wonder
view and
(Shared Reading). T then explains that Ss are going to get into their literature circles
comprehend a wide where they will be reader detectives. T first models what each group will be completing.
range of texts in

different media and Ss will highlight the key words (as shown in last lesson), look for the 5 Ws (Who, When,
technologies
Where, What, Why and How), create a central idea and include the authors purpose. T

will write these 4 steps on the whiteboard so that Ss are able to see it throughout the

whole lesson. T will model this task-using chapter 9 of the book (Modelled Reading).



T will explain that Ss will be focusing on summarising a chosen chapter from the novel. T

will explain that they are going to pack the suitcase (see resources tab) (One Extra
Degree, 2012). T will give the different literature circle groups a manila folder with a
picture of a suitcase on the front. Ss will be given a number of cards (shaped like a piece
of clothing- see resources tab), which they will use to write down the main ideas of the
chapter.

Ss will then move into their literature circle groups. Ss will spend the first 5 minutes
choral reading chapter 10 of the novel (Interactive Reading). Ss will take turns reading a
line each from the chosen page. Ss will then, in their groups complete the 4 tasks
explained previously by the teachers. Ss will put their brainstorm onto a piece of
cardboard, which will be displayed, around the room.

T will choose one group over the next 3 lessons that they will work with. T will read with
the group and assist the group in the summarising task (Guided Reading).

T will then ask the class to come back together on the floor. The groups will get up one at

-
-

-
Wonder by R.J.

summarise a text

Palacio

and evaluate the

28 x copies of

intended message

Wonder by R.J.

or theme (EN3-3A)

Palacio for Ss
-

Observation of Ss

Manilla folder

participating in class

with suitcase

discussion (EN3-1A)

(see resources

Observe Ss

Anecdotal Records

tab)

of Ss structuring

Cards (shape of

their summaries of

cloths)- see

the chapters within

resources tab

the novel (EN3-3A).

Whiteboard

Mirror

towards the end of

application for

the lesson about

IPads

their understanding

IPads

of summarising a

SMART board

text (EN3-3A)

T will interview 2 Ss

T will collect work

samples from Ss to
ensure
understanding
(EN3-3A)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

a time and explain their summarising steps. Ss will use the mirror app on the IPad to
display their work on the SMART board.

Homework Menu Board- Ss are to read 2 chapters of the novel for homework

Differentiation: T provided clear and concise instructions- these instructions are written
on the board in simplified language that is at the students level. T provides Matthew,
Lucy, Samir and Jack with visual task cards. Both turn-around talk and literature circles
will assist Samir and Jack with their oral language development (Kuhs, Johnson, Agrso,
Monrad, 2001).

4.

Questioning:

T will spend 5 minutes with the class on the floor reading through chapter 13 of the

novel Wonder (Shared Reading). T then explains that Ss are going to get into their
EN3-3A
literature circles where they will be reader detectives. T first models what each group
Uses an integrated
will be completing.
range of skills,

strategies and
T will model this task-using chapter 6 from the novel. (Modelled Reading).
knowledge to read,

view and
Ss will participate in a Think Aloud in their groups, questioning different parts of the text
comprehend a wide e.g. what could that word mean? (Code breaker) What will happen next? (Text
range of texts in
participant) Why is it structured this way? (Text user) What was the authors purpose?
different media and (Text analyst) (Tompkins, Campbell and Green, 2012). T will give Ss a poster, sectioned
technologies
into two categories. Using the questions stated above, Ss will use post it notes to write

what they infer about the text.



T will explain that Ss will be focusing on questioning, using a chosen chapter from the
novel. To introduce inference questioning, T will give Ss a mystery box (The Inspired
Apple, 2011) with an item from the first 13 chapters of the book. The T will pass the box
around and Ss are able to listen to the sound of the mystery item. Ss will each be given
an IPad and will be told to go to the poll app. Ss will be given allowed to ask 10
questions. After the 10 questions, students will submit what they think the item is

analysing and

Wonder by R.J.

evaluating the way

Palacio
-

inference is used in

28 x copies of
Wonder by R.J.
Palacio for Ss

a text (EN3-3A)
-

Mystery Box

Mystery Item

IPads

Poll application
for IPads

Post it notes

Table on
Cardboard for

Observation of Ss
participating in class

students
-

Observation of Ss

discussion (EN3-1A)
-

T will interview 2 Ss
towards the end of
the lesson about
their understanding
of creating
inferential
questions about a
given text (EN3-3A)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

through the poll, which will come up on the SMART board. The T will then reveal what
the item is and highlight the different type of questions that the student asked to find
the hidden item.


What the Text said:
I can Infer:






Ss will then get into their literature circle groups. Ss will spend the first 5 minutes choral
reading chapter 14 of the novel (Interactive Reading). Ss will take turns reading a line
each from the novel. Ss will then, in their groups write down the questions that they
think of when reading the text.

T will choose another group to work with. T will read with the group and assist the group
in the activity (Guided Reading).
T will then ask the class to come back together on the floor. The groups will get up one at
a time and explain the different types of questions that they thought of. Ss will use the
mirror app on the IPads to display their work on the SMART board.

Homework Menu Board- Ss are to read 2 chapters of the novel for homework

Differentiation: T provided clear and concise instructions- these instructions are written
on the board in simplified language that is at the students level. T provides Matthew,
Lucy, Samir and Jack with visual task cards. The literature circles will assist Samir and Jack
with their oral language development (Kuhs, Johnson, Agrso, Monrad, 2001).
5.

Clarifying:

T will spend 5 minutes with the class on the floor reading through chapter 17 of the

novel (Shared Reading). T then explains that Ss are going to get into their literature

circles where they will be reader detectives. T first models what each group will be

each literature

T will collect work

circle group

samples from Ss to

SMART board

ensure

IPads

understanding

Mirror

(EN3-3A)

Application

-
Wonder by R.J.
Palacio

Observation of Ss
completing tasks

Observation of Ss

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

-
EN3-3A
completing.
Uses an integrated

range of skills,
T will model this task-using chapter 17 from the novel. (Modelled Reading).
strategies and

knowledge to read,
T will explain that Ss will be focusing on clarifying, using a chosen chapter from the novel. -
view and
Ss will be given a poster and will be asked to choose 4-5 events that occurred throughout -
comprehend a wide chapter 17 of the novel. The T will show Ss that they will create a storyboard of events.
-
range of texts in

different media and

technologies
-



-


The Event Why did this happen? It happened because Which resulted in
In each box, Ss will draw an illustration and a clarification question or statement for each
chosen event. In their literature circle group, Ss will be allocated roles. These include:
1. Director
2. Questioner

3. Clarifier
4. Scribe
5. Planner/ Time Keeper

Ss will then get into their literature circle groups. Ss will spend the first 5 minutes choral
reading chapter 18 of the novel (Interactive Reading). Ss will take turns reading a line
each from the novel. Ss will then, in their groups have grand conversations, discussing
and clarifying why certain events occur in the text.

T will choose another group to work with. T will read with the group and assist the group
in their clarifying (Guided Reading).

T will then ask the class to come back together on the floor. The groups will get up one at
a time and read out their different clarification statements. Ss will use the mirror app on
the IPad to display their work on the SMART board.

28 x copies of

participating in class

Wonder by R.J.

discussion (EN3-1A)

Palacio for Ss

T will interview 2 Ss

SMART board

towards the end of

IPads

the lesson about

Mirror

their understanding

Application

of creating

Poster with Story

clarification

board

questions for a

Labels (for

given text (EN3-3A)

individual roles)

T will collect work

samples from Ss to

ensure
understanding
(EN3-3A)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Homework Menu Board- Ss are to read 2 chapters of the novel for homework

Differentiation: T provided clear and concise instructions- these instructions are written
on the board in simplified language that is at the students level. T provides Matthew,
Lucy, Samir and Jack with visual task cards. The literature circles will assist Samir and Jack
with their oral language development (Kuhs, Johnson, Agrso, Monrad, 2001).