Bridgewater

College Teacher Education Program Lesson Plan

Name: Kelly Grieco
Subject/Grade Level:

Lesson Title:

Unit:

Date or Lesson #:

English, 6th Grade

Slurping Strategies

Reading Strategies

9.10.15

Virginia SOL/National Standard:

6.1 The student will participate in and contribute to small-group activities. 6.2 D The student will paraphrase and
summarize what is heard. 6.4 C, D, F The student will use context and sentence structure to determine meanings and
differentiate among multiple meanings of words. Students will identify and analyze figurative language. Students will
extend general and specialized vocabulary through speaking, listening, reading, and writing. 6.5 A, E, I The student will
identify the elements of narrative structure, including setting, character, plot, conflict, and theme. The student will use
prior and background knowledge as context for new learning. The student will identify and summarize supporting details.
6.7 C, I The student will organize writing structure to fit mode or topic. The student will revise sentences for clarity of
content including specific vocabulary and information.
Measurable Lesson Objective(s): (Written on board for students to see)
Overall, aiming for students to improve on recognizing reading strategies they already implement when reading.

TTQA Students will organize structure to fit the topic and clarify content with 100% accuracy.
Reading Zone Students will read a novel of their choice for comprehension and understanding. Students will show this by
responding to a prompt / question and recording that response on their bookmark page.
Entrance Slip of Reading Strategies Students will access schema to draw conclusions about the reading process to the
best of their ability.
Read Aloud Students will listen for figurative language, use reading strategies, and listen for story elements to help guide
comprehension and responding.
Mini Whiteboard Group Activity Students will show comprehension, in pairs, of the story using questioning, evaluating,
connecting, and summarizing; getting 4/6 correct.
Journal Students will expand vocabulary by defining, with help, different reading strategies with 100% accuracy.
Materials/Technologies/Resources Needed:
Literature books (class set), YouTube access, visual aid access via Smart Board
Assessment (Formative and/or Summative):
Formative Turn The Question Around (TTQA) Slip
Recorded formative assessment of reading strategies prior to read aloud and strategy activity. (Entrance slip)
Noting student participation in group activity and noting quality of answers given when working in groups. (Formative
whiteboard group activity)


Anticipatory Set (Hook & Agenda):
Youtube clip of poor table manners. Open with a few interesting questions: Have you ever been told to chew with your
mouth closed? or How do you eat your food when youre at home?
Teacher will:

Students will:

Play YouTube video(s)

Watch short video clip and answer

informal questions about using
manners. Connect with students by
asking them about how they are
expected to act when eating meals in
their house.

https://www.youtube.com/watch?v=HDT
B7jsc0UY
https://www.youtube.com/watch?v=mVt
06gKIfEU (Choose this one if time is
limited)

Accommodations/
Differentiation:

Anticipated
Time:

If the YouTube
10min.
video does not

work, still ask
students about
their eating habits
at home and what
they view as
proper. Do they
think their
surrounding
culture shares the
same view on
what makes
good table
manners?

Access /Review Prior Knowledge:

Entrance slip of reading strategies should recall terms students should be fairly familiar with. The hook should access prior
knowledge of table mannerisms common of in the American culture.
Teacher will:

Students will:

Pass out the entrance slip and display

visual of reading strategies list. Ask
students to complete the entrance slip to
the best of their ability.

Complete entrance slip to the best of

their ability, access prior knowledge of
reading strategies, and fill-in the blanks
on the page using visual of vocabulary
words.

Accommodations/
Differentiation:

Anticipated
Time:

If visual aid
technology fails,
write the reading
strategies for the
entrance slip on
the board.

10min.

Teaching Process & Modeling (Content is presented, accessed, or built)
Guided Practice & Checking for Understanding

Independent Practice:
Reading Zone, Read Aloud, Whiteboard Group Activity, Journal Entries
Teacher will:

Students will:

Reading Zone Administer reading zone

by asking students to take out
bookmarks, remind them to write down
what page they are beginning on for the
day, and have the student complete this
task before allowing them to scatter
around the room to read. Set timer for
twenty minutes. Read silently with
students or prep for next lesson step. Ask
students to find a stopping place in their
books once the timer goes off. Ask
students to write their stopping page for
the day in their bookmarks. Ask students
to answer responding question that will
be displayed on the Smart Board. Then,
remind students to place bookmarks
back in English folder in English section of
AVID binder.

Reading Zone Take out bookmarks and

write down the start page number for
that corresponding day. Reading silently
for 20min. Once reading zone is over,
write down stopping page for that day.
Respond in bookmark to the question
on the Smart Board. Put bookmark away
in English folder of English section of
AVID binder after having answered the
daily response question.

Accommodations/
Differentiation:

Anticipated
Time:

Help students who

do not have a
reading zone book
check one out so
that they can still
participate in the
activity.

25

YouTube and Read Aloud Prep students

for read aloud by beginning with hook
of YouTube video. Read All-American
Slurp to students. They should be
following along with teacher while she
reads. Each student will have a Literature
book. Teacher will ask informal questions
about tier 3 words and figurative
language within the story.

Students will watch YouTube clip.

Students will open Literature books to
All-American Slurp. Students will
follow along as teacher reads the story.
Students will answer informal questions
about figurative language and tier 3
words during the read aloud.

15

Whiteboard Group Activity Teacher will

partner students up with their elbow
buddy and pass out mini whiteboards.
Students should have their own expo
markers to work with. Teacher will use
questions from the read aloud text to
administer a challenge for the students in
their groups. Teacher will ask students to
write their answers on the small
whiteboards and hold their answers up
once the teacher is prepared to see
responses. Make sure to monitor how

Students will partner up with their

elbow buddy and use the whiteboards
provided to write responses. Students
should come prepared with their own
expo markers. Students will answer
questions by writing their responses on
the whiteboards and raising the board in
the air when instructed to by the
teacher. Students will be answering
evaluation, questioning, and content
questions from the read aloud. Students
will be practicing working together in a

25

well students work in groups.

small group as well.

Journal Entries For journal time,

teachers will display exact definitions of
reading strategy terms and ask students
to copy the notes in their English
notebook of the AVID binder.

Students will take out English journals

and turn to the page they are asked to
be on. Students will take notes on
reading strategies.

15 To the
End of Class

Closure: If there is time left for journal entries, remind students to put English journals back in the English section of
their AVID binder before packing up. Remind students of how we use reading strategies when we read, whether we
realize it all of the time or not, but we now will be working on labeling the skills we already practice.
Teacher will:

Students will:

Initiate the closure of journal time,

remind students that we already use
reading strategies, but now we are
labeling and naming said strategies
too.

Put English journal back in English

section of AVID binder and listen to
teachers final comments for the
lesson.

Accommodations/
Differentiation:

Anticipated
Time:

Change closing
tasks depending
on what point
we reached in
the lesson for
the day.

5min.

Declarative Summary Statement:

Overall, this lesson will help students improve on recognizing reading strategies, they already implement when reading,
and be able to put formal names to such strategies.
Activity If Extra Time Remains or Technology Fails:
Extra time will be put into working on journals and note taking. Technological delays will be resolved with hard copies of
all materials that would have been displayed electronically.
Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.