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VISION-SETTING

Intensive Reading Lesson Plan


Alexis Dennis, Freire Charter High School
Expedition 9 Lesson 1 (Monday, April 4)
OBJECTIVE
KEY POINTS
What is your objective?
What key ideas and understandings are
represented by this objective?
What knowledge and skills do students need
to access these key ideas and
understandings?
SWBAT define lesson vocabulary words to aid
1. Knowing the meanings of targeted
in their understanding of the lessons text
unfamiliar words can improve reading
comprehension by allowing students to
SWBAT summarize the text and answer
use context clues and direct vocabulary
explicit and implicit reading comprehension
instruction to make meaning of the
questions
text.
ASSESSMENT
Describe, briefly, what students will do to show you that they have mastered (or made progress
toward) the objective.
Attach your daily assessment, completed to include an exemplary student response that
illustrates the expected level of rigor.
Students will demonstrate progress towards mastering the objectives by identifying the new
vocabulary words in the text, as we read, and making meaning of each section through their
understanding of the words. Students will be given a homework assignment to reinforce and
review their vocabulary words by asking them to write a context sentence for each word. Lastly,
students will be quizzed next week on these vocabulary words and their definitions/ability to use
them in a complete sentence.
CONNECTION TO THE EXPEDITION
There are two focuses of this expedition:
1. Text structure: cause and effect
2. Reading strategies: CPR strategies for determining meaning of an unfamiliar word
The CPR strategies (context, parts of a word, and resource) describe tools students can use to
determine meaning of unfamiliar words in a text. Explicit vocabulary instruction will teach parts
of a word and resources available to students, allowing them the opportunity to practice building
context through their independent homework practice.
4. OPENING
MATERIALS
How will you communicate what is about to happen? How will you
communicate how it will happen?
How will you communicate its importance? How will you communicate
connections to previous lessons?
How will you engage students and capture their interest?
Exp. 9 Lesson
1 SMART
Begin with Do Now to activate prior knowledge about germs and
Notebook
bacteria, and preview theme of the expedition (unit)
slides
Engage students in topic and content by showing facts slides about
germs and bacteria
Require students to respond to previewing activity in written and verbal Vocabulary
chart/context
formats to ensure engagement and understanding
sentences WS
Passport

Intensive Reading Lesson Plan


Alexis Dennis, Freire Charter High School
Journeys
textbook
3. INTRODUCTION OF NEW MATERIAL
How will you explain/demonstrate all knowledge/skills required of the
objective, so that students begin to actively internalize key points?
Which potential misunderstandings do you anticipate? How will you
proactively mitigate them?
How will students interact with the material?
How/when will you check for understanding? How will you address
misunderstandings?
How will you clearly state and model behavioral expectations? Why will
students be engaged?

Explicit instruction of eight selected vocabulary words that are essential


to understanding the text for the lesson
Instruction includes: how to determine number of syllables in a word,
where to find the pronunciation of words (resources), part of speech,
and definitions
Students will copy information from the board, and use prior
knowledge and whole-class discussions to determine missing pieces

Exp. 9 Lesson
1 SMART
Notebook
slides
Vocabulary
chart/context
sentences WS
Passport
Journeys
textbook

2. GUIDED PRACTICE
How will students practice all knowledge/skills required of the objective, with
your support, such that they continue to internalize the key points?
How will you ensure that students have multiple opportunities to practice, with
exercises scaffolded from easy to hard?
How/when will you monitor performance to check for understanding? How
will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will
students be engaged?

Whole-class reading of text for the lesson


Students called at random to read portions of the text and summarize
key passages or offer the class key points as quick CFUs
Some passages pre-selected for students reading at various Lexile and
instructional grade levels
Misunderstandings are corrected and students are asked to try once
more (word pronunciation)

Exp. 9 Lesson
1 SMART
Notebook
slides
Vocabulary
chart/context
sentences WS
Passport
Journeys
textbook

1. INDEPENDENT PRACTICE
How will students independently practice the knowledge and skills required of
the objective, such that they solidify their internalization of the key points prior
to the lesson assessment?
When and how would you intervene to support this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model behavioral expectations? Why will

Intensive Reading Lesson Plan


Alexis Dennis, Freire Charter High School
students be engaged?

Students asked to answer a series of explicit and implicit reading


comprehension questions following our whole-class reading
Students asked to write context sentences for homework, using
definitions and parts of speech provided in class
Lesson Assessment: Once students have had an opportunity to practice
independently, how will they attempt to demonstrate mastery of the
knowledge/skills required of the objective?

Students will be asked to demonstrate mastery on upcoming vocabulary


assessment.
5. CLOSING
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Exp. 9 Lesson
1 SMART
Notebook
slides
Vocabulary
chart/context
sentences WS
Passport
Journeys
textbook

Lesson objectives clearly revisited and class concludes with preview for next
lesson in the expedition (unit)
HOMEWORK (if appropriate). How will students practice what they learned?
Context sentences for vocabulary words

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