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Lesson Plan Template for Hampton Brown Edge

Time Daily Agenda for Board:


Teacher Planning • The SSS reading benchmark, the lesson objectives, and the Essential
Question(s) are written on the board in student-friendly language.
• The teacher discusses the objective, what students should know and be
able to do as a result of the lesson.
• The teacher will discuss the essential questions(s) that drive(s)
instruction as part of the whole group “Engage and Discuss” pre-
reading strategies that follow.
Reading Passage and Materials:
Teacher Planning • What resources and learning materials are needed for this lesson?:
Page selections in the student edition, handouts (print or projected
using an LCD projector, overhead projector or interactive whiteboard),
website, vocabulary notebooks, props or visual artifacts to support the
lesson objective, word chart words, novels, read aloud texts,
assessments, CRISS and other strategies/blackline masters.
Duration: 90 minutes
5-10 minutes WARM UP OR DO NOW
20-30 minutes PRE-READING STRATEGIES
Vocabulary Strategies/Concept Review/Introduction:
This should be a research-based vocabulary/concept development strategy
linked to the Word Chart such as:
• CRISS
• Wild About Words
• graphic organizers
• vocabulary building game
• If students have vocabulary notebooks/learning logs they should
record their word development activities/concept development
activities in their notebooks/learning logs.
Whole Group Read Aloud/Setting Purposes for Reading:
“Engage and Discuss”
The teacher poses the essential questions(s), reads aloud a pertinent passage,
and/or engages students in critical viewing or thinking activities for the
Engage and Discuss.
• The teacher may facilitate a whole group discussion and /or use small
group cooperative learning (such as Think-Pair-Share or 4 Corners) so
that all students have the opportunities for their voices to be heard.
• The purpose of the Engage and Discuss is to encourage students to
think critically about the themes for the lesson, to set purposes for
reading, and to build authentic student engagement through
interpretation, analysis, and debate.
• If this lesson reflects the launch of a new theme or text, more time will
be needed for the Engage and Discuss component of the lesson.

Building Background Knowledge


 
 Adapted
from
BCPS
2008
by
R.
Hurtado


The teacher engages students in strategies for previewing and predicting


through learning activities such as:
• Introducing/reviewing key vocabulary through Word Study
• Previewing the text: titles, subtitles, headings, pictures, captions
(using text features to aid in prediction)
• Predicting: what will this passage be about?
• Identifying author’s purpose/genre: informational, persuasive, or to
entertain
• Identifying organizational patterns: descriptive, sequence,
cause/effect, problem/solution, compare/contrast
• Utilize and activate student’s prior knowledge and create background
knowledge
25-35 minutes DURING READING STRATEGIES
Reading of the text and fluency practice
The teacher may incorporate one or more during reading strategies including:
• Repeated readings by paragraph or sections
• Engaging in one or more guided reading strategies: individual/peer-to-
peer, choral, teacher read aloud, whisper reading
• Teacher modeling meta-cognition using think-aloud strategies
• Rephrasing, summarizing, demonstrating through action
• Students rereading silently, whisper reading, partner reading, choral
reading, echo reading, jump-in reading, etc.
• Students discussing, summarizing main ideas and details, and
recording ideas by writing and/or using graphic organizers
• Reflective questioning and discussions to connect the themes and
ideas in the text to real life
• Student self-monitor throughout the reading process: What do I know
from reading this text? What do I need to find out? What will
happen next?
• Fluency practice and monitoring through timed readings using one-
minute timed reading, whisper read, partner read
15-25 minutes POST READING STRATEGIES
Reading Comprehension and FCAT Connection:
The teacher “unpacks the thinking process” by revisiting the essential
question(s) and guides the students through a discussion of key
comprehension questions based on the text. The teacher may select one or
more learning extension activities (ensuring students are provided
opportunities to summarize and synthesize) such as:
• CRISS graphic organizers
• Experiments
• Role-playing
• Visualization
• Assessments linked to the Essential Question(s), key vocabulary, and
Instructional Focus Benchmarks

Extension Reading/Writing Activities that Connect the Text to the World


 
 Adapted
from
BCPS
2008
by
R.
Hurtado


Teachers may extend learning of the main text using one or more of the
following learning activities including:
• Novel Study: Students may read silently or with a partner, engage in
reflective writing in learning logs/reflective journals, conference with
peers in small groups, engage in book passes, and/or work on
independent or collaborative projects associated with their novel
study.
• Project Based Learning: Students work on collaborative, technology
enhanced projects using web and print-based research, extending their
understanding of the Essential Question, and presenting solutions to
authentic problems and experiences in real life using
multimedia/presentations.
• Compare and contrast the main reading selection with diverse text(s)
and compare/contrast with the main text. Assessment may be
answering the essential question.
• Web based learning activities such as Web Quests or virtual fieldtrips.
• Teachers will need to build silent/partner reading capacity in
increments and will need to monitor for engagement using
conferencing, reading logs, reaction journals, text talk, book passes,
graphic organizers, or story summaries.
• Classroom libraries should consist of leveled text and a wide variety of
reading genres, including graphic novels.
• Assessments for extension/project based activities will be primarily
holistic, assessed using a rubric.
Technology Integration
Technology Integration will not interfere with reading program allotted
time, nor will it interfere with program implementation.

Technology enhances teaching and learning experiences for students through


one or more of the following technology infused strategies and digital tools:
• Online textbook and textbook resources
• Resources for learning available on the Learner’s Edge
• Interactive whiteboard for visual demonstration of learning activities
and student interaction
• LCD projector and/or overhead projector to visually project
presentations, text pages, artifacts, websites, and other resources.
• Use of audio books or books on tape
• Web-based research Multimedia tools for project based learning
5-10 minutes End of Lesson Review and Evaluation
• Assessments should focus on comprehension, vocabulary, and/or
fluency skills
• Assessments may be informal or formal
• Students should be able to answer the lesson essential questions(s)
• Assessments should be linked to Sunshine State Standards and
Instructional Focus Benchmarks
• Assessments may be generated using textbook resources, teacher


 
 Adapted
from
BCPS
2008
by
R.
Hurtado


created assessments, and/or district assessment


• Evaluations that are not generally quantifiable may be assessed using a
rubric
• Teachers should incorporate student self-reflection/assessment and
when appropriate peer reflection/assessment.

ESE/ESOL Accommodations

Differentiated Instruction
Small teacher directed groups meet for more intensive intervention or
acceleration.

Sunshine State Standards (Current and New)


Crosswalk available on www.flstandards.org


 
 Adapted
from
BCPS
2008
by
R.
Hurtado


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