Running Head—Directed Reading Lesson Plan
Directed Reading Lesson Plan
Erin Hulsey Wooten
University of Montevallo
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Directed Reading Lesson Plan
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COS Standards:
AL-ALEX-2008.ELA.8.1
Apply strategies, including making inferences to determine theme, confirming or refuting
predictions, and using specific context clues, to comprehend eighth-grade recreational
reading materials.
AL-ALEX-2008.ELA.8.2
Evaluate the impact of setting, mood, and characterization on theme in specific literary
selections.
AL-ALEX-2008.ELA.8.6
Analyze works of literature for character motivation, mood, tone, theme, similarities
across texts, and literary devices.
Concurrent Skills:
Group discussion skills
Predicting skills
Determine and defend opinions
Notetaking skills
Instructional Objectives:
TSW predict the meaning of/reason for the title for the text.
TSW determine whether they agree with certain controversial statements.
TSW read the first chapter of the text.
TSW reassess their opinions concerning the controversial statements.
INSTRUCTIONAL PROCEDURES
Directed Reading Lesson
Grade Level: 8th grade
Selected passage: chapter one of The Hunger Games by Suzanne Collins (the students will be
required to buy this text in advance).
Phase I. Pre-Reading
As students enter the classroom, a slide show of pictures from The Hunger Games movie will be
playing.
Set: TTW draw students’ attention to the bell ringer previously written on the board: “Why do
you think the book we’re about to start is called The Hunger Games?” After allowing 3-4
minutes for students to answer the question, TTW ask for volunteers to read their answers. A
short discussion will follow concerning the most likely answers. TTW will point out the
importance of predicting the meaning of the title before beginning a text (in order to get an idea
of what the story might be about before reading it, so that one can anticipate certain things to
look for during reading).
TTW state objectives (see above) and explain that students are to completely fill out the provided
Anticipation Guide (see attached) and turn it in at the end of class. TTW also explain that
students are expected to participate in the discussion following the reading.
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TTW pass out the Anticipation Guide and ask students to think through and answer each
question before reading the text. TSW answer the questions and wait for everyone to finish, at
which time the class will briefly discuss their answers. TTW point out the obvious difficulty
some of the students had in deciding on their answers.
TTW explain that the main character the students are about to read about faces these same
questions, and that deciding on her answers is a much more serious matter.
Phase II. Concurrent Reading
TTW direct the students to read chapter one of The Hunger Games.
TTW monitor students closely as they read and provide assistance as needed.
Phase III. Post-Reading
TTW ask if there were any difficult words that hindered their comprehension. If there were, the
teacher will go over the definition of the word(s) with the class.
TTW direct the students to mark their answers in the “After Reading” column on their
Anticipation Guide. TTW explain that students are to reflect on the situation that Katniss is in
and how she would view these statements, and to see if their own opinion has been modified
after reading the chapter. Answers in the “After Reading” column may change or stay the same.
The students will be given 5 minutes to answer these questions.
TTW ask students to share any new answers and to explain the reasoning behind the change in
opinion. TTW ask for specific details from the book for the students’ explanation.
TTW then ask students if they think their answers would be different if they lived in Panem.
TTW then ask students what they think the differences would be if someone from the Capitol
answered these questions versus someone from District 12.
CLOSURE:
TTW allow students to respond to the end of the chapter, and ask what they think will happen
next in the story.
MATERIALS/RESOURCES (Aligned with Procedures)
The Hunger Games novel (purchased by student in advance)
Anticipation Guide (see attached) (questions from Dunn, M. (2011). “The hunger games
anticipation guide” [Web log message]. Retrieved from
http://tapcoenglish9.wordpress.com/2011/02/28/the-hunger-games-anticipation-guide/.
Whiteboard
Dry Erase Markers
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ASSESSMENT (Of Objectives)
TTW take up the students’ anticipation guides after completion in order to assess their
comprehension of the questions and task. TTW ask students at random to share their opinions
before and after reading the chapter in order to assess comprehension.
ASSIGNMENT (For Review, Practice, and/or Extension)
TSW be expected to read chapters 2 and 3 for class tomorrow. Students are to keep the
anticipation guide questions in mind and be prepared to discuss in class tomorrow if their
opinion on any of them has changed between chapters 1 and 3.
ACCOMMODATIONS
TTW make sure a copy of the text is available in the native language of any ELL students in the
class. TTW also make a copy of the Anticipation Guide handout in their native language.
For students who are visually impaired, a copy of The Hunger Games will be provided in braille.
TTW read the anticipation guide out loud so that everyone can participate in the discussion.
TTW assign a peer to read the chapter aloud with another student if necessary.
During the silent reading portion of the class, the teacher will walk among the students and
provide assistance as needed. For those with ADHD or other learning disabilities, TTW make
sure to give them any extra help they require.
Those with reading difficulties will be given additional reading time.
TTW allow students to move around the room and get comfortable on the floor, to pace the floor,
etc.--whatever helps the student to concentrate best, provided they are not disturbing other
students.
TECHNOLOGY INTEGRATION
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Anticipation Guide for The Hunger Games
For each of the below statements, write in the column marked “Before Reading” a “yes” if you
agree with or could support it, or a “no” if you disagree or could not support it. After reading the
book, revisit this sheet and in the column marked “After Reading,” write the answer the main
character would give to these statements.
Before Reading
After Reading
1) Older siblings need to take
care of and responsibility for
their younger siblings.
2) It is okay to steal something
if you or your family really
needs it.
3) Reality TV is an exciting
form of entertainment.
4) There are some situations
where itʼs okay to break the
law. Some rules are made to
be broken.
5) If a government is
oppressive, the citizens of the
country need to do something
about it.
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