Teacher: Ms. Netty
Course: Reading
Week of School 9
Dates: October 19-23, 2015
Objectives/TEKS
RE.9.1.A Apply knowledge of letter-sound correspondences, language structure, and context to recognize
words.
RE.9.2.A Expand vocabulary by reading, viewing, listening, and discussing.
RE.9.2.B Determine word meanings through the study of their relationships to other words and concepts
such as content, synonyms, antonyms, and analogies.
RE.9.2.D Apply the knowledge of roots, affixes, and word origins to infer meanings.
RE.9.2.E Use available reference guides such as dictionary, glossary, thesaurus, and available technology
to determine or confirm the meanings of new words and phrases.
RE.9.3.D Read to gain content/background knowledge as well as insight about oneself, others, or the
world.
RE.9.3.E Read for enjoyment.
RE.9.4.D Summarize texts by identifying main ideas and relevant details.
RE.9.4.G Use questioning to enhance comprehension before, during, and after reading.
RE.9.5.A Find similarities and differences across texts such as explanations, points of view, or themes.
RE.9.1B The students will make inferences and predictions to monitor comprehension.
RE 9.2 Utilize a reading comprehension strategy worksheet to synthesize their understanding of the
materials they are reading by writing a main idea and a summary statement
Materials: Pen or Pencil, Highlighter, Dictionary, Interactive Notebook
Academic Vocabulary: Analyze, Research, Analyze, Evaluate, Comprehend,
Formulate, Idiom
Components of Daily Lesson Plan:
1. Engage and Connect
2. Introduce New Learning
3. Guided Practice
4. Checks for Understanding/Assess Mastery
5. Self-guided Practice/Homework
Monday
Tuesday
(1) Engage and Connect: Write the word disability on the board and ask each student
to brainstorm a list of related ideas. After students have finished with their individual lists, ask
them to share their thoughts and ideas with the entire class. Tell students to save their lists
for use later in the lesson activities.
(2) Introduce New Learning: The teacher explains disabilities to the class.
The teacher will also focus on media and articles.
(3) Guided Practice: As a class, visit Faces of the ADA: Casey Martin to read
an article that highlights the experiences of disabled golfer Casey Martin. Ask
students to share their thoughts on this article.
(4) Checks for Understanding/Assess Mastery: The students will answer
the following questions:
1. What surprised you the most about what you viewed on these websites?
2. How are disabled people usually portrayed in media and print?
3. In your opinion, what value does seeing disabled athletes have on the general
public?
(5) Self-guided Practice/Homework: Tell students that they are going to
conduct a survey on disabilities. The purpose of the survey is for students to gain
background information on the topic, and see how attitudes toward disabilities
have changed through different generations.
(1) Engage and Connect: The students will share the results of their surveys and their
personal experiences with the class.
(2) Introduce New Learning: The teacher will discuss main idea.
(3) Guided Practice: Divide the class into groups of three or four students.
Print a copy of the A Chronology of the Disability Rights Movements. Since the
chronology is more than 30 pages, give each group a different section of it. Ask
each group to circle the three most interesting facts on this list. Encourage
students to make connections between their surveys and the information they
learned by reading the chronology.
(4) Checks for Understanding/Assess Mastery: Have each group share with
the entire class the facts they selected. Compare and discuss the students'
choices.
(5) Self-guided Practice/Homework: The students should write a summary
of what they have learned, and second, they should write three questions based
on what they learned that could be used to quiz other readers.
Wednesday
(1) Engage and Connect: The students will compare dictionary definitions of
hero and idol with students and clarify the distinctions. Explain that anyone can
become a hero when they act courageously and nobly. Define words for students
using Webster's dictionary:
Hero - a person of distinguished courage or ability, admired for his or her brave
deeds and noble qualities.
Idol - any person or thing regarded with blind admiration, adoration, or devotion.
The students will answer the following question: What would you improve about
the world?
(2) Introduce New Learning: Tell students they are going to do a "think,
pair, and share." They will first think of their own answer to the question posed,
then they'll be given a minute to share their thinking with a partner (pair), and
finally, students will be called on to share the ideas they and their partner had
with the whole class.
(3) Guided Practice:
Ask students to think about the following questions for one minute:
What is heroism?
What qualities or characteristics do heroes have
Have students pair up and share their ideas with a partner for one minute.
Go to Heroism In Action: Introduction and read aloud the site description on the page. Discuss
what the author says about heroism. Click on the link "click here to view this site." As a class,
listen to the opening video clip. Ask students what characteristics named here match ones
they've identified. Ask if this video presents new ones that should be added. Explain that this
list is tentative and can be expanded or revised as they read about and discuss people who have
done heroic deeds.
(4) Checks for Understanding/ Assess Mastery: The students will respond
in their journals for homework.
(5) Self-guided/ Homework:
Have students respond to the following statement in their journals:
My behavior reflected a characteristic associated with a hero when....
Thursday
Friday
(1) Engage and Connect: Review the definition of a hero and the
characteristics of a hero that the class generated in the previous lesson.
(2) Introduce New Learning: The teacher will explain the reading to the
students.
(3) Guided Practice: Explain to students that they will be selecting and
reading about a particular hero today. They will determine how this person's
deed(s) demonstrated heroism and how his or her behavior reflected
characteristics of a hero.
(4) Checks for Understanding/ Assess Mastery: The student’s analysis will
be assessed. The teacher will make sure the students understood the author’s
message.
(5) Self-guided/ Homework: My Hero. Provides an extensive list of hero
biographies. Click on the directory link for a complete list of categories, or try
some of the ideas below:
1. My Hero: Heroes in the News
2.My Hero: Mother’s Day
3. My Hero: Writer Heroes
Heroism In Action. Click on "Heroism," then "Heroes of the 20th Century" to
access a list of heroes and biographies.
TIME: Heroes and Icons. Twenty heroes from the last century.
Have students select one hero to read about. Make sure that each student has a
different hero to report on.
(1) Engage and Connect: Notes should address as many of the following
as possible:
 Date and place of birth
 Family (parents, spouse, children, etc.)
 A chronological account of hero's life
 Hardships or struggles overcome
 Major accomplishments
 Evidence of heroism
 Hero characteristics this person possesses
 Special events occurring in the world during this person's life
 Date and place of death or up-to-date information on current
status
(2) Introduce New Learning: Circulate among the students as they read and
record notes to provide assistance as needed.
(3)Guided and Independent Practice: Have students pair up and practice
reporting on their hero using the notes they took. The focus will be on the
information in the topical areas for note taking and, especially, how the person's
life and deeds reflect heroism and hero-like characteristics.
(4) Checks for Understanding/ Assess Mastery:
Give each student a copy of the poem. Ask students to write a response to the
following in their journal.
Identify a hero you know and describe why this person is an "everyday" hero.
What lesson does his/her life teach us?
Have students share journal entries with the rest of the class as time permits
(5) Self-guided/ Homework: Instruct the students to summarize their notes
into a report on the Heroes Around Us Summary Form. Later, these summaries
will be edited, word-processed, and collated into a class book of heroes.