Teacher: Ms. Netty
Course: Reading
Week of School: 18
Dates: January 5-8, 2016
RE.9.1.A Apply knowledge of letter-sound correspondences, language structure, and context to recognize words.
RE 9.2.D Apply the knowledge of roots, affixes, and word origins to infer meanings.
RE.9.4.A Use prior knowledge and experience to comprehend.
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.9.6.B Evaluate the credibility and relevance of informational sources.
RE.9.8.A Respond actively to texts in both aesthetic and critical ways.
RE.9.3.E Read for enjoyment.
RE.9.4.G Use questioning to enhance comprehension before, during, and after reading.
Academic Vocabulary
* suffixes, prefixes, roots, and combining forms
* pre-reading, during-reading, and after-reading strategies
* sensory details * narrative, expository text structure
* paraphrase
Materials: Pen or Pencil, Highlighter, Dictionary,
Components of Daily Lesson Plan:
1. Clear Learning Objectives
2. Anticipatory Set
3. Teach/Model/Demonstrate Methods
4. Guided Practice
5. Checks for Understanding/Formative Assessments
6. Self-guided Practice/Homework
Monday
Student Holiday
Tuesday
(1) Engage and Connect: Use results from previously administered surveys,
spelling assessment, and other available sources of data and guide students to
appropriate self-selected independent reading material.
(2) Introduce New Learning: Introduce (or review) cognitive reading
processes or strategies active readers use to better comprehend. * Active
readers engage in pre-reading, during reading, and after reading.
(3) Guided/Independent Practice: * Introduce (or review) Narrative and
Expository Active Reading Cards. * Direct students to make a set of Narrative
Active Reading Cards. For Narrative text, students will need 16 index cards (one
for the title and one for each numbered item.)
* Direct students to make a set of Expository Active Reading Cards. For
Expository text, students will need 16 index cards (one for the title and one for
each numbered item.)
(4) Checks for Understanding/Assess Mastery: Ask students to reflect and
write a response to the question: o Based on the discussion about cognitive
reading processes and active reading strategies, how are the strategies different
from what you usually do when reading, and how do you think these strategies
can make you comprehend better?
(5) Self-guided Practice/Homework: Each set of Active Reading Cards may
be banded together and used throughout the class. Encourage students to use
the Active Reading Cards during independent reading time, class instruction
time, and in other classes.
Wednesday
(1) Engage and Connect: *Ask: “Can you think out of the box?” * Then,
follow directions in the margin and complete the “Before Reading” activity of
creating a new tool, linking the activity of a poet’s ability to look at old things in
a new way. (Use index cards)
(2) Introduce New Learning: Introduce New Learning (5 min.) Introduce (or
review) paraphrase and diction. Students should record information in their
notebooks or interactive journals. Paraphrase – putting the author’s words into
your own words. A paraphrase should include finding the main idea and
important details, thinking of simpler ways of saying what is written, and then
rewriting sentences in a standard subject-verb order. Diction – choice of words
and the effects the language creates. * Ask students to pay attention to the way
the author uses his words, and what effect it has on readers.
(3) Guided/Independent Practice: * Introduce “Spring is like a perhaps
hand,” by E.E. Cummings, AIR, pp. 310. * Read aloud “Set a Purpose for
Reading” and “Background Information.” * Refer to AIR, “Spring is like a perhaps
hand,” pp.310-311. * Read the poem chorally. * Read the poem again chorally
and follow directions in the margins to discuss paraphrase and diction. Students
may also pay attention to and discuss rhyme, repeating words or sounds, and
figurative language. * Read the poem again chorally and discuss meaning and
how the poem makes them feel. * Read the poem again chorally and discuss the
author’s mood (feelings created by the poem, i.e., happy angry, peaceful) and
tone (the author’s attitude toward the subject, i.e., serious, formal, casual,
sympathetic.)
(4) Checks for Understanding/Assess Mastery: Ask students to reflect and
write a three sentence summary of the poem.
(5) Self-guided Practice/Homework: The student’s response to the question
will be assessed.
Thursday
1) Engage and Connect: Ask students to either complete a derivative word
web, “Appendix K: Derivative or Multiple Meaning Web,” AB pp. 152, or generate
index cards, such as the ones shown below, for the word extinct.
(2) Introduce New Learning: The teacher will demonstrate a derivative word
web. Refer students to the following website and discuss, “Top Ten Extinct
Species.” http://science.discovery.com/creatures/10-extinct-species.htm
(3) Guided/Independent Practice: * Introduce “Elegy for the Giant
Tortoises,” by Margaret Atwood, AIR, pp. 312. * Read aloud “Set a Purpose for
Reading” and “Background Information.” Remind students to refer to the
footnotes to define words used in the poem. * Refer to AIR, “Elegy for the Giant
Tortoises,” pp. 312-313.
(4) Checks for Understanding/Assess Mastery: Ask students to reflect and
write a three sentence summary of the poem.
(5) Self-guided Practice/Homework: The students will complete a crossword
puzzle containing the vocabulary words from the reading selection. The teacher
will also tell the students that vocabulary can also enhance their background
knowledge.
Friday
1) Engage and Connect: * Ask students to silently reread “Spring is like a
perhaps hand,” “Elegy for the Giant Tortoises,” and “Today” paying attention to
the diction, or choice of words used by each poet.
(2) Introduce New Learning: * Have student pairs conduct a one-minute
timed reading for fluency using each of the three poems, “Spring is like a
perhaps hand,” AIR, pp. 310-311, “Elegy for the Giant Tortoises,” AIR, pp.312313, and “Today,” AIR, pp.314-315. * Each student should record the words
correct in their journal, comparing results from previous fluency checks and
making generalizations about the comparisons. Discuss the trends. * Work
fluency routines into lessons regularly, and conference with students about their
progress.
(3) Guided/Independent Practice: * Have student pairs conduct a oneminute timed reading for fluency using each of the three poems, “Spring is like a
perhaps hand,” AIR, pp. 310-311, “Elegy for the Giant Tortoises,” AIR, pp.312313, and “Today,” AIR, pp.314-315. * Each student should record the words
correct in their journal, comparing results from previous fluency checks and
making generalizations about the comparisons. Discuss the trends. * Work
fluency routines into lessons regularly, and conference with students about their
progress.
(4) Checks for Understanding/Assess Mastery: Ask students to recall a
favorite toy from their childhood. Point out that beloved toys in some way
become “dead” for us in that we no longer play with them as we grow older. Yet
we still have fond memories of them. * Ask students to write an elegy to a
beloved childhood toy, incorporating memory of events involving the toy into the
poem. Remind students that the tone in an elegy is serious and the diction is
formal. The poem honors its subject and pays tribute to it.
(5) Self-guided Practice/Homework: The students will complete the elegy for
homework, and be prepared to share their final product.