MATERIALS AND INSTRUCTION FOR READING
Sample Annotated Lesson Plan
GRADE LEVEL:
SUBJECT:
OBJECTIVE
What will your students be able to do?
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your achievement goal?
50% of students’ reading levels will increase by one grade level,
40% of student’s reading levels will increase by 1.5 grade levels,
and 10% of students’ reading levels will increase by two grade
levels.
DIAGNOSTIC
How will you assess students’ mastery of these foundational skills?
PRE-PLANNING
Students will be able to infer characters’ motivations by
identifying what they say and do.
PREREQUISITE SKILLS
What will your students need to know to master the gradelevel objective?
1. Know terms: motivation, dialogue, and action
2. Know who the members of their book club are
Read aloud If the Shoe Fits and ask students to identify Elizabeth’s
motivation and how they know.
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
1. Tracking sheet for informal assessment through discourse in the lesson.
2. Performance task at the end of the lesson: Students create a character profile that includes character motivation with evidence
from dialogue and actions, for their independent reading books.
LESSON CYCLE
KEY POINTS
What three to five key points will you emphasize?
1. Engage students with a connection to their lives by acting out motivations with actions and dialogue.
2. Model the skill (determining character motivation) with the strategy (identifying what a character says and does).
3. Guided Practice with read-aloud book
4. Independent practice with independent reading book
5. Share: students successfully and independently using the strategy in order to reinforce the lesson objective
OPENING (5 minutes)
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?
1. Engage and communicate what: I say, “Think of a time when you really wanted something
and were motivated to have it.” (Wait time) “What did you do? Show us with silent actions.”
Students stand up and show us. I say, “Give us a silent thumb when you think of what you
said.” I call on students to tell us one at a time. I say, “Today we are going to figure out
characters’ motivations by looking for what they say, the dialogue, and what they do, their
actions.”
2. Communicate connection to previous lessons and importance: I say, “So far, we’ve
been paying attention to character motivation because we know it’ll help us figure out a life
lesson we can learn from someone else’s mistakes. The reason we are going to do this very
important work today is because authors of books don’t always have the characters tell you
what their motivations are. So, we have to act like spies and look for clues. Luckily, we can
look for those clues in what the characters say and do, their dialogue and actions.”
3. Communicate how: I say, “I’m going to show you how to figure out a character’s motivation
with our read-aloud book, If the Shoe Fits, and you are going to try it with your independent
reading books. Then we will share what we find.”
MATERIALS
1.
2.
3.
4.
INTRODUCTION OF NEW MATERIAL (5 minutes)
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
John Hopkins University School of Education
Sample Annotated Lesson Plan
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If the Shoe Fits,
by Gary Soto
Document
camera
Character profile
sheet
Independent
reading books
MATERIALS AND INSTRUCTION FOR READING
Sample Annotated Lesson Plan
1. Ensure students actively take in information: I display the read-aloud text, If the Shoe Fits, on
the document camera.
2. Engage students: I read from beginning to page 4. I say, “I’ve been spying for clues to Rigo’s
motivation and I’ve found two! Rigo did something and said something to show his motivation. On
page 2, ‘Rigo passes them into the garbage can.’ I started to think he didn’t want new clothes. Then,
on page 4, ‘Mom, I need some new clothes!’ ‘Rigo cried one day when he put on a jacket that Carlos
had outgrown.’ Now, I think Rigo does want new clothes! But, I realize, he wants new clothes that are
NOT hand-me-downs, clothes that have not belonged to someone else.”
3. Vary approach: I say, “Can you show us what you would do if you got someone’s old clothes and
you wanted brand new clothes? What would you do with your body?” Students pantomime the
motivation. I say, “What would you say?” Students tell their book club friends what they would say.
4. Potential misunderstandings: Students may miss clues from descriptive vocabulary in dialogue
and actions. I will preview vocabulary with students who will need it.
GUIDED PRACTICE (15 minutes)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
1. Keep student interest: I say, “I’m going to continue reading. Let’s spy out more actions and
dialogue that will give us clues for the character’s motivations.”
2. Set behavior expectation, monitor and correct student performance, and provide
practice opportunity with support of teacher reading aloud, inference clue given, and
book club discussion: I tell students I expect them to follow along with the text as I read
from page 4 to page 5 and then say, “His mother’s dialogue is giving us a clue.” I reread the
dialogue. I say, “Using this clue, what is her motivation? Give us a silent thumb when you
think of it. When I see a majority of thumbs up, I say, “Tell your book club friends what you
think her motivation is.” I listen to students share and check for understanding and mark
tracking sheet.
3. Maintain behavior expectation and provide a harder practice opportunity with support
of teacher reading aloud, inference given, and choral reading response: I tell students I
expect them to follow along with the text as I read page 7 and say, “I noticed that Rigo’s mom
wants to make him happy. Give us a silent thumb when you find the sentence that gave me
this clue.” When I see a majority of thumbs up, I say, “Let’s read the sentence together, in
one voice, when my fingers count down from three.” I fold three fingers down one at a time
and we read together, “But for Rigo’s ninth birthday, his mom bought him a pair of brand-new
shoes.”
4. Maintain behavior expectation, monitor and correct student performance, and provide
a harder practice opportunity with support of choral reading and book club
discussion: I say, “Let’s read page 7 together and find more dialogue and actions that show
us Rigo’s motivation.” Students choral read, in one voice, page 7 with me. I ask, “What is
Rigo’s motivation now and what sentence gives you the clue? Give us a silent thumb when
you have an idea.” When I see a majority of thumbs up, I say, “Tell your book club friends,
Rigo’s motivation and the sentence that gave you the clue.”
5. Monitor and correct student performance: I listen to book clubs talk and take notes on the
tracking sheet.
INDEPENDENT PRACTICE (20 minutes)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
John Hopkins University School of Education
Sample Annotated Lesson Plan
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MATERIALS AND INSTRUCTION FOR READING
Sample Annotated Lesson Plan
1.
2.
3.
4.
5.
Engagement: I say, “Today, while you read your independent books you’ve chosen, you will
continue to look for dialogue and action clues for character motivation.”
Behavior expectations: I expect students to have out all needed materials and read in a
comfortable spot.
Demonstrate independent mastery of the objective: As students read, they note an
inference of character motivation on their character profile sheet.
Extension opportunity: Students infer multiple characters’ motivations from their books.
Model behavior expectations: While students work, I talk quietly with students, one on one,
to monitor and correct performance.
CLOSING (10 minutes)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the
objective?
Why will students be engaged/interested?
1. Engagement and students demonstrate mastery: Students share what they inferred about
character motivation from their independent books. I choose based on tracking sheet data.
2. Summarize learning: I say, “After school today, you are going to tell one of your family
members all about our strategy for figuring out a character’s motivation. Give us a silent
thumb when you think of how you’re going to explain it.” When I see a majority of thumbs up,
I ask students to say the strategy in different ways.
3. Significance: I say, “What if the family member you tell asks you why we are practicing
looking for character motivation? How are you going to explain why this is so important? Give
us a silent thumb when you have an idea.” When many thumbs are up, I ask students to
explain the reason in different ways. I ask, “Who has a different way to say it?”
John Hopkins University School of Education
Sample Annotated Lesson Plan
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