Running head: DIRECTED READING LESSON PLAN
Directed Reading Lesson Plan
Lindsey Rigdon
ED 512/Dr. Cook
University of Montevallo
14 November 2010
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Directed Reading Lesson Plan
COS Standards:
AL.ELA.7.1
Construct, interpret, and evaluate meaning by applying appropriate strategies to
materials across the curriculum. Example: setting purposes for reading, interpreting
author's meaning, using monitoring strategies, correcting or confirming author's
message, distinguishing fact from opinion, determining cause and effect, noting
sequence of events, identifying main idea and supporting details
AL.ELA.7.5
Recognize various forms of literature according to characteristics. Example: poetry,
short stories, novels, plays, folktales, myths, nonfiction
AL.ELA.7.6
Determine the author's purpose by identifying the mode of writing.
AL.ELA.7.6.4
...Persuasive
Details
Concurrent Skills/Competency Focus
Comparison/Contrast
Characterization
Main Idea
Tables/Figures
Symbolism
Instructional Objectives
TSW discuss in-class reading of a short story
TSW identify point of view
TSW develop supporting details
TSW recognize message/author explanation
TSW begin to prepare and write a persuasive essay
TSW begin to support and defend a thesis with textual evidence
Instructional Procedures (Designating Set and Closure)
Directed Reading Lesson
Grade Level: 7th grade
Unit Topic: Persuasive Writing and gathering supporting details within a text
Selected Passage: “The Story of and Hour” by Kate Chopin (1,009 words) (see attached)
Phase I. Pre-Reading
TTW display the picture of the husband and wife (circa 1900) to elicit questions and discussion
on the restrictions men and women encounter when married. TTW ask students to identify
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Directed Reading Lesson Plan
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common and contrasting characteristics they distinguish between the married couple in the
picture and married couples today.
TTW direct the students to a question posed on Prezi (see attached) that asks whether they agree or disagree with
the following statement: It is always appropriate to grieve over a family member’s death.
TTW assess responses of a consensus by asking the students to raise their hands on whether they agree or
disagree with the posed statement. A short discussion concerning the issue will follow.
TTW state objectives (see above) and explain that TSW formulate generalizations about the author’s intent for the
short story by utilizing symbolism and supporting details. Additionally, TSW identify the point of view of the short
story.
TTW explain the significance of reading the short story is to focus on the author’s intent depicted through imagery
and point of view of the character Mrs. Mallard.
TTW remind students of the elements of symbolism on a Prezi slide. TSW will be made aware that they will be
utilizing symbolism to construct their argument in a persuasive essay.
TTW direct the students to the subsequent slide on Prezi where four complex words students will struggle with are
defined (i.e., aquiver, elusive, importunities, and wares).
Phase II. Concurrent Reading.
TTW explain that TSW read aloud the selected passage, “The Story of an Hour” by Kate Chopin
(1009 words), from the handout provided. TTW call upon random students to read the passage.
Phase III. Post-Reading
After students have finished the reading, TTW ask if the students have any initial questions concerning the short
story. Questions can include:



Why was it assumed that Desiree was the reason her child was not white?
Describe and explain the changes in Armand Aubigny's behavior as the story unfolds.
Ask students to continue the story, describing what became of Armand, Desiree and
their baby.
Once questions have been addressed, TTW provide the students with the Semantics Differential Scale handout (see
attached).
TTW model the Semantic Differential Strategy to the students using the previously posed question (see above).
TTW explain that students will be graded on a future assignment of a five-paragraph persuasive essay in which
they argue their perspective and provide supporting details.
TTW demonstrate how the handout’s statements aid them in to constructing their personal hypothesis and
therefore helps them with supporting their argument with textual evidence.
TTW advise the students to underline supporting details in the text, so they can use the information in their
persuasive essay.
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TTW recommend the students to read the passage at least one additional time before they complete the Semantic
Differential Scale. TTW explain rereading the passage will aid them in formulating their argument posed by the
statements on the Semantic Differential Scale handout.
Once the students have finished the handout, TTW call upon students to share their opinions and explain what
textual evidence they encountered to lead them in this direction. If students are reluctant to participate, TTW call
upon random students. This process will aid the teacher with assessing the students’ grasp on the objectives before
she assigns them homework that addresses the components of the issue.
Closure
TTW conclude the lesson by readdressing the objectives of identifying symbolism, textual evidence, and author's
intent within a story.
Before leaving, the teacher will distribute 4x6 index cards and ask students to list at least three things that they
learned from today's lesson and return them to the teacher prior to leaving for a participation grade.
TTW assign the students to pick one issue posed in the Semantic Differential Scheme Handout and to identify at
least three examples of textual evidence and symbolism. The assignment will be due at the beginning of class the
following day.
TTW also explain that a review on components of persuasive essays will be integrated in the lesson plan tomorrow.
Materials/Resources (Aligned with Procedures)
Prezi (self-generated)
Semantic Differential Scale Handout (self-generated)
References
Google. (n.d.). Digital image of husband and wife Retrieved from
http://www.google.com/images?client=firefoxa&rls=org.mozilla%3AenUS%3Aofficial&hl
=en&source=imghp&biw=1280&bih=610&q=1900s+husband+and+wife&gbv=2&aq=f&a
qi=&aql=&oq=&gs_rfai= (see attached)
University of Montevallo Blackboard. (2010). Retrieved from
https://learn.montevallo.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F
webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_67_1%
26url%3D
Woodlief, A. M. (n.d.). Chopin’s The story of an hour. Virginia Commonwealth University.
Retrieved http://www.vcu.edu/engweb/webtexts/hour/
Words Count. (2007). SMOG calculator. WordsCount.com. Retrieved from
http://www.wordscount.info/hw/smog.jsp
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Assessment (Of Objectives)
By evaluating imagery in the short story and utilizing supporting details, TSW demonstrate their
understanding of argument development in a final persuasive essay.
By comprehending and displaying the significance of symbolism and point of view in the essay,
TSW exhibit their recognition of the author’s intent and/or message.
Through the students’ editing multiple rough drafts of the essay, they will illustrate their
abilities to produce a final draft essay that employs textual evidence.
Assignment (For Review, Practice, and/or Extension)
TSW be graded on the rough draft version of their argument accompanied by three supporting
details and symbolism. This assignment is homework for today’s lesson and will be due the
following day. Additionally, the homework assignment will lead directly into the final essay
where they will formalize their argument into a five paragraph essay complete with examples
from the text.
Accommodations
TTW provide ELL students with a Spanish translation for the handouts and definitions.
The workload will be shortened for students with learning disabilities from the original 1
argument with 3 examples of textual evidence and symbolism (5 paragraphs) persuasive essay
to a reduced essay that supports 1 argument with 1 example of textual evidence and symbolism
(3 paragraphs).
Technology Integration
Laptop computer
LED Projector
Prezi