3423 Lesson Framework # _____2_____
Name __Erin Stanley______________
9_________
Lesson
Compo
nents*
Opening
First name of Student ____Hannah____
Lesson
Objectives/TEKS
Rationale
110.6 (1) C
understand the
major ideas and
supporting
evidence in
spoken messages
Our opening will
consist of normal
conversation, and will
serve as an
introduction into our
book, and as an ice
breaker for the day.
Grade __6___
Strategies and Procedures for
Instruction
I will tell Hannah about our book
for the day, and explain that I
picked it for her because she was
telling me about her friends from
different cultures last week.
Books and
Materials Used
Remember…The
Journey to School
Integration
By Toni Morrison
Date ___April
Teacher
ReadAloud
110.6 (3)A listen
to proficient,
fluent models of
oral reading,
including
selections
from classic and
contemporary
works
110.6 (4) A
connect his/her
own experiences,
information,
insights, and ideas
with
those of others
through speaking
and listening
110.6 (10). B
establish and
adjust purposes
for reading such
as reading to find
out, to understand,
to interpret, to
enjoy, and to
solve problems.
110.6 (12) B
recognize that
authors organize
information in
specific ways.
This activity will
provide Hannah with a
model of fluent
reading, so that she can
hear how expert
readers read.
Having her make a
prediction, support it,
and confirm/revise it
helps her experience
something that good
readers do. Telling her
this explicitly makes
the purpose clear to
her.
Discussing the text and
images in the will help
Hannah to better
understand the story.
Sharing something we
learned and what we
liked about the book
will promote a
personal response to
the reading and help
build rapport.
Letting Hannah share
in the reading makes
her feel important to
the process.
Hannah and I will look at the book,
and look through the pictures. I will
ask her questions about things that she
notices just from looking at the
pictures.
I will point out that the book is a seminonfiction book. We will talk about
how all of the events are real, but Toni
Morrison made up what the people
were saying to bring the reader into
the minds of the characters.
Hannah and I will take turns reading
the book…each of us will read a few
pages.
I will point out the difficult words,
like segregation, and integration and
ask her if she has any idea what the
words mean. We will work with
definitions so she will be able to
understand the text better.
Remember…The
Journey to School
Integration by
Toni Morrison
Assess
ment
110.6 (4) A
connect his/her
own experiences,
information,
insights, and ideas
with
those of others
through speaking
and listening
110.6 (10) A use
his/her own
knowledge and
experience to
comprehend
Hannah will be
creating two open
minded portraits.
One will be from the
white student’s
perspective, the other
will be from the black
student’s perspective.
This activity will help
Hannah put herself in
the story from two
different sides.
Hannah will write five
sentences for each
perspective.
This will help me
assess her writing
abilities.
I will show Hannah my example of
an open minded portrait.
We will read my sentences, and I
will explain to her where I found
my ideas.
I will then give Hannah the book
so she can look through and get
extra ideas.
I will then give Hannah time to
work on her portraits.
I will also be there helping Hannah
while she works.
Remember…the
Journey to School
Integration
Blank paper
Markers
Pencils
Assessme
nt/
Closure
110.6 (4) A
connect his/her
own experiences,
information,
insights, and ideas
with
those of others
through speaking
and listening.
This will bring closure
to our practicum time.
I will ask Hannah what she liked
about today.
I will let Hannah know
how well she did with
her portraits, and thank
her for participating.
We will finish up our portraits.
Asking Hannah what
she liked the most
about our lesson will
help me to learn what
to put in for next week.