INSTRUCTIONAL PLAN
TEACHER CANDIDATE: Steffanie Bonwell
DATE: 9-25-11
GRADE: 6th
UNIT/SUBJECT: Language Arts - Reading
LESSON TITLE/FOCUS: Bridge to Terabithia Chapters 1-4 Vocabulary
ESTIMATED TIME FOR LESSON: 50-60 minutes
RATIONALE: It is important for students to understand key, challenging vocabulary words
before/while reading text. If students do not take the time to understand key words, they may
miss important aspects of the text or give up trying to read the text. This assignment will assist
student’s understanding of unknown words within the text.
STANDARD: EALR 1.2: Use vocabulary (word meaning) strategies to comprehend text.
LEARNING TARGET(S): The student will be able to use a dictionary and thesaurus to confirm
meanings of vocabulary words within the text.
ASSESSMENT STRATEGIES
 Diagnostic- Students will have completed reading diagnostic testing throughout
their involvement in school. They will also have participated in State testing prior to
sixth grade. These assessments will provide necessary information to assist with any
need for modifications or additional assistance.
 Formative- While students are completing their vocabulary quilts, observe and
verify students are using vocabulary words correctly in sentences.
 Summative- Students will turn in their vocabulary quilts to verify that they
understand the vocabulary words.
GROUPING OF STUDENTS FOR INSTRUCTION
Students will be grouped in pre-assigned cooperative learning groups of four students
each. Groups will have students with various learning skills and levels. ESL students
will be grouped together based on their language.
LEARNING EXPERIENCES
 Anticipatory Set:
Introduce the book, Bridge to Terabithia. Have students discuss the following
questions in their cooperative learning groups and then share with the larger group:
o Based on the title of the book, what do you think the book is about?
o Do you think the two children on the front of the book are friends? Why or
why not?
o After examining the cover, what other predictions might you make about the
story?
 Learning activities:
1. The class will read the vocabulary list out loud.
2. Within their cooperative groups, students will work together to fill out a
vocabulary quilt for each word. Students can use a dictionary, thesaurus,
computer, or any other resources in the classroom. Students can fill out all
squares in the vocabulary quilt as a group except the sentence square.
3. Independent activity: Students will write their own, original sentence for each
vocabulary word. This sentence must show that the students understands
the meaning of the vocabulary word.
 Closure:
Students will share a few of their original sentences with the entire class.
INSTRUCTIONAL MATERIALS, RESOURCES AND TECHNOLOGY
Vocabulary quilts
Dictionary, thesaurus, computers, and other references
Vocabulary list
clabber n. soured milk
falter v. to stumble
grit n. courage; toughness
hypocritical adj. pretending to be what one is not or to believe what one does
not
muddled adj. mixed up
pandemonium n. total confusion
reassess v. to reexamine
regally adv. like a king or queen
siege n. attack
MEETING THE NEEDS OF DIVERSE LEARNERS
While instructing, I will differentiate and scaffold instruction for those different learning
styles and levels, keeping in mind many boys benefit from movement and visuals. I will abide
by any Individualized Education Plans students may have and work with the school’s special
education department to obtain research-based interventions for those on Tier 2 or 3 of the RTI
model. ELL students will be supported in speaking and writing English, but can communicate in
their native language if needed. Pictures and other visual aids will also be used for ELL
students.
PLAN FOR USING PERSONAL CONTACT WITH FAMILIES
I will send a letter home to families introducing the major themes within the book Bridge
to Terabithia, as well as, assignments we will complete while reading the book.
RUBRIC
-Every square of the vocabulary quilt is filled out correctly.
-Writes a unique sentence that shows understanding of the vocabulary word.
Antonym
Word
Synonym
Sentence
Definition
Symbol/Picture
Antonym
Word
Synonym
Sentence
Definition
Symbol/Picture
Antonym
Word
Synonym
Sentence
Definition
Symbol/Picture
INSTRUCTIONAL PLAN
TEACHER CANDIDATE: Steffanie Bonwell
DATE: 9-25-11
GRADE: 6th
UNIT/SUBJECT: Language Arts - Writing
LESSON TITLE/FOCUS: Bridge to Terabithia Chapters 1-4 Friendship Essay – Introduction
ESTIMATED TIME FOR LESSON: Two 50-60 minute classes
RATIONALE: In seventh grade, students will be asked to write an introduction to an essay
during their State testing. This assignment will provide students the opportunity to practice
writing an essay introduction.
STANDARD: EALR 3.1.2: Uses an effective organizational structure.
LEARNING TARGET(S): The student will be able to construct an essay introduction.
ASSESSMENT STRATEGIES
 Diagnostic- Students will have completed reading and writing diagnostic testing
throughout their involvement in school. They will also have participated in State
testing prior to sixth grade. These assessments will provide necessary information
to assist with any need for modifications or additional assistance.
 Formative- Students will turn in the first draft of their introduction. This will
prompt students to make revisions based on this feedback, as well as, feedback from
fellow students.
 Summative- Students will turn in their final draft once their essay is complete.
GROUPING OF STUDENTS FOR INSTRUCTION
Students will be grouped in pre-assigned cooperative learning groups of four students
each. Groups will have students with various learning skills and levels. ESL students
will be grouped together based on their language.
LEARNING EXPERIENCES
 Anticipatory Set:
o Ask students if they know what the term “introduction” means.
 Learning activities:
1. Read an introduction of an article, essay, etc
2. Ask students the following questions: What are the purposes of introductions
in articles, essays, etc? Why are introductions important?
a. Grabs the reader’s attention
b. Includes basic idea behind the essay
3. Teach a few introduction strategies:
a. a quotation or dialogue
b. a brief history or overview
c. 5 W’s of situation or issue
d. an interesting fact
e. a description
f. a question
g. taking a stand or making an announcement
4. Discuss ineffective introduction strategies
a. I hope you enjoy…
b. Hi, my name is…
c. You are going to learn about…
d. This essay/letter is about…
e. I am going to tell you about…
f. There are three reasons…
5. Students will analyze two different introductions within their cooperative
group and answer the following questions:
a. Does the introduction grab the reader’s attention?
b. Does the introduction set-up a structure for the essay?
c. What introduction strategies did the author use?
d. Why were they used?
e. What is the main idea or thesis (either stated or implied)?
6. Students will post the strategies that were used in their essays/articles on a
chart posted in class. Students will identify what strategies were used the
most and discuss as a class.
7. Independent activity: Students will construct an introduction to the following
question: Do you think it is possible –in real life- for a boy and a girl to be
best friends? Why or why not?
 Closure:
o Repeat introduction strategies.
INSTRUCTIONAL MATERIALS, RESOURCES, AND TECHNOLOGY
Various essays/articles for students to analyze
MEETING THE NEEDS OF DIVERSE LEARNERS
While instructing, I will differentiate and scaffold instruction for those different learning styles
and levels, keeping in mind many boys benefit from movement and visuals. I will abide by any
Individualized Education Plans students may have and work with the school’s special education
department to obtain research-based interventions for those on Tier 2 or 3 of the RTI model.
ELL students will be supported in speaking and writing English, but can communicate in their
native language if needed. Pictures and other visual aids will also be used for ELL students.
PLAN FOR USING PERSONAL CONTACT WITH FAMILIES
A letter to parents was sent home when the class began reading Bridge to Terabithia
discussing important themes within the book and assignments tied to the book.
RUBRIC
-Uses at least one of the introduction strategies discussed in class
-Addresses the question “Do you think it is possible –in real life- for a boy and a girl to be best
friends? Why or why not?”
INSTRUCTIONAL PLAN
TEACHER CANDIDATE: Steffanie Bonwell
DATE: 9-25-11
GRADE: 6th
UNIT/SUBJECT: Language Arts - Writing
LESSON TITLE/FOCUS: Bridge to Terabithia Chapters 1-4 Friendship Essay - Conclusion
ESTIMATED TIME FOR LESSON: Two 50-60 minute classes
RATIONALE: In seventh grade, students will be asked to write a conclusion to an essay during
their State testing. This assignment will provide students the opportunity to practice writing an
essay conclusion.
STANDARD: EALR 3.1.2: Uses an effective organizational structure.
LEARNING TARGET(S): The student will be able to construct an essay conclusion using a
strategy discussed in class.
ASSESSMENT STRATEGIES
 Diagnostic- Students will have completed reading and writing diagnostic testing
throughout their involvement in school. They will also have participated in State
testing prior to sixth grade. These assessments will provide necessary information
to assist with any need for modifications or additional assistance.
 Formative- Students will turn in the first draft of their conclusion for feedback. This
will prompt students to make revisions based on this feedback, as well as, feedback
from fellow students.
 Summative- Students will turn in their final draft once their essay is complete.
GROUPING OF STUDENTS FOR INSTRUCTION
Students will be grouped in pre-assigned, cooperative learning groups of four students
each. Groups will have students with various learning skills and levels. ESL students
will be grouped together based on their language.
LEARNING EXPERIENCES
 Anticipatory Set:
o Ask students if they know what the term “conclusion” means.
 Learning activities:
8. Read a conclusion of an article, essay, etc
9. Ask students the following questions: What did you notice about the
conclusion? What are the purposes of conclusions in articles, essays, etc?
Why are conclusions important?
a. Wraps up the writing and gives the reader something to think about
b. Clearly connects the introduction and the body of the essay
10. Teach a few introduction strategies:
a. an echo from the introduction
b. a quotation or dialogue
c. an anecdote or scenario
d. an interesting fact
e. a prediction
f. a question
g. a call to action
h. a generalization from given information
i. a self-reflection
j. a response to a “so what?” question
k. a combination from this list
11. Discuss ineffective ways to conclude an essay
a. I hope you enjoyed reading my…
b. In this essay/letter you have learned…
c. In conclusion,…
d. As you can see/tell…
e. I just told you about (exact thesis)…
12. Students will analyze two different conclusions within their cooperative group
and answer the following questions:
a. How does the conclusion connect to the introduction and the middle
of the essay?
b. Does the conclusion provide a satisfying ending?
13. Students will post the strategy that was used in their essays/articles on a
chart posted in class. Students will identify what strategies were used the
most and discuss as a class.
14. Independent activity: Students will construct a conclusion to their original
introduction that began to answer the question: Do you think it is possible –
in real life- for a boy and a girl to be best friends? Why or why not?
 Closure
o Repeat strategies for writing a conclusion
INSTRUCTIONAL MATERIALS, RESOURCES, AND TECHNOLOGY
Various essays/articles for students to analyze
MEETING THE NEEDS OF DIVERSE LEARNERS
While instructing, I will differentiate and scaffold instruction to accomodate different learning
styles and levels, keeping in mind many boys benefit from movement and visuals. I will abide
by any Individualized Education Plans students may have and work with the school’s special
education department to obtain research-based interventions for those on Tier 2 or 3 of the RTI
model. ELL students will be supported in speaking and writing English, but can communicate in
their native language if needed. Pictures and other visual aids will also be used for ELL
students.
PLAN FOR USING PERSONAL CONTACT WITH FAMILIES
A letter to parents was sent home when the class began reading Bridge to Terabithia
discussing important themes within the book and assignments tied to the book.
RUBRIC
-Uses at least one of the conclusion strategies discussed in class
-Addresses the question “Do you think it is possible –in real life- for a boy and a girl to be best
friends? Why or why not?”