UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate:
Kate Goudzward
Lesson Title:
Literary Circles using Bridge to Terabithia
Grade Level: 6th grade
Number of students: 24
Unit/theme:
Literary Circles- Bridge to Terabithia
Where in the unit does this lesson occur?
Lesson 2 of unit. Students have some prior knowledge of literary
circles.

Date developed:
12/1/2016
Date of lesson:
12/15/2016
Knowledge domain/subject:
ELA
Period/time/estimated duration:
60 minutes
Structure(s) or grouping for the lesson (all that apply):
Small groups, literary circles

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**
INFORMATION ABOUT THE CONTEXT,
My classroom is a group of 24 students, 15 females and 9 males. I have one IEP student in my classroom that is provided with
assistance from an inclusion teacher throughout the day. I do not have any ESL learners currently.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON

-paper (provided by me)
-markers (provided by me)
- Handout of roles
-The Book Bridge to Terabithia (provided by school funds)

CENTRAL FOCUS
The big idea for this lesson is for the students to learn how to become master of a literary circle while reading Bridge to Terabithia.
Each student will have tasks to do while reading the book and reporting back to their peers.

JUSTIFICATION/RATIONALE
I am teaching this lesson to show them what each job is in literature circles and what each role id responsible for. I will assign each
of them a role by the end of the period. At the end of lesson, they will be ready to dive into literature circles when we start tomorrow.

PRIOR KNOWLEDGE OF CHILDREN

When I explain to my students the new jobs that are required to participate in literature circles, they have most likely done similar
jobs in the past. However, they may not have had these exact names or been as heavily reliable for as much information within the
jobs.

LEARNING OBJECTIVE(S)
Students will be able to

identity the qualities of a good discussion.

model strategies that encourage conversation about difficult topics.

practice active listening.

come to consensus regarding a shared list of discussion norms.

engage in meta-conversation about discussion technique

CONTENT STANDARDS
0601.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation
0601.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

ACADEMIC LANGUAGE DEMANDS

LANGUAGE FUNCTION: Summarizing, classifying

Language Demand Select, choose

Discourse: summarize- tier 2, select- tier 2, choose- tier 2
Vocabulary: summarize, classify
LANGUAGE SUPPORT- Quick Write

PLAN FOR ASSESSMENT OF STUDENT LEARNING

Diagnostic/pre-assessment: Pretest
Formative assessment/feedback to learners: The students will receive a handout that describes each job that they could potentially
have. They will have to fill in words as a form off notetaking while I introduce each job.
Summative assessment (if any): Post test

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT)

Exceeds expectations: The students will exceed expectation if they correctly fill in all notes, actively listen, and give feedback
Meets expectations: The student will meet expectation if they correctly fill in all notes and actively listen
Below expectations: The student will not meet expectation if they are a disruption and do not participate in class notes

PROCEDURES FOR THE LESSON

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

What does a good discussion sound like/look like?

What is the individual's role in making a discussion run smoothly?

What strategies can be used to deepen our conversations about books?

BEGINNING:
I will begin the lesson by showing the students the colorful sheet of all the roles in a literature circle on the document camera. I will
also have all the different roles written on the board with signups under each sheet. It will be first come first sever for the first round
of jobs. The anticipation of getting the job each student wants will hopefully spark their interest for the following units.

MIDDLE: Instructional strategies to support student learning

The bulk of my lesson is this

Have students follow along on their handout of the roles that is handed to them as they walk in the classroom. As class gets
underway, they will be asked to fill in the missing words from the handout following along on the doc camera as I model and write in
the correct words. After the students finish we will move along to the sign ups on the board. I will call row y row and students will
have a chance to sign up for their desired job. After this, the students will be allowed to ask any questions they have about their role.
END:
I will end the lesson with telling the students that if they have further questions about their role, they can stay after class

DIFFERENTIATION/EXTENSION
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): I will assign them to a group without having a specific job to report back to the group with. They will be able
to draw conclusions from reading, but will not be responsible for being a group member.
Challenging experienced learners: I will encourage students to pick a job that is new to them, or maybe have never participated in
another class.
Facilitating a classroom environment that supports student learning: Good behavior is expected. There is to be no talking while we
are taking notes.
Extension: Students who cannot decide on a role will be given what is left over.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . Get off task working? I will redirect their focus to the task at hand.
What if students cannot . . .decide what job to do? I will assign them a role

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.