Jessicalessonplan6 4

Comprehensive
Lesson Plan

Child: JC Tutor: Kim Jacobs Date: 2/19/2019 Content Area: VA Studies Lesson #: 2 of 6 in sequence
Unit EQ: What are the characteristics of a strong woman?
Objective: Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.
Jessica will be able to list the characteristics that make Pocahontas a strong woman.
Lesson Assmt: Describe how you will collect evidence that individual students have indeed met the lesson objective:
Jessica will list the characteristics Pocahontas has with examples.

• What modifications to this plan have been made to accommodate the diverse needs of the student (see http://education.msu.edu/te/elementary/pdf/Designing-Lessons-for-Diverse-
Learners.pdf for additional ideas)?

Jessica has a difficult time with attention. The reading part of the lesson was chunked into three different parts to help accommodate for this and to increase comprehension. The
post it notes that we used had the character traits already printed on them. Jessica is slow to write and this would take more time away from reading.

• List any additional anecdotal student notes for consideration prior to professor review of this lesson.

Justification statement: Jessica’s initial assessment showed her to be reading on guided reading level O – 3rd grade level. Her word study assessment placed her in the within word stage
working on r-controlled vowels. After the first word study lesson it was also apparent that she struggled with homophones. An explicit lesson on homophones will help clear up any
issues she has with this. Jessica’s fluency rate is on target, however she often has to remind herself to slow down to aide in her comprehension. She acknowledged this in her interview.

You will provide a justification statement explaining WHY you are doing WHAT is written in the instructional plan. As we read your justifications, we are looking for a clear statement that
synthesizes how your “instructional WHATs” connect in a cohesive way to your “WHY.” In particular, we want a justification statement that is informed by on-going student outcomes and
reflects your role in RTI by way of the progress-monitoring-to-responsive-teaching cycle. Considerations may include:

Student Outcomes: Teacher Reflection:
Initial assessment Self-reflection
Progress monitoring (specify) Peer reflection
Anecdotal notes Feedback from supervisor
Be sure to include a copy of the passage, sort, and any other instructional materials you intend to use as part of this lesson plan submission.
READ 670: Instructional Reader Lesson Plan
Comprehensive Lesson Plan

Observations Video Reflection
Engagement
Cluster of Errors

Fluency (10 minutes beginning; 5 minutes end)
REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)
Cold Reads ONLY: PASSAGE name: PASSAGE Level (independent level): This Week’s Rates:
Rate # Errors (Review TRR chart from last session. Discuss rate/fluency goals.) Rate # Errors
(wpm) • Timed Repeated Reading (TRR) (wpm) (acc)
Lesson 1 n/a n/a 1. Teacher Model 1st Read (cold) 91 2
Lesson 2 a. Read aloud the passage to the student. 2nd Read (hot) 126 2
Lesson 3 b. Model good inflection and speed (not too fast, not too slow). 3rd Read (hot)
Lesson 4 2. Silent Read
Lesson 5 a. The child reads the passage silently for practice, underlining difficult words. • Did the student graph the results?
Discuss. yes---
Lesson 6
3. COLD Read Aloud for Timing • Did the student reach the goal for
a. Time his/her reading rate.
• Justification for today’s today? She met the goal on the hot
b. Student completes the TRR chart.
fluency plan: read, but not on the cold read. She
c. Emphasize rate growth and error decrease.
became distracted and wanted to
J is a fluent reader, however she • Return here AT THE END OF THE LESSON talk about the reading before she
often rushes and does not use was reminded her fluency was
4. HOT Read Aloud for Timing (same as steps a. – c. in #3)
conventions of text to help with 5. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) being timed. ---
her prosody. She often has a • What will you do next as a result of
difficult time with deriving today’s student outcomes?
meaning from materials She did better with the hot read,
because of this. but continues to try to read as fast
as she can without regards to
• What is the new goal, or comprehension.
student outcome, you hope
to achieve by the end of
today’s fluency work? We

discussed J trying to stay at
higher than 100 WPM, but
lower than 160 WPM to help
with comprehension.


Word Knowledge (15 minutes)

(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)
The
Justify why you selected this sort: Word Study Stage: WW ( Early X Mid Late) • This sort was R-influenced O
student will complete a sort R- FEATURES SORTED: or vs. oar vs. our (homophones) R-influenced O Homophones homophones --
influenced O homophones. She e. Introduce and Model
a. Intro words, exclude words children cannot read. • Do errors tend to cluster around a
struggles with homophones and with particular weakness? On three of the
b. Model how to sort:
r controlled vowels. missed words she added letters in
i. First by sound (long vs. short; accented vs unaccented, etc.) sore/SNORE, soar/SHORE, worn/WORE,
ii. Then by pattern (CVCe vs. CVVC)
f. Sort and Check • If WWP:
• How did your student do on the last sort?
f. Students identify pictures and/or read each word aloud. o Sound Pattern
Blind Sort Results:
g. Place feature headers in top of column. Position
Features % correct
h. Student sorts independently. • If SA:
Lesson 1 ar air, are 72 Previously learned patterns in
i. Student compares word card back to header. o
Lesson 2 r-influenced
75 j. Student checks work and explains choices. LN WWP
homophones
g. Reflect § Which features?
Lesson 3
o Doubling
Lesson 4 a. Student provides summary statement regarding features.
o Syllable Juncture
Lesson 5 o Other
h. Blind Sort (use 6-10 words)
Lesson 6
• Student completed the sort with
i. Have student complete homophone assessment support.
• What will you emphasize next based on
the previous lesson (error clusters)?
• Comments:
• Would FastReads be beneficial?
Blind Sort Results:

% correct
Today 75Ch

Comments:
Comprehension (30 minutes)


Justify why you selected this
strategy?
J needs to make Comp Making Connections (character traits) (Select the comprehension strategy focus area) Was the student independent in
connections with character using the strategy?
traits. She will work on Strat: (Below, look for techniques you can use to support the independent use of this strategy.) No the student needed
identifying characteristics of guidance. It was modeled for
a strong woman and her first, then some of it was
providing text evidence to completed together.
prove this.
What is your intended outcome as a Discussion Organizing Writing Vocabulary
RESULT of this reading (tied to Think-Pair-Share Power Thinking Summarizing Word Map How independent was your
obj/assmt)? Authentic Questions Pattern Puzzles Sum It Up Concept of Definition student today with these tools?
• The student will be able to identify Seed Discussions Graphic Organizers Framed Paragraph Map She understood how to use the
the characteristics that make Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers sticky notes and the graphic
Pocahontas a strong woman. Group Graphic Selective Journal/Learning Log Sentence/Word organizer once explained to
Organizers Underlining/Highlighting RAFT Expansion her.
Which of the tools to the right will you Carousel Column Notes Spool Paper Word Combining
use in the Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary
B-D-A reading to scaffold meaning- Concentric Circles Sticky Notes Word Combining Semantic Feature
making so that the student successfully Clock Buddies Opinion-Proof/Conclusion- Analysis
attains the outcome (obj/assmt)? Group QARs Support Journal/Learning Log
• Sticky notes in the book where there Capsule Vocabulary Problem-Solution
is text evidence of one of the Semantic Feature Analysis
chactacteristics (physical strength,
smart, hard-working, courageous, or
persistent. She will also use a graphic
organizer to write out the
characteristics/evidence from the
text. She will use this organizer to
help her write a short paragraph.
How independent was your student last

time with these tools?

• Somewhat independent she was
given some accommodations to
help move her along with the writing
portion. Sticky notes were
completed beforehand so she just
had to place them where she
discovered text evidence. She was
provided with a graphic organizer to
help organize her thoughts for the
character traits.
BEFORE READING, VIEWING, OR TEACHER STUDENTS
LISTENING
• focusing attention, laying groundwork, creating interest, • strategies to get STUDENTS thinking about what
(~5 MINUTES)
sparking curiosity…think of it as setting the stage/setting they already know
them up for success • cause STUDENTS to bring to mind similar ways of
• thinking, an analogous idea, or previously-learned
• make sure students “get” the purpose (not just agenda) content or concepts
of today; what it will result in or lead to; the “why” of what • STUDENTS are caused to think about that element
they’ll be doing of today’s learning that is most close to or familiar
to them
What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic? • This topic was what are the
have on this topic? 1. Setting the Hook characteristics of a strong
J knew who Pocahontas was and had a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new woman?
some information about her life.
information to come in the DURING reading portion of the lesson.
How will you create a common What about the “hook” was
experience or “knowledge base” from
- Talk about what are the characteristics of a strong woman? Talk about how strength is not only
physical, but can include things like smart, courageous, persistent, and hard worker. Read to the engaging for the student?
which to build upon before reading?
student about Sally Ride from the book, She Persisted,by Chelsea Clinton. Talk about which She enjoyed learning about Sally
What holes need filling?
Ride This helped her understand
J equates strength with physical character traits Sally displays. She is smart, persistent, courageous, and hard working. Talk
where we were going with the
characteristics. We have started to discuss about the text evidence we find to support these traits. Model how to fill out the graphic
lessons and what she needed to
the other characteristics that strong organizer. Talk about the other women that we will read about each week: Pocahontas, do with the Pocahontas book.
women display. Sojourner Truth, Helen Keller, and Rosa Parks.
2. Vocabulary Review How did the “hook” connect the
new knowledge to come in the

a. Before reading, go over some words that may be troublesome. Talk about how DURING with the child’s prior
they are pronounced, connect to word study if possible, look for ways to break word knowledge?
apart, and talk about meaning if unknown. List the words below. J already knew who Pocahontas
Words and page #s: Wahunsonacock (p.4), oral history (p.4), yehakins (p.6), mussel (p.8), ceremony was and had her own ideas of
what made her a strong woman.
(p.12), drought (p.14)
It was good to see her use this
knowledge.
Vocabulary Difficulty level?:
Some of the Indian names
were difficult to pronounce
and made the book difficult
to read. The only other word
that was difficult for her was
mussel.
DURING READING, VIEWING, OR • strategy(ies) for student active engagement with the new content that’s coming from the text
LISTENING • what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
(~15 MINUTES)
Text Title: Reading Level: O Text Format: Diversity & Accommodations
Pocahontas and the Hard back book --
Powhatans Differentiated by reading ability:
Genre: Nonfiction
Justify why you selected this specific Comp Technique: Which comp technique will best help the reader “place hold” new information • Success with comp
technique/tool for the DURING reading? while reading? The specific information gathered with this technique is what you will use in the AFTER techniques?
Book will be chunked into parts and reading (so it should line up with your objective). • Level of independence?
student will use sticky notes with Some help needed---

character traits on them and place them Technique (list above): • Does the student know
where she find text evidence of the What will the student do to placehold new information while reading?: when to use this type of
character trait. technique on his own (in
The reader must be DOING something
• How will this specific tool help the student gather the information (s)he needs from the
text? In other words, explain how this tool used in the DURING will be used as a means which circumstances it
while reading. How will you make this
works best)? Yes
clear BEFORE letting him read for constructing meaning in the AFTER section (i.e., if (s)he wrote on sticky notes, what will
independently? you do with the sticky notes in the AFTER with this new bits of information? Move them
into a graphic organizer?)?
Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of • Text difficulty level: Jessica
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making had a moderate amount
The book was broken down into nine predictions, reading silently to a predetermined stopping point, and then discussing for clarification. of difficulty with this book.
different sections. We read three sections REPEAT as necessary to get through the assigned chapter/reading. The Indian names made it
at a time. Generally, there was one page
somewhat difficult to
and a picture with each section. We DR-TA Reading:
stopped after each section to talk about
understand. --
List the stopping points for discussion below; list the questions you will ask at each stopping point.
what characteristics we found and what
How does your questioning build towards the outcome goal for the AFTER reading? • Does the student self-
evidence we had from the text. Jessica
struggles with inattention and does not Chunk 1: How do we know about Pocahontas? monitor while reading?
attend to what she is reading. This helped What were the jobs of the women in the tribe? What characteristic would you say described J did not self monitor and
keep her accountable for the reading and Pocahontas knowing what jobs she performed? had to be reminded to
helped her with comprehension of the slow her silent reading rate
material. Chunk 2: What did Pocahontas do to save John Smith’s life? down to help with
What did Pocahontas do to help the settlers in Jamestown? comprehension. --
What level of success did your student Knowing these things, what characteristics would you use to describe Pocahontas? • TOTAL PAGES READ: 9
experience last week in the DURING
reading with the accommodations and
• Independence with comp
Chunk 3: How old was Pocahontas when she got marry and whom did she marry? strategy? She had a great
scaffolds you put in place to address
Why did she move to England? deal of difficulty with the
identified diverse needs?
J struggled with text evidence. She first chunk of reading. We
needed more support from me in had to go back and talk
explaining why she chose some parts of What are the big ideas/themes discussed as a result of this reading? about the character traits
the book as giving evidence for a Pocahontas is a strong woman because she displays acts of courage, is a hard worker, and is smart. and actually finding
characteristic. At first it was evident that Her life story is a testament to strong women in history. information from the book.
Jessica was reading, but not attending to

what she was reading. She needed • Areas of difficulty?
reminders to read for a purpose. Attending to what she was
reading. Jessica often
inserts information from her
prior knowledge instead of
what she reads from the
book.
• Comments:
Jessica has to use
evidence from the text to
support her ideas. She
likes to talk about what she
already knows instead of
what she reads in the
book.
AFTER READING, VIEWING, OR • how will students apply new knowledge in a new way?
LISTENING • how will students check to see if their understanding is correct?
• how will students be prompted to reflect on what they learned?
(~10 MINUTES)
• how will students be prompted to reflect on how they learned it?
What level of success did your student Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in • How engaged and
to your assessment above.
experience AFTER reading with the motivated was the student?
accommodations you put in place to Jessica likes to talk and
What will students DO with the “place holders” collected in the DURING reading phase?
address identified diverse needs? enjoys the attention she
Chunking is important for Jessica. The
She goes to the place holders with the character traits and writes the text evidence under the receives from one on one
character traits were placed on the sticky character trait on the graphic organizer. tutoring. It was difficult
notes and all she had to do was place keeping her on task and
them where she saw evidence of the trait. How will you make his/her thinking visible? trying to finish the assignment
If there another character trait she found Student will complete a graphic organizer for each woman she reads about. before our time was up.
she could write it on the sticky note. • How successful was the
Jessica is a slow writer and is easily Describe any other parts of the activity/process below. student on the assessment?
distracted this helped keep her focused. She was able to choose
some characteristics that
described Pocahontas, but

Please Note: The Assessment occurs in What will you use to assess learning of the objectives? How will you know your student has mastered she had to be reminded to
the After Phase! The point is to see what (i.e., made visible) the objective? use the text evidence not just
has been learned as a result of the Jessica will be able to provide text evidence to support the character traits she uses to describe her prior knowledge of
reading, so it must come after one reads. Pocahontas. Pocahontas.
• Confirm that your assessment happens
here or in the Writing section: YES • Other Comments:
• Confirm that your obj listed above
matches your assessment listed here
(i.e., what you said you were going to
teach, you actually assess for here or
in the Writing section): YES

Writing (15 minutes)

What level of success did your student Writing Focus: List the writing focus area(s): write a paragraph about the • Writing was completed:
experience with connecting the ideas characteristics that make Pocahontas a strong woman. Use J had to finish her writing
from the readings to writing last week? evidence from the text to support her thinking. assignment with me the next
day during my planning. She
had to be redirected several
Focus Areas:
Voice Conventions times back to her work.
x Ideas x Organization • Level of success
Presentation Word Choice connecting reading
x Sentence Fluency concepts to writing:
Jessica was able to write
about the characteristics
and with the graphic
organizer easily
constructed sentences.

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Comprehensive

Word Knowledge (15 minutes)

Blind Sort Results:

Comprehension (30 minutes)

How independent was your student last

Writing (15 minutes)

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