07/18/2010_Required Lesson Plan Format: EDR524 - Snowden, P. L.

Fall 2010
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LESSON PLAN FORMAT

Title (or focus) of the Lesson: “Reading as a Critical Investigation”

Grade Level: 9
Time Required for Lesson Delivery: 45 minutes (adapted to 20)

Purpose(s) for teaching the lesson: Especially entering high school,

many students are apathetic toward reading or frustrated with their
developing reading comprehension skills. This introductory lesson will begin
the conversation with students about how they associate with reading.
Students will be empowered to have their own reading style and reading
identity, and they will also explore the importance and relevance of reading
in different contexts, with a focus on how we replace reading with other
activities. Students will also explore the relevance of re-reading, and why re-
reading is essential for comprehension and critical thinking. This lesson is
merely in introduction to these more complex objectives.

Objective(s): Students will critically explore their past experiences as

readers in order to articulate their current reader identity.

Materials:

A. Materials for Teacher Use: flip chart, markers, whiteboard,

computer with Internet, projector or SmartBoard, necessary
handouts.

B. Materials for Student Use: Handouts, writing utensils, large paper

and markers.

Instructional Strategies:

I. Opening: Think-Write-Pair-Share: Write freely about memories of

reading. What is your earliest memory of reading? Share – what are some
common experiences of the class?

II. Body: Students will brainstorm individually and create a list of all the
books that they have read over the course of their lives. Students will then
share their lists with the person next to them, reporting back to the class
about similarities and differences. The class will then address the question,
“What kinds of memories do we all have about reading?” After introductory
discussion, students will break into groups and create a map of the reading
experiences of the group. The maps will be displayed around class as a
reminder of the many different experiences that represent the class as
readers.

III. Closing: What does your map tell you about who you are as a reader?
How have you changed as a reader over time? Refer to group maps, lists,
“Caring, Competent, Qualified Professionals”

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and initial free-write. For closure, ask the class (check for understanding):
What did you learn about yourself as a reader? (Hold up red, green, or yellow
cards) Who is curious about their reading identity? Who wants to learn more
about their reading identity? Hold up a green card if you are positive about
reading, a red card if you are apprehensive about reading, or a yellow card if
you have a love/hate relationship with reading. This will provide closure to
the lesson, but also provide a segue into the rest of the “Reading as a Critical
Investigation” unit.

Assessment

I. Assessment Methods and Evaluation

A. Assessment: Check for understanding, check free-writes (do not

collect),

B. Evaluation: Group charts indicating reading identity.

II. Self-assessment/reflection:

A. Teacher self-assessment: I believe that this lesson is relevant

and also allows students to construct meaning through their own
experiences, challenges, and interests.

B. Student self-assessment & Student Assessment of Instruction:

Students will assess instruction through the closure of the lesson
and also by creating their own lists and maps.

Additional Section

Reflects Educational Unit Themes:

KNOWLEDGE OF CONTENT

__X___ Content in Context

__X_ Learning Environments

__X___ Technology

KNOWLEDGE OF PEDAGOGY

__X___ Assessment

___X__ Critical Thinking and Problem Solving

__X___ Recursive Learning

07/18/2010_Required Lesson Plan Format: EDR524 - Snowden, P. L. Fall 2010
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PROFESSIONAL SKILLS

___X__ Collaboration

__X___ Modeling

__X___ Multiculturalism and Diversity

“Caring, Competent, Qualified Professionals”

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