Lesson Plan Practicum Student: Becky Anderson Subject: Reading Literature Grade Level: 11/12 Time of Lesson (Period):

7 Date: 1/8/13 Number of Learners: 6 Length of Lesson: 50 mins

Curriculum Frameworks: English Language Arts Grade Level: 11-12 Subject: Reading Standards for Informational Text 612 Strand: Integration of Knowledge and Ideas Standard: 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Page Number:52 Publication Date: March 2011 Purpose: -As a result of this lesson student will be able to decipher between important and irrelevant information based on the given purpose of their reading assignments -This lesson will provide students with the opportunity for guided practice of the application of critical reading skills in order to highlight information which answers a specific given question. -The function of this lesson is to improve active reading skills such as defining purpose and highlighting Pre-requisites: a. Students must be able to apply basic comprehension skills to the articles b. Students must have viewed of primary source videos in class as well as completed the reading of an assigned article (article #2) Schedule and Pacing: a. Warm-Up: Quick free write -10 mins Consider question: Why was the assassination of President Kennedy so significant? Discuss thoughts a. Review HW -10 mins 1. Discuss 2-page article about the legacy of President John F Kennedy 2. Make notes on key details for written assignment b. Start reading Article #1 1. Pairs 10 mins 2. Discuss highlighting so far as a class 3. Read as class c. Review HW Materials: Packet with two articles on John F Kennedy Highlighters Notebooks

IEP Goals/Objectives/Benchmarks: IEP Objective Verbatim: Brittney will learn and apply study skills to improve organization, note taking and completion of tasks in classes and for homework. Teachers record completion of assignments in each class, and issue quarterly progress reports which will report on the following objectives. Objective Re-write: Brittney will learn and apply study skills, such as defining purpose, highlighting, and note taking, to improve her understanding of content during in-class and homework assignment. IEP Goal verbatim: She will identify directly stated main ideas in longer written pieces of a page or more with 70% accuracy. IEP Goal re-write: When given a reading assignment at her independent level of one page or more, Brittney will independently highlight 70% of the identified main ideas on 4 out of 5 measured occasions. Specially-Designed Instruction: -Small group instruction: class of six, working in pairs -Multimodal approach: Incorporated videos, oral reading, discussion, highlighting -Highly structured approach: clearly established agenda Accommodations/Adaptations: Allow for discussion prior to and during reading activities discuss article #2 before reading article #1 to provide more background knowledge stop during in-class reading to ask specific questions, making sure to address all students - Adjusted reading level -provide definitions of unknown words -provide alternative working for confusing sentences Possible Problems/Solutions: -We loose track of time discussing article from HW ask student to be time keeper -A student absent would make for odd number make a group of 3 or pair up with a student -Reading level is too challenging work as a class the whole time so I can provide more scaffolding Lesson Closure: -Discuss key details so far on the short and long term effects of the assassination of JFK -Assign HW Assessment: Students will accurately identify 4 of 5 details from the text when working in pairs. Extension of the lesson: The following day students will share their 2 paragraphs on JFK to evaluate if their highlighting allowed them to respond efficiently to the question.